Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented

Breaking down the Classroom Walls: Augmented Reality Effect on EFL Reading Comprehension, Self-Efficacy, Autonomy and Attitudes

This study aimed at investigating the effect of Augmented Reality (AR) on college-level EFL students’ reading comprehension, self-efficacy, autonomy and attitudes. It also examined the relationships between self-efficacy, autonomy and attitudes. The sample consisted of (59) male students: an experimental group (n=30) and a control group (n=29), studying English for Academic Purposes at Taif University, Saudi Arabia. The study employed the quasi-experimental approach using a pre-post, nonequivalent control group design. A reading comprehension test, a self-efficacy scale, an autonomy scale and a questionnaire for attitudes were designed to gather the data. The findings indicated that there was a significant difference between the two groups in the reading comprehension post-test in favor of the experimental group. Also, there was a statistically significant difference between the mean score of the pre and post administration of the self-efficacy scale in favor of the post administration. Besides, there was a statistically significant difference between the mean score of the pre and post administration of the autonomy scale in favor of the post administration. The results of one-sample T Test showed that all attitudes items were statistically significant and the grand mean score was statistically significant which indicated that students had positive attitudes towards using Augmented Reality in language learning. Finally, positive significant relationships between students’ self-efficacy, autonomy and attitudes were found

Influences of Critical Thinking Disposition on Situated Academic Writing Self-efficacy of EFL Students

This study investigated the influences of critical thinking disposition (CTD) on EFL undergraduates’ situated academic writing self-efficacy (SAWSE). A total of 243 Saudi students completed Yoon’s Critical Thinking Disposition (YCTD) instrument and the Situated Academic Writing Self-Efficacy Scale (SAWSES). The findings revealed that students had medium levels of CTD (M=3.26, SD=0.56) and SAWSE (M=3.20, SD=0.68). Eagerness, fairness, and objectivity scored the highest levels on CTD, whereas prudence had the lowest level. In addition, findings revealed significant differences in levels of situated academic writing self-efficacy among students who had high, medium, and low levels of critical thinking disposition. The correlations between subscales of CTD and SAWSE were all positive and statistically significant. Besides, the self-confidence subscale of CTD had the most significant impact on all three aspects of SAWSE. The study paved the way to understand how students’ situated academic writing self-efficacy changes as a result of critical thinking deposition. Implications for EFL teachers and future directions were discussed

A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills , reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out

Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study

This study aimed at developing and validating professional teaching standards for higher education EFL instructors in Saudi Arabia. The Delphi technique was utilized to gain a consensus among the panel of experts through three rounds. In the first round, a survey was sent to 31 English language teaching and teacher education experts to select the appropriate standards and provide any additional standards. Ninety-six performance indicators were generated at the end of this round. In the second round, the survey was sent to 29 experts to rate their responses on a 5-point Likert scale. In the third round, the survey was sent back to the experts to review their responses and provide any modifications. By the end of the third round, eighty-one performance indicators were identified and categorized into seven standard fields: language, knowledge of learners, learning environments, instruction, technology use, assessment, and professionalism. The study reveals insight into the professional standards which are appropriate for higher education EFL instructors in Saudi Arabia. This framework will help improve faculty teaching practices and for their continuous professional development

Co-existence of anti-glutamic acid decarboxylase-65 and anti-sry-like high-mobility group box receptor antibody-associated autoimmune encephalitis: A rare case report

Autoimmune encephalitis (AE) has been increasingly recognized in children. An 11-year-old Saudi boy presented with prodromal symptoms of fever and headache followed by behavioral changes, cognitive impairment, and focal seizures. Cerebrospinal fluid (CSF) analysis showed pleocytosis. Brain magnetic resonance imaging showed T2/fluid-attenuated inversion recovery hyperintensities involving the temporal, parietal and frontal lobes. Electroencephalography revealed diffuse encephalopathy and electrographic seizures. AE was suspected; intravenous methylprednisolone and immunoglobulin were administered. Autoantibodies against glutamic acid decarboxylase-65 were detected in his serum and CSF and against Sry-like high- mobility group box 1 in his serum only. The patient was diagnosed with seropositive AE and favorably responded to intensive immunosuppressive therapy