Date of Award

Summer 2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Program/Concentration

Curriculum and Instruction

Committee Director

Abha Gupta

Committee Member

Thomas Bean

Committee Member

Peter Baker

Committee Member

Jihea Maddamsetti

Abstract

This study investigates foreign language anxiety (FLA) in the context of Saudi Arabian classrooms, focusing on perceptions from both teachers and students. The research aims to identify factors influencing FLA, examine classroom environments, and offer insights to enhance foreign language teaching and learning in Saudi Arabia. Using a survey-based approach, data were collected through Likert-type scales and open-ended questions to explore FLA across various dimensions.

Section 1 analyzed Likert-scale responses, revealing diverse levels of FLA among participants, with students often expressing neutral to disagreeing attitudes towards statements reflecting anxiety about language learning and classroom participation. Section 2 explored sociocultural factors impacting FLA, highlighting perceptions of gender roles and cultural norms, which participants perceived as contributing to FLA, though without significant correlation by mean scores. Section 3 examined strategies employed by students to manage FLA, emphasizing self-practice, media consumption, and confidence-building exercises. Peer interactions and collaborative activities were identified as beneficial despite concerns about potential negative impacts.

Section 4 presented insights from teachers regarding the prevalence of FLA among students, noting behaviors indicative of FLA such as avoidance of speaking in class and visible signs of anxiety during language activities. Section 5 focused on teachers' perceptions and adaptations to create supportive learning environments. Most teachers viewed their practices as moderately effective in addressing FLA, utilizing strategies such as technology integration, collaborative learning, and fostering supportive classroom atmospheres.

Overall, the study underscores FLA's multifaceted nature among Saudi students, influenced by sociocultural norms, personal strategies, and instructional practices. Findings suggest a necessity for targeted interventions and supportive educational environments to mitigate FLA and enhance language learning experiences. The study provides critical insights for educators and policymakers, emphasizing the significance of creating supportive learning environments and implementing effective teaching practices to alleviate FLA in Saudi Arabian classrooms.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/x1tz-9234

ISBN

9798384455394

ORCID

0009-0009-7168-2639

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