@phdthesis{discovery10020618,
          school = {Institute of Education, University of London},
            year = {2011},
           title = {Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students},
            note = {Thesis: (PhD) University of London Institute of Education, 2011.},
        abstract = {The goal of the research presented in this thesis is to increase understanding of the
experiences (e.g., affective experience, challenges) of female Saudi Arabian students
learning a foreign language. To better understand why some language learners have
more difficulty acquiring a target language, there has been an increase in research into
relationships between foreign language acquisition and affective variables (see Gardner,
1997). However, the vast majority of previous research has been conducted in the West,
leaving a gap in understanding other perspectives. The present research uses a case study
design, drawing on multiple sources of information to inform an understanding of female
students' experience in a private college's English as a Foreign Language (EFL)
program. A combination of factors - the importance of learning English, changes in the
educational system, and conservative culture - create a unique environment for
researching anxiety related to studying EFL. To gain insight into the learners'
perspectives, questionnaires, individual and group interviews, and informal classroom
observations were used.
Ten participants, five from the beginning level (Level 1) and five from a more advanced
level (Level 3) of the college English program, were examined. Each participant's
experiences are discussed individually, then compared and analysed in the context of
existing research literature. All case study participants indicated that they experienced
anxiety through responses to a questionnaire, discussion in interviews, and observed
behaviours (e.g., avoiding in-class participation).
Although some factors, such as teacher-student interactions and teacher behaviour,
appeared nearly universally anxiety-provoking among all participants, others factors
varied between participants in Levels 1 and 3. These differences and similarities are
examined. Finally, implications and limitations, along with suggested recommendations
for EFL teachers and policy makers in Saudi Arabia, are discussed.},
          author = {Al-Saraj, Taghreed Mohammed},
             url = {http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549550}
}