| dc.description.abstract | Language anxiety has detrimental effects on foreign language learning and research on language anxiety shows that one third to one half of all foreign language learners may experience debilitating levels of speaking anxiety (SA). While there is a global recognition of language anxiety and SA, little research attention has been devoted in regards to understanding English SA in Saudi Arabia as well as examining the perspectives of both students and teachers. Specifically, to the best of my knowledge, no research has been devoted to gaining a thorough understanding of the perspectives of both Saudi female EFL teachers and students of SA, and considering how these relate to each other. Thus, this PhD study seeks to bridge the gap in the existing research by exploring the perceptions of female Saudi EFL students and teachers regarding SA, allowing their voices to be heard.
The goal of this study is to explore and understand the nature of speaking anxiety as a psychological phenomenon that interferes with students’ speaking ability and oral performance in Saudi Arabia through the perspectives of EFL students and teachers. The study aims principally to (1) gain an in depth understanding of the Saudi EFL learner’s and teachers’ perspectives of English speaking anxiety; (2) explore their perceptions of how English speaking anxiety affects students’ performance, (3) identify factors that may contribute to this anxiety; and (4) identify ways to overcome English speaking anxiety recommended by Saudi EFL students and teachers. To gain insight into the students’ and teachers’ perspectives, an exploratory case study design was adopted and multiple sources of qualitative data were collected through semi-structured interviews with five EFL students, focus-group interviews with five EFL teachers, and classroom observations, all in one Saudi public university in the capital city, Riyadh.
The study offers a rich and deep understanding of EFL female students and teachers’ views of SA, as influenced by complex web of factors which impinge on their perceptions towards SA. Findings highlight a number of sources of SA which have been classified into three main categories: factors related to students, factors related to teachers, and factors related to classroom procedures. Further, the results of this study identify a number of anxiety provoking factors and found that low self- confidence and over-crowded classes to be a major causes of SA. In addition, the study highlights the important role that EFL teachers play in increasing and decreasing SA among students, as well as acknowledging that EFL teachers’ past experiences can shape the way they teach and treat their students. This study also recognises the impact of context on SA and that certain cultural beliefs might contribute to the students’ SA. Finally, a number of solutions and ways to help students with SA are proposed by the participants of this thesis; and a number of significant recommendations for both EFL students and teachers, and future research into language anxiety in general and within the Saudi setting, are proposed. | en_GB |
