LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:2 February 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Speech Anxiety among EFL Arab College Students

Ghuzayyil M. Al-Otaibi, M.A.
King Saud University

Abstract

EFL classes in Saudi Arabia are known to be teacher-dominant. However, at college level in speaking classes, students are expected to be fluent, produce accurate sentences, and contribute a lot to class discussions. Thus, students will become very anxious because they are not used to express themselves in such classes. The purpose of the study is to explore the factors that make Saudi female college students anxious the most. Using a fourteen-item questionnaire, 22 freshmen students reported that peer comparison, being called on, low grades, being overwhelmed by many English rules, students' perception of their speaking ability, failing to understand the teacher, impromptu speech, fear of failure, being the focus of attention are the main sources of anxiety. Hence, teachers of speaking courses are advised to alleviate anxiety through using supportive messages, correcting errors implicitly, dividing class into small groups for presentations, paraphrasing difficult expressions and asking students to prepare presentations before time.

Keywords: anxiety, EFL, FLCAS, Saudi, speaking

Introduction

Much attention has been given to the affective domain in the process of learning in recent years. Some consider its factors as the most influencing on learners' performance. For example, Murray (1986) states that both domains, cognitive and affective, are equally essential for learning a second language. Research focusing on the affective component addresses the issue of anxiety as a central one to language learning. Moreover, Maclntyre and Gardner (1991) mentioned that intelligence and aptitude were the only factors considered in successful language learning till Brown (1973) suggested anxiety as another important determiner of success.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ghuzayyil M. Al-Otaibi
Lecturer, (M.A. in Applied Linguistics)
College of Languages & Translation
King Saud University
Riyadh, Al-Muzahimiyah
P.O. Box 11972 Zip Code 381
galotaibi@ksu.edu.sa
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