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

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.