Foreign Language Anxiety in Female Arabs Learning English: Case Studies

Autor/in	Al-Saraj, Taghreed M.
Titel	Foreign Language Anxiety in Female Arabs Learning English: Case Studies
Quelle	In: Innovation in Language Learning and Teaching, 8 (2014) 3, S.257-278 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2013.837911
Schlagwörter	Second Language Learning; Arabs; Females; Questionnaires; Anxiety; Case Studies; Advanced Students; Interviews; Student Attitudes; Teacher Student Relationship; Second Language Instruction; Teacher Behavior; English (Second Language); Foreign Countries; Participant Characteristics; College Preparation; Language of Instruction; Measures (Individuals); Single Sex Colleges; Saudi Arabia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Arab; Araber; Weibliches Geschlecht; Fragebogen; Angst; Case study; Fallstudie; Case Study; Fortgeschrittener; Interviewing; Interviewtechnik; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fremdsprachenunterricht; Teacher behaviour; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching language; Unterrichtssprache; Messdaten; Saudi-Arabien
Abstract	A case study design was used to examine the experiences of female college students learning English as a Foreign Language in Saudi Arabia, where English is becoming an increasingly necessary skill and the culture is undergoing immense changes. Ten participants who reported experiencing moderate to high anxiety, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English programme, were examined. A multimethod approach--including questionnaires, classroom observation with field notes, and individual and group interviews--was used to gather information regarding the students' perspectives and behaviour. Particular attention was paid to the students' own perspectives on their experiences of anxiety. Each participant's experiences were examined individually, then compared and analysed in the context of existing research literature. 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 the beginning versus more advanced stages of study. Practical implications for teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01