ISSN: 2226-6348
Open access
Background: Foreign Language Anxiety (FLA) is a significant barrier for Saudi undergraduate EFL students, influenced by communication apprehension, exam anxiety, and fear of unfavourable evaluation. Sociocultural factors such as teacher-cantered pedagogy, public grade disclosure, and competitive classroom environments contribute heavily to the development of FLA. Objectives: The study aims to explore the main sociocultural causes of FLA among Saudi EFL students and propose culturally sensitive strategies to reduce anxiety in language learning. Method: A qualitative research design was employed using interviews with Saudi undergraduate EFL students to identify key sociocultural elements influencing FLA. Results: The findings reveal that anxiety primarily stems from fear of public humiliation, pressure from high-stakes assessments, and strict evaluation practices, intensifying students' anxiety levels within academic settings. Conclusion: The study concludes that addressing FLA requires the implementation of anxiety-aware teaching strategies and cooperative learning approaches tailored to the cultural context of Saudi Arabia. Contribution: This research provides practical insights for educators and policymakers aiming to create more supportive and anxiety-sensitive language learning environments within Saudi Arabia’s educational system. Ethical approval: This study was reviewed and approved by the University of Essex Social Sciences Ethics Sub-Committee under ERAMS reference ETH2223-0213.
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