Foreign Language Anxiety and Academic Achievement Among English Learners at Najran University: A Multi-Level Comparative Study

Abstract

This study examines the relationship between Foreign Language Anxiety (FLA) and academic achievement among English learners at Najran University (NU), Saudi Arabia. The research employs a quantitative, correlational, and comparative approach to investigate whether levels of language anxiety differ based on students’ gender and academic level (Preparatory Year, undergraduate, and postgraduate). A total of 550 students participated in the study and completed the Foreign Language Classroom Anxiety Scale (FLCAS). Academic achievement was assessed using official GPA records. Data were analyzed using descriptive statistics, Pearson’s correlation, independent-samples t-tests, and one-way ANOVA to examine group differences and the relationships among variables. The results indicated a significant negative correlation between FLA and academic achievement, suggesting that higher levels of anxiety are linked to lower academic performance. Additionally, female students and those at more advanced academic levels reported lower anxiety scores compared to their counterparts. These findings highlight the emotional and psychological factors within language learning contexts and provide pedagogical insights aimed at reducing anxiety and improving learners’ performance in English language programs.