English Language Anxiety and Language Achievement Among EFL Students in Saudi Arabia

Foreign language anxiety impedes acquisition. Previous studies in various cultural contexts have found significantly negative and moderately high correlations between scores on the Language Classroom Anxiety Scale (FLCAS) foreign grades. This study aims to investigate factor structure of FLCAS Saudi Arabian context determine whether main factors predict English achievement, as operationalised by university A total 257 students (19–21 years old) studying accounting business administration completed a version FLCAS. Simultaneously, these provided their most recent grades from courses. Maximum likelihood extraction with direct oblimin rotation was performed, three (trait anxiety, situation-specific communication apprehension confidence) were identified, for 17.5%, 18.6%, 4.1% variance, respectively. The linear regression model predictors achievement criterion non-significant (F = 0.479; p 0.685), indicating that not connected achievement. highlights specific areas anxiety) teachers Arabia need address using better-targeted techniques strategies.