Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students

摘要

The goal of the research presented in this thesis is to increase understanding of theudexperiences (e.g., affective experience, challenges) of female Saudi Arabian studentsudlearning a foreign language. To better understand why some language learners haveudmore difficulty acquiring a target language, there has been an increase in research intoudrelationships between foreign language acquisition and affective variables (see Gardner,ud1997). However, the vast majority of previous research has been conducted in the West,udleaving a gap in understanding other perspectives. The present research uses a case studyuddesign, drawing on multiple sources of information to inform an understanding of femaleudstudents' experience in a private college's English as a Foreign Language (EFL)udprogram. A combination of factors — the importance of learning English, changes in theudeducational system, and conservative culture — create a unique environment forudresearching anxiety related to studying EFL. To gain insight into the learners'udperspectives, questionnaires, individual and group interviews, and informal classroomudobservations were used.udTen participants, five from the beginning level (Level 1) and five from a more advancedudlevel (Level 3) of the college English program, were examined. Each participant'sudexperiences are discussed individually, then compared and analysed in the context ofudexisting research literature. All case study participants indicated that they experiencedudanxiety through responses to a questionnaire, discussion in interviews, and observedudbehaviours (e.g., avoiding in-class participation).udAlthough some factors, such as teacher-student interactions and teacher behaviour,udappeared nearly universally anxiety-provoking among all participants, others factorsudvaried between participants in Levels 1 and 3. These differences and similarities areudexamined. Finally, implications and limitations, along with suggested recommendationsudfor EFL teachers and policy makers in Saudi Arabia, are discussed.