Foreign Language Anxiety in Saudi University Students: A Review

This literature review examines the phenomenon of foreign language anxiety among first-year Saudi university students, drawing on various studies and research papers. The review explores multiple factors contributing to this anxiety, including learners' self-consciousness, fear of oral performance, and concerns about self-identity. It highlights the role of language teachers in mitigating anxiety and emphasizes the impact of linguistic barriers and cultural differences. The review also discusses the influence of classroom settings, perfectionism, and the fear of making errors on students' anxiety levels. It underscores the importance of providing effective communication skills training and creating comfortable, welcoming classroom environments to alleviate anxiety. Furthermore, it suggests the need for teachers to offer constructive feedback and in-service training in general psychology and language anxiety to manage pressure in classes. Overall, the review provides a comprehensive overview of the challenges and potential solutions related to foreign language anxiety in the context of Saudi universities.

Foreign language anxiety
among first-year Saudi
university students

Contents
LITERATURE REVIEW................................................................................................................3
REFERENCES................................................................................................................................5

LITERATURE REVIEW
As per the review of the Tanielian, (2017), the anxiety of learning the languages among
the students are the recurrent phenomena. The author stated there are various factors which are
the major cause of language anxiety by having clear inclusion of learner’s excessive self-
consciousness and self-awareness. On the other hand, the Sadiq, (2017) contradict that student
are having the anxiety due to failure of oral reproduction of their peculiar performance which is
quite often being misplaced or mistaken regrading different approaches encountering their value
and belief. The author also supported that’s statement by other potential factors as the
continuous deterrent fear of causing damage to one’s self-identity.
According to views of Mohammed (2016), there is need for continuous attention for
language learner’s reaction of anxiety in which the language teacher should pay attention in
helping their student out to achieving the level of expected performance goals in targeted
language. On the other hand, the Al-Sobhi and Preece, (2018) contradict that the student have
failed to gain proper command on target language which have attributed in their linguistic
barriers and obstacles language learners in Saudi Arabia. The author also added that’s the
language anxiety is comprehensive concept of anxiety and a rudimentary human reaction
possibly induced by numerous amalgamations of situational factors.
As per the views of Suleman, (2018), There obstacle of language anxiety has the
possessing of additional radials for both language learners and their respective teachers. There is
increase level of modern pressure in order to have specific level of communication in English
which leads to anxiety among student. On the other hand, the Tanielian, (2017), constricts that’s
due to the increase level of pressure in order to communicate in particular languages have posies
out to be particular level of weakness of student before their fellows. In addition to have their
rectification of this particular issues, leaners should have providence of developing effective
communication skills in the target’s language in more effective manner.
According to the view of Sadiq, (2017), there foreign language anxiety is considered to be
composite and multifaceted phenomena. The author also believed that’s there is particular state
of tension, anxiety, uneasiness, and fear linked with the provocation of the involuntary nervous
system. However Mohammed (2016), observed that anxiety is more level of associated with two
bias and more level of interactive skills of learning foreign languages which is impossible to
have separation skill form one and other. There is need to have linear classroom as the strict
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classroom setting create backwardness among the student to have proper discuss the obstacles,
they are facing in learning language. Language leaner feel nervous and anxious in classrooms
setting which are focussed on student centred approach in extremely anxiety including formal
and teaching for learners.
According to the views of Al-Sobhi and Preece, (2018), the leaners have the fear of making
subsequent errors and uneasiness as incompetent in front of peers which can be turned out to be
paralysing terror which is committing errors poses of bid obstacles suing their foreign languages
in respected class room setting. On the other hand, the Suleman, (2018), contradict that as per the
study of correlation and their language learning and perfectionism which is considered to be
strong link which have been considerably found out in students. There are making more level o
fear and making concerns which concern a level of positivity to maintain appositive level of
image among their respected audiences, teachers and peers.
As the Sadiq (2017), belief cultural differences have been underestimating as the cause of
classroom anxiety as there is believes to have failure to adapt the culture of target languages
which have leads to respective increased anxiety. The students try to invade all level of anxiety
which have evading public level of interactions. On the other hand, the Tanielian, (2017),
contradict that languages anxiety have their apprehensions of the saving face in different cultures
which have inclusion of the culture bond and specific cultural phenomena along with respective
reception and perceptions which have been varied from culture to culture. In addition to that
teacher should have tries to reduces anxiety which clear instruction with adequate ideas and
preparation to accomplish the task. The author also supported statement as teachers have critical
roles in making the classroom by making it more comfortable, welcoming and cheerful loving
zones and less level of anxiety inducing the place.
Hence the Sadiq (2017), have stated that teacher have major responsibility to encouraged to
offer counteractive and constructive feedback on errors rather than disturb and correct students
repeatedly with outdated and unconstructive methods such as on-the-spot error correction, etc.
Therefore, in order to have managing pressure anxiety in classes by having in service training
courses in general psychology including their specific courses of languages anxiety.
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REFERENCES
Books and Journals
Online
Tanielian, A.R., 2017. Foreign language anxiety among first-year Saudi university students.
International Education Journal: Comparative Perspectives, 16(2). pp.116-130.
Sadiq, J.M., 2017. Anxiety in English Language Learning: A Case Study of English Language
Learners in Saudi Arabia. English Language Teaching, 10(7). pp.1-7.
Mohammed, A., 2016. EFL effective factors: anxiety and motivation and their effect on Saudi
college student's achievement. Arab World English Journal (AWEJ) Vol, 6.
Al-Sobhi, B.M.S. and Preece, A.S., 2018. Teaching English speaking skills to the Arab students
in the Saudi school in Kuala Lumpur: Problems and solutions. International Journal of Education
and Literacy Studies, 6(1). pp.1-11.
Suleman, O.A., 2018. Student Perception’s, Motivation, and Anxiety in Learning English as
Lingua Franca: An Action Research in EFL setting. Veridian E-Journal, Silpakorn University
(Humanities, Social Sciences and arts), 11(5), pp.260-278.
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