Examining Foreign Language Learners’ Speaking Anxiety: The Case of Arabic L2 Learners

Abstract

Examining speaking anxiety in learners of foreign languages is important not only for the learners but also for teachers and curriculum designers. The study aimed to examine foreign language learners’ speaking anxiety in 100 M.A. students at Prince Sattam bin Abdulaziz University in Saudi Arabia. The survey was directed to M.A. students. The study used the PSCAS. The findings demonstrated that a variety of factors, including a limited vocabulary, pronunciation difficulties, social pressure, a lack of confidence, and negative past experiences, might contribute to speaking anxiety. Together, these components create a complex web of worry that keeps students from being open to vocal communication. However, the study also discovered several practical strategies that M.A. candidates could employ to boost their speaking confidence and lessen their speaking anxiety. These strategies included role-playing games, conversations in small groups, the use of technology, group projects involving collaborative speaking, regular constructive criticism, availability of interactive language labs, practical language application, progressively more difficult assignments, cultural immersion programs, and workshops on public speaking. By using these strategies, students can establish a supportive learning environment that promotes language proficiency and confidence. Based on the findings of this study, several recommendations were proposed, such as integration of supportive learning environments, utilization of technology, implementation of practical language application, training in public speaking, gradual complexity in assignments, and promotion of positive thinking.