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Navigating the Maze: Re-evaluating the Foreign Language Classroom Anxiety Scale (FLCAS) in the Saudi EFL Context

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حدى الأسباب التي تم التغاضي عنھا وراء ضعف الأداء في اللغة الإنجلیزیة بین المتعلمین السعودیین ترتبط بمشاعر القلق التي غالب ما تسود في فصول اللغة الإنجلیزیة. تتعمق ھذه الدراسة في تعقیدات قلق تعلم اللغة الأجنبیة (FLCA (بین طلاب الجامعات السعودیین، وتشمل على تقییم مدى انتشاره، مكوناتھ الأساسیة، وتأثیر الجنس والسنة الدراسیة ضمن السیاق التعلیمي السعودي. تبحث الدراسة في القلق الناتج عن تعلم اللغة الأجنبیة باستخدام أداة معتمدة على نطاق واسع، مع إعادة دراسة بنیة العوامل باستخدام أسالیب التحلیل العاملي الاستكشافي (EFA (والتحلیل العاملي التوكیدي (CFA (لفھم الھیكل الأساسي للقلق الذي یواجھھ طلاب اللغة الإنجلیزیة كلغة أجنبیة ًا وطالبات من الجامعات، وكشفت عن مستوى قلق عام معتدل، حیث بلغ (EFL(في السعودیة بشكل أفضل. حیث شملت الدراسة طلاب المتوسط3.07 = μ . لقد وجدت الدراسة أن المكون الأساسي الذي یثیر القلق لدى الطلاب السعودیین في تعلم اللغة الأجنبیة ھو "قلق الأداء". كما تسلط الدراسة الضوء على الفروق بین الجنسین، حیث أظھرت الإناث مستویات أعلى من القلق. على الرغم من ھذه الفروق، ُلاحظ فروق دالة إحصائیا في القلق العام بین الجنسین. إضافة الى ذلك، أظھرت النتائج وجود فروق ذات دلالة إحصائیة في درجات ً لم ت قلق تعلم اللغة الأجنبیة بین السنوات الدراسیة الأربعة، حیث أظھر طلاب السنة الثانیة أعلى مستویات القلق. حیث یكشف تحلیل الأبعاد الفرعیة لقلق تعلم اللغة الأجنبیة عن وجود فرق كبیر في عامل "قلق التحدث" بین طلاب السنة الثانیة وبقیة السنوات الدراسیة. تكمن أھمیة الدراسة بما یلي: تسھم ھذه الدراسة في فھم قلق تعلم اللغة الأجنبیة بین طلاب الجامعات السعودیین، وتسلط الضوء على مكونات القلق الرئیسیة وتبرز تأثیر الجنس والسنة الدراسیة على ھذا القلق. كما تقدم الدراسة انعكاسات تربویة وثقافیة في المشھد الأكادیمي السعودي، مثل دمج أنشطة المراجعات بین الأقران، والعمل الجماعي التعاوني، الدعم التدریجي، وبرامج الإرشاد بین الأقران، بالإضافة إلى جلسات الت غذیة الراجعة مجھولة الھویة لتخفیف قلق الطلاب

Abstract

One of the overlooked reasons behind the low performance in English for Saudi learners has been linked to feelings of anxiety that are often prevalent in English classes. This study delves into the complexities of Foreign Language Classroom Anxiety (FLCA) among Saudi university students which includes assessing its prevalence, underlying components, and the influence of gender and year level within the Saudi educational context. The research investigates FLCA using a widely utilized tool, providing a revisit to the components’ structure using EFA and CFA approaches to better capture underlying structure of FLCA experienced by Saudi EFL students. The investigation involved male and female university students, unveiling a moderate overall FLCA level, as indicated by an average mean of μ = 3.07. The primary component eliciting Foreign Language (FL) anxiety among Saudi students appears to be ‘performance anxiety.’ The research also highlights gender differences, indicating higher anxiety levels among females. Despite these differences, no significant differences in overall anxiety between genders is observed. The results, however, showed statistically significant differences in overall FLCA scores among the four levels where second-year students exhibit the highest anxiety levels. An analysis of FLCA sub-dimensions reveals a significant difference in Speech Anxiety factor between second-year students and other year levels. This study contributes to the understanding of FLCA among Saudi university students, shedding light on key anxiety components and highlighting the influence of gender and year level on FLCA. It offers insights into cultural and educational implications within Saudi Arabia's academic landscape such as incorporating activities like peer reviews, collaborative group work, scaffolding and peer mentoring program and anonymous feedback sessions to help alleviate students' anxiety.

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