Foreign language communication anxiety (FLCA) among tertiary level omani EFL learners

Asfia Khan, Rahma Al-Mahrooqi

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Foreign language learning is a complex and laborious process involving diverse constructs. Anxiety stands out as a factor which powerfully influences second language acquisition. Several studies have confirmed that one of the most anxiety-provoking activities in foreign language contexts is speaking. Further, research on Foreign Language Anxiety (FLA) suggests that anxiety-related behavior differs from culture to culture. Therefore this article reports on a study that investigated the Foreign Language Communication Anxiety (FLCA) of Omani EFL learners at the tertiary level. It also investigated the relationship between FLCA and the following variables: gender, and self-perceived proficiency. Using a substantially modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), this study's instrument exclusively measures English language communication anxiety. The results indicate that Omani EFL learners at the tertiary level have General Anxiety in English Classes. They also suffer from evaluation anxiety and teacher anxiety more than from peer anxiety. The difference between male and female Omani students in the FLCA appears to be negligible. It is also evident from the results that self-perceived English language proficiency positively correlated with all anxiety types.

Original languageEnglish
Pages (from-to)57-89
Number of pages33
JournalAsian EFL Journal
Volume17
Issue number1
Publication statusPublished - Mar 1 2015

Fingerprint

foreign language
anxiety
communication
EFL Learners
Communication
Anxiety
English language
language acquisition
female student
speaking

Keywords

  • English as a foreign language
  • Foreign language anxiety
  • Speaking anxiety

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

Foreign language communication anxiety (FLCA) among tertiary level omani EFL learners. / Khan, Asfia; Al-Mahrooqi, Rahma.

In: Asian EFL Journal, Vol. 17, No. 1, 01.03.2015, p. 57-89.

Research output: Contribution to journalArticle

@article{8e27c38f5c904cc09eab3030befd88f5,
title = "Foreign language communication anxiety (FLCA) among tertiary level omani EFL learners",
abstract = "Foreign language learning is a complex and laborious process involving diverse constructs. Anxiety stands out as a factor which powerfully influences second language acquisition. Several studies have confirmed that one of the most anxiety-provoking activities in foreign language contexts is speaking. Further, research on Foreign Language Anxiety (FLA) suggests that anxiety-related behavior differs from culture to culture. Therefore this article reports on a study that investigated the Foreign Language Communication Anxiety (FLCA) of Omani EFL learners at the tertiary level. It also investigated the relationship between FLCA and the following variables: gender, and self-perceived proficiency. Using a substantially modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), this study's instrument exclusively measures English language communication anxiety. The results indicate that Omani EFL learners at the tertiary level have General Anxiety in English Classes. They also suffer from evaluation anxiety and teacher anxiety more than from peer anxiety. The difference between male and female Omani students in the FLCA appears to be negligible. It is also evident from the results that self-perceived English language proficiency positively correlated with all anxiety types.",
keywords = "English as a foreign language, Foreign language anxiety, Speaking anxiety",
author = "Asfia Khan and Rahma Al-Mahrooqi",
year = "2015",
month = "3",
day = "1",
language = "English",
volume = "17",
pages = "57--89",
journal = "Asian EFL Journal",
issn = "1738-1460",
publisher = "Asian EFL Journal Press",
number = "1",

}

TY - JOUR

T1 - Foreign language communication anxiety (FLCA) among tertiary level omani EFL learners

AU - Khan, Asfia

AU - Al-Mahrooqi, Rahma

PY - 2015/3/1

Y1 - 2015/3/1

N2 - Foreign language learning is a complex and laborious process involving diverse constructs. Anxiety stands out as a factor which powerfully influences second language acquisition. Several studies have confirmed that one of the most anxiety-provoking activities in foreign language contexts is speaking. Further, research on Foreign Language Anxiety (FLA) suggests that anxiety-related behavior differs from culture to culture. Therefore this article reports on a study that investigated the Foreign Language Communication Anxiety (FLCA) of Omani EFL learners at the tertiary level. It also investigated the relationship between FLCA and the following variables: gender, and self-perceived proficiency. Using a substantially modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), this study's instrument exclusively measures English language communication anxiety. The results indicate that Omani EFL learners at the tertiary level have General Anxiety in English Classes. They also suffer from evaluation anxiety and teacher anxiety more than from peer anxiety. The difference between male and female Omani students in the FLCA appears to be negligible. It is also evident from the results that self-perceived English language proficiency positively correlated with all anxiety types.

AB - Foreign language learning is a complex and laborious process involving diverse constructs. Anxiety stands out as a factor which powerfully influences second language acquisition. Several studies have confirmed that one of the most anxiety-provoking activities in foreign language contexts is speaking. Further, research on Foreign Language Anxiety (FLA) suggests that anxiety-related behavior differs from culture to culture. Therefore this article reports on a study that investigated the Foreign Language Communication Anxiety (FLCA) of Omani EFL learners at the tertiary level. It also investigated the relationship between FLCA and the following variables: gender, and self-perceived proficiency. Using a substantially modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), this study's instrument exclusively measures English language communication anxiety. The results indicate that Omani EFL learners at the tertiary level have General Anxiety in English Classes. They also suffer from evaluation anxiety and teacher anxiety more than from peer anxiety. The difference between male and female Omani students in the FLCA appears to be negligible. It is also evident from the results that self-perceived English language proficiency positively correlated with all anxiety types.

KW - English as a foreign language

KW - Foreign language anxiety

KW - Speaking anxiety

UR - http://www.scopus.com/inward/record.url?scp=84928532342&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84928532342&partnerID=8YFLogxK

M3 - Article

VL - 17

SP - 57

EP - 89

JO - Asian EFL Journal

JF - Asian EFL Journal

SN - 1738-1460

IS - 1

ER -