The goal of this research is to increase understanding of the experience of foreign language anxiety (FLA) of Saudi Arabian students who are studying English as a Second Language (ESL) in the United States. Anxiety has been shown to significantly influence foreign language learning. Researchers have reported a negative correlation between academic achievement and anxiety. A growing body of research has provided greater insight into anxiety associated with learning foreign languages. In the 1980s, researchers began to focus on the connection between anxiety with foreign language learning, sometimes referred to as foreign language anxiety (FLA). Many studies aimed to identify the underlying factors associated with FLA. However, researchers studying FLA have argued a need for more research. Due to the significant number of Saudi students studying English in the United States at the time of this study, more research is needed to better understand these students’ experiences and the influences of FLA among this population. Therefore, the research question addressed in this study is: What are the factors that influence FLA among Saudi learners who are studying English in ESL classrooms in the United States? The study was conducted as a qualitative research design involving semi-structured interviews with 30 Saudi ESL students in the United States. My findings showed that these themes feeling unfamiliar with classroom activity, feeling unprepared for classroom activity, having unsuccessful attempts at communication, being judged negatively by others and having a negative perception of one’s own language reflect the general view of FLA as consisting of these three components (e.g., communication apprehension, test anxiety, and fear of negative evaluation). However, my findings also include some themes that do not fit neatly into the three-part model of FLA. The themes that emerged are: having a perception that English language is important, interacting with other sex from the same culture, encountering unfamiliar cultures, having teachers who behave in a negative way, and having teachers with negative characteristics. The findings of the current study suggests that the three component view of FLA might be insufficient for understanding FLA among Saudi Arabian ESL learners. So, I proposed three additional categories. The first category is teachers’ role that contains two themes: having teachers who behave in a negative way and having teachers with negative characteristics. The second category is cultural influence that contains two factors interacting with the opposite gender from the same culture and encountering unfamiliar culture. The third category is learners belief about language learning which has the factor having a perception that English language is important
The argument in this study is that if WhatsApp is well integrated into the course activities and curriculum of an upper level Spanish university course while abroad, the students will use more innovative ways to communicate, thus, allowing for more intercultural sensitivity growth. In this study, the author analyzed the intercultural sensitivity development and Spanish language use of twelve university level students as they learned Spanish in a 13 week study abroad program abroad in Segovia, Spain. The goal of the study was to gauge how effectively the students communicated with one another while simultaneously measuring their intercultural sensitivity growth to see if the integration of the mobile app, WhatsApp, had any effect on their intercultural learning capabilities. The author analyzed data from twelve learners’ interactions while they studied abroad in a country that they were mostly unfamiliar with. As a result of WhatsApp’s various modalities and capabilities, the findings showed that all of the 12 students showed modest intercultural sensitivity growth along the Developmental Model of Intercultural Sensitivity Scale (Bennett, 1993) to assist them in more effectively communicating in the target language about the host culture.