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ucted studies on the relationship between language anxiety and performance have indicated the existence of a negative relationship between language barrier and the overall performance of a learner. To an extent, the effects of language anxiety severely affect the performance of a learner. The extent of these effects is obvious during language tests, when learners are put under the pressure of time constraints and of success. This study focused on the issue of language anxiety and its effects on Saudi learners’ test performance. A questionnaire was used to identify learners’ different levels of language anxiety. Later, the learners were subjected to a standardised test to determine their anxiety levels. The results from the study indicated that the correlation between anxiety scores and test had adverse effects on the students’ performance in the tests. From the findings, suggestions were made on the need for more attention to be made on language anxiety. Methods of reducing language anxiety among students during tests to improve their performance are also suggested.
Language anxiety, comprising of the various types of fears, worries, or nervousness related to learning or using a foreign language in communication has been the subject of research for a long time. The feeling of discomfort associated with a person using a foreign language both in learning and communication in comparison to the ease of using mother tongue is justified. Experts in the field of anxiety and psychology hold that learning anxiety successfully has negative effects in the performance of a student, which at times can lead to adverse results. The ease of understanding questions in a test, the time taken in understanding and answering a particular question and the comfort while answering questions are the various factors that affect the level of performance of a student. Time is essential in tests as success is determined by the ability to answer either all or most of the questions. If a
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