شبكة المعلومات العربية التربوية

This study analyzed the relationship between Foreign Language Classroom Anxiety and the achievement of male secondary school students in English language. The purpose of this study was multi-faceted. Firstly, it aimed at determining the most anxiety-provoking aspect of the foreign language classroom anxiety scale for secondary school students. Secondly, it aimed at determining if there were significant differences between the achievement of moderate and low anxious students in reading and writing. Thirdly, it aimed at detecting the relationship between students' scores on the Foreign Language Classroom Anxiety Scale and their achievement in reading and writing. Qualitative and quantitative data collection and analysis methods were used. The sample of the study consisted of 774 male secondary school students in Jazan. The data were collected through the use of a ready-made questionnaire (i.e., The Foreign Language Classroom Anxiety Scale) and six achievement tests prepared by the researcher (i.e., The Reading Achievement Test/ First-Grade Level, The Reading Achievement Test/Second-Grade Level, The Reading Achievement Test/ Third-Grade Level, The writing Achievement Test/ First-Grade Level, The Writing Achievement Test/ Second-Grade Level, the Writing Achievement Test/ Third-Grade Level). Results of the study indicated that moderate foreign language classroom anxiety is a significant factor to success and improved performance. It also indicated that there were statistically significant differences between male secondary school students' score with regard to the three aspects of the foreign language classroom anxiety questionnaire i.e., Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The results also indicated a positive relationship between foreign language anxiety and the degree of learning of IX students. They also indicated that there were statistically significant differences between moderate and low-anxious students with regard to their achievement on the reading and the writing tests. Finally, it was suggested that there was a positive relationship between students' scores in the three aspects of the foreign language classroom anxiety questionnaire and their achievement on the reading and writing tests, which indicated that English language classroom anxiety played a facilitative role in students' achievement of English language skills i.e., reading and writing. Finally, it was recommended that teachers have to ease the apprehensive atmosphere of the English language classroom by accepting students' errors. Teachers were also recommended to emphasize EFL students' positive attitude and motivation by offering a wide variety of activities such as providing opportunities for free discussions among peers. (Author's abstract)