Challenges in English Speaking: Palestinian Arab Students at Israeli Colleges

Abstract

This study examines the relationship between anxiety and learning outcomes in English language acquisition among Arab Palestinian students attending Israeli colleges. Anxiety, widely acknowledged as a significant barrier in educational set-tings-particularly in foreign language learning-often contributes to negative attitudes toward the learning process. Adopting a qualitative, inductive methodol-ogy, this research investigates the multifaceted aspects of anxiety affecting the tar-geted demographic. A sample of 67 participants completed a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, provid-ing comprehensive data for analysis. The study begins by assessing the prevalence of anxiety among Arab Palestinian students, uncovering varying levels of anxiety across different stages of learning. Through extensive analysis, the research ex-plores the sources and impacts of anxiety, as well as strategies for its management, offering detailed insights into its dynamics. Key findings highlight the critical roles of personal resources, teaching methods, and the classroom environment in shap-ing anxiety levels. Moreover, the study identifies distinct effects of anxiety on junior, intermediate, and senior students, emphasizing the unique challenges faced by learners at each level. These insights enhance understanding of the interplay be-tween anxiety and English language acquisition, offering practical recommenda-tions for educational interventions to foster supportive, anxiety-reducing learning environments. The findings of this research align with the results of a study con-ducted by Hyderpour et al., which demonstrated a correlation between test anxiety and performance in reading comprehension tests within the context of English for General Purposes (EGP).

Headnote

Abstract

This study examines the relationship between anxiety and learning outcomes in English language acquisition among Arab Palestinian students attending Israeli colleges. Anxiety, widely acknowledged as a significant barrier in educational set-tings-particularly in foreign language learning-often contributes to negative attitudes toward the learning process. Adopting a qualitative, inductive methodol-ogy, this research investigates the multifaceted aspects of anxiety affecting the tar-geted demographic. A sample of 67 participants completed a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, provid-ing comprehensive data for analysis. The study begins by assessing the prevalence of anxiety among Arab Palestinian students, uncovering varying levels of anxiety across different stages of learning. Through extensive analysis, the research ex-plores the sources and impacts of anxiety, as well as strategies for its management, offering detailed insights into its dynamics. Key findings highlight the critical roles of personal resources, teaching methods, and the classroom environment in shap-ing anxiety levels. Moreover, the study identifies distinct effects of anxiety on junior, intermediate, and senior students, emphasizing the unique challenges faced by learners at each level. These insights enhance understanding of the interplay be-tween anxiety and English language acquisition, offering practical recommenda-tions for educational interventions to foster supportive, anxiety-reducing learning environments. The findings of this research align with the results of a study con-ducted by Hyderpour et al., which demonstrated a correlation between test anxiety and performance in reading comprehension tests within the context of English for General Purposes (EGP).

Keywords

Anxiety; learning outcomes; English language acquisition; Arab Palestinian stu-dents; Israeli colleges; qualitative methodology

1. Introduction

Researchers have extensively studied the challenges students encounter in foreign language learning, particularly in skill-building activities such as speaking, listening, reading, and writing (Ok, 2013; Woodrow, 2006, Palanisamy, 2021).

This research has consistently highlighted the pervasive presence of anxiety among language learners and its detri-mental effects on learning outcomes (Mahmoodzadeh, 2012; Tseng, 2012). However, much of this work has focused on measuring anxiety levels and exploring learner perceptions, often overlooking a detailed exploration of the specific sources of anxiety impacting diverse learner groups (Wu, 2010; Hajizadeh, 2013).

While attempts have been made to assess anxiety in foreign language learning, the existing literature lacks comprehen-sive insights into the unique experiences of Palestinian students studying English in Israel. Current studies fall short of offering a multidimensional perspective on anxiety, including its prevalence, sources, effects, and targeted mitigation strategies for this specific demographic (Hajizadeh, 2013). This gap highlights the need for advanced research to thor-oughly examine these areas and provide a nuanced understanding of anxiety triggers and their implications for educational practices.

The ongoing evolution of foreign language education underscores the necessity of continued research to inform teaching methods and enhance learning outcomes (Wu, 2010). Although the literature provides valuable insights into anxiety in language learning, it does not adequately address the unique challenges faced by Palestinian students in Israel. To fill this gap, the present study aims to deliver evidence-based recommendations tailored to the specific needs of this learner group, thereby supporting the development of effective teaching strategies and interventions (Mak, 2011; Brown, 2007). This research aligns with Horwitz's assertion that understanding students' emotional experiences is vital for improving instructional approaches and fostering positive learning outcomes (Horwitz, 2000).

Accordingly, this study undertakes a detailed examination of the sources of anxiety among Palestinian students in English-speaking classes in Israel. It explores the prevalence, causes, effects, and mitigation strategies related to anxiety, generating empirically grounded insights crucial for refining teaching practices and enhancing the educational experience for this learner group.

The primary objective of this research is to identify the sources of anxiety in English-speaking classes for Arab Pales-tinian students in Israel. This includes assessing the prevalence of anxiety among this student population and conducting an in-depth analysis of its key causes. Additionally, the study seeks to evaluate the impact of anxiety on learning outcomes and explore effective strategies to mitigate it. To ensure the study's rigor and practical applicability, secondary objectives were also established, providing a robust framework to guide the research process.

Assess the prevalence of anxiety among Arab Palestinian students in English-speaking classes in Israel.

- Identify specific sources of anxiety for these students in the context of English language learning.

- Examine the impact of anxiety on students' learning experiences and academic performance.

- Investigate potential strategies for reducing anxiety and enhancing the learning environment for Arab Palestinian stu-dents in English-speaking classes.

These objectives aimed to create a comprehensive view of anxiety among these demographics, providing actionable insights to improve teaching practices and support student well-being in language learning contexts.

2. Literature Review

The Labyrinth of Anxiety: A Conceptual Exploration Anxiety, a multifaceted phenomenon with wide-ranging implications, has increasingly become a focal point for scholarly exploration across diverse disciplines (Piray et al., 2019). Although its historical study is relatively limited, contemporary research has provided significant insights into the nuanced forms and manifestations of anxiety. Endler and Kocovski (2001) highlight the evolving discourse surrounding anxiety, shaped by differing disciplinary perspectives and practical applications. Despite some inconsistencies in its categorization, the literature commonly identifies several key types of anxiety: trait anxiety, state anxiety, and situation-specific anxiety, each defined by distinct triggers and contextual frameworks (Cipra & Muller-Hilke, 2019).

2.1 Trait Anxiety

Trait anxiety refers to a persistent predisposition toward nervousness and apprehension across a broad spectrum of situa-tions (Guil et al., 2019). Unlike situational or transient forms of anxiety, trait anxiety is a chronic emotional state that reflects an individual's enduring disposition. Brown (2007) characterizes it as a blend of apprehension and worry that pervades the lives of those inherently inclined toward such emotional responses. Tovilovic et al. (2009) further explain that this form of anxiety stems from anticipatory perceptions of potential threats or negative outcomes, resulting in a sustained state of tension and unease.

2.2 State Anxiety

In contrast, state anxiety is a transient emotional condition characterized by intense but fleeting episodes of apprehension and distress (Terluin et al., 2014). Unlike the enduring nature of trait anxiety, state anxiety arises in response to specific, immediate circumstances and dissipates once the triggering event has passed. Hajizadeh (2013) describes it as a short-lived emotional response, often linked to situational stressors.

In summary, anxiety represents a complex interplay of emotional, cognitive, and physiological factors, underpinned by diverse triggers and contextual nuances, as depicted in Figure 1 below. Through a nuanced understanding of its conceptual underpinnings, scholars endeavor to elucidate its multifaceted manifestations and implications across diverse domains of human experience.

2.2.1 Anxiety: Definition and Types

Anxiety, characterized by an unpleasant state of inner turmoil and apprehension concerning anticipated events, is a mul-tifaceted emotional phenomenon (Davison, 2008; Miceli & Castelfranchi, 2014). Chand and Marwaha (2022) elaborate on anxiety as a future-oriented mood state intertwined with fear, involving intricate cognitive, affective, physiological, and behavioral responses to perceived threats. The American Psychiatric Association (2013) categorizes various forms of anxiety, including existential anxiety, mathematical anxiety, somatic anxiety, stage fright, test anxiety, and social anxiety, the latter being rooted in the fear of negative evaluation by others.

For the purpose of this study, special attention will be given to trait, situational, and state anxieties.

Trait anxiety, identified as a persistent personality trait, predisposes individuals to experience heightened anxiety when confronted with potential threats (Schwarzer et al., 1997; Jeronimus et al., 2016; Kalogeratos et al., 2024). This enduring characteristic may operate at conscious or subconscious levels and is intertwined with individuals' overall personalities, which may incline them toward anxiety and depression (American Psychiatric Association, 2013).

Transitioning to situational anxiety, this form of anxiety arises in response to novel, unfamiliar, or stress-inducing circumstances, characterized by physiological responses such as increased heart rate, sweating, and shallow breathing (Chand & Marwaha, 2022). It is commonly encountered before significant events such as professional presentations or job interviews and is inherently tied to specific situations (American Psychiatric Association, 2013).

Lastly, state anxiety, connected with transient undesirable spirits, is typically short-term in duration.

3. Methodology

This study follows an interpretive philosophy, prioritizing qualitative analysis to gain insight into the unique experiences of Palestinian students in Israeli colleges learning English as a foreign language. Employing an inductive approach, it investigates anxiety sources and their implications based on the collected data, seeking to expand beyond existing theories. Surveys were used as an efficient means of data collection and pattern identification, aligning with both the interpretive philosophy and the study's inductive approach.

A qualitative method was selected to delve into the nuanced experiences and attitudes of Palestinian students, offering a deeper understanding of their language learning anxieties. This approach was crucial for capturing the multifaceted nature of foreign language anxiety, incorporating both qualitative insights and quantitative data to ensure a thorough analysis.

The study anticipated uncovering various sources of foreign language anxiety, connected to both student-related and environment-related factors. A high prevalence of anxiety was expected, with considerable negative effects on students' performance, achievement, and self-confidence. The analysis aimed to identify potential strategies for reducing anxiety, suggesting interventions at both the student and instructor levels, specifically tailored to the experiences of Arab Pales-tinian students in Israeli colleges.

This study focused on Arab Palestinian students in Israeli colleges and their efforts to master English as a foreign language. An online survey was distributed through email, social media, and phone contacts, gathering responses despite some challenges. Sixty-seven students participated, with gender and age documented for demographic analysis: 43 were male and 24 were female. Participants were grouped by age into four categories: 18-21, 22-24, 25-27, and 28-30. In the 18-21 range, there were an equal number of males and females (8 each). The 22-24 group included 13 males and 7 females, while the 25-27 range had 15 males and 5 females. Finally, in the 28-30 group, there were seven males and 4 females. This distribution provides a detailed view of gender and age, supporting an exploration of potential correlations between these factors and anxiety levels in English learning.

The online survey method proved advantageous, offering broad geographic reach, flexibility for participants to complete it at their convenience, and efficient data collection and analysis. This approach was essential in capturing valuable insights from the target demographic.

3.1 Data Collection and Analysis Methods

Participants: 67 subjects participated in the study, their age ranges between 18-31. 43 are males and 24 are females. They completed the Foreign Language Classroom Anxiety Scale (FLCAS), via an online survey, indicating high anxiety levels in English-speaking classes. The Foreign Language Classroom Anxiety Scale (FLCAS) is a widely used tool designed to measure anxiety specifically related to learning and using a foreign language. Developed by Horwitz, Horwitz, and Cope in 1986, the FLCAS has been extensively employed in educational and psychological research to understand how anxiety affects foreign language acquisition.

4. Findings

Table 1 represents the anxiety.

Results: Anxiety Prevalence and Demographics Anxiety Levels: The mean anxiety score of 3.64 (SD = 0.94) indicates a high prevalence of anxiety among participants, with the majority experiencing high levels (83.6%) rather than moderate (14.9%) or low (1.5%) levels.

Significance: These findings underscore the significant prevalence of anxiety among Arab Palestinian students in Eng-lish-speaking classes, highlighting the need for targeted interventions and support strategies within educational settings. Understanding these prevalence rates informs educators and policymakers about potential areas for improvement in lan-guage learning environments.

Gender Differences: This table compares anxiety prevalence between male and female participants. It shows mean anxiety scores, standard deviations, t-values, degrees of freedom (df), and significance levels (Sig.), indicating no statis-tically significant differences in anxiety levels between genders.

Age Differences: The table further examines anxiety prevalence across two age groups (18-24 and 25-30). Similar statistical measures are provided, showing no significant differences in anxiety levels based on age.

Education Levels: An analysis of anxiety prevalence across junior, intermediate, and senior education levels is included, highlighting significant variations in anxiety levels among these educational categories.

Significance: These analyses reveal that anxiety levels do not significantly differ by gender or age among Arab Pales-tinian students. However, differences across educational levels suggest that senior students may experience higher anxiety levels compared to junior and intermediate students. These insights can guide targeted support and intervention strategies tailored to specific educational stages.

5. Finding and Discussion

These tables succinctly summarize the demographic characteristics, anxiety prevalence rates, and statistical findings re-lated to gender, age, and education levels among Arab Palestinian students in English-speaking classes. By consolidating the information into two tables, the study's key results are effectively communicated, emphasizing the importance of addressing anxiety issues within language learning contexts.

These commentaries provide a comprehensive understanding of how the data informs the study's objectives and impli-cations, offering insights into potential avenues for further research and practical interventions in educational settings.

Table 3 provides a consolidated view of the statistical analyses conducted to explore anxiety prevalence and its sources among Arab Palestinian students in English-speaking classes at Israel College. Here's a breakdown of the key findings and their significance:

(1) Anxiety Prevalence by Learning Levels

ANOVA Results: The analysis revealed significant differences in anxiety levels across different educational levels (junior, intermediate, and senior) [F(2, 64) = 30.91, p < 0.000]. Post-hoc LSD tests indicated that senior students reported signif-icantly higher anxiety levels compared to junior and intermediate students. This suggests that as students progress in their education, anxiety levels in English-speaking classes tend to increase.

(2) Sources of Anxiety

Personal Resources: This category encompasses anxiety related to personal factors such as self-confidence, motivation, and individual coping strategies. The mean anxiety score was 3.15 (SD = 0.90), indicating moderate anxiety levels across the sample. The t-test results showed no significant differences in anxiety levels between male and female students, im-plying that personal resources affect both genders similarly in the context of English language learning. Teacher of the Class: Anxiety related to the teacher's influence on the learning environment, including teaching style, clarity of instructions, and approachability. The mean anxiety score was 3.14 (SD = 1.30). Similar to personal resources, there were no significant gender differences in anxiety levels in this category [t(65) = -0.47, p >0.05], suggesting that teacher-related factors affect both male and female students equally.

Class Environment: Anxiety stemming from the classroom setting, including peer interactions, classroom atmosphere, and physical environment. The mean anxiety score was 2.66 (SD = 0.99). Again, no significant gender differences were found [t(65) = -0.65, p >0.05], indicating that the classroom environment impacts anxiety levels similarly across genders.

(3) Gender Differences in Anxiety

Across all sources of anxiety (personal resources, teacher of the class, and class environment), the t-test results consist-ently showed no statistically significant differences between male and female students. This suggests that anxiety levels in English-speaking classes among Arab Palestinian students are not significantly influenced by gender but rather by other factors such as educational level and individual coping mechanisms.

Table 4 provides supplementary details on anxiety prevalence and demographic characteristics among the participants:

The total number of participants was 67. The mean anxiety score, measured by the Foreign Language Classroom Anx-iety Scale (FLCAS), was 3.64 with a standard deviation of 0.94, indicating a generally high level of anxiety among the sample.

Anxiety Distribution: This table categorizes anxiety levels into low, moderate, and high. A significant majority of participants (83.6%) reported high anxiety levels, while a smaller proportion reported moderate (14.9%) or low anxiety levels (1.5%). This distribution underscores the prevalence of high anxiety in English-speaking classes among Arab Pal-estinian students at Israel College.

Gender Differences in Anxiety Prevalence: The t-test for gender differences in anxiety prevalence showed no statisti-cally significant results [t(65) = -0.56, p >0.05]. This indicates that anxiety levels did not vary significantly between male and female students in the study, reinforcing the finding that gender alone does not predict anxiety levels in the context of foreign language learning.

Age Differences in Anxiety Prevalence: Similarly, the t-test for age differences in anxiety prevalence also yielded non-significant results [t(65) = 0.86, p >0.05]. This suggests that the age group (18-24 vs. 25-30) did not influence anxiety levels significantly among the participants.

5.1 Discussion

Table 4 emphasizes the widespread prevalence of high anxiety levels among Arab Palestinian students in English-speak-ing classes. Despite variations in educational levels and demographic profiles, anxiety appears to be a pervasive issue affecting a substantial majority of the participants. The lack of significant gender and age differences in anxiety levels underscores the need for targeted interventions and support mechanisms to address anxiety in foreign language learning contexts effectively.

5.1.1 Explanation of Table 5

(1) Gender Differences

Class Environment: The t-test results (Table 5) indicate no statistically significant differences in anxiety levels between male (Mean = 2.60, SD = 1.02) and female (Mean = 2.77, SD = 0.95) students (t(65) = -0.65, p >0.05). This suggests that perceptions of the class environment do not significantly differ based on gender among Palestinian students.

(2) Age Differences

Personal Resources: Table 5 shows no statistically significant differences in anxiety related to personal resources (t(67) = 0.86, p >0.05) between students aged 18-24 (Mean = 3.23, SD = 0.84) and those aged 25-30 (Mean = 3.07, SD = 0.94). This indicates that age does not significantly impact anxiety stemming from personal coping strategies and self-resources.

Teacher of the Class: According to Table 5, there are no significant differences in anxiety related to the teacher of the class (t(65) = 0.86, p >0.05) between younger (18-24) and older (25-30) students. This suggests that perceptions of the teacher's role in anxiety levels remain consistent across age groups.

Class Environment: Table 5 reveals no statistically significant differences in anxiety related to the class environment (t(65) = 0.80, p >0.05) between students aged 18-24 (Mean = 2.78, SD = 0.95) and those aged 25-30 (Mean = 2.58, SD = 1.03). This indicates that age does not significantly influence anxiety stemming from the classroom setting.

ANOVA Results: Table 6 illustrates significant differences in anxiety levels across different educational levels (junior, intermediate, and senior) for personal resources (F(2, 64) = 30.91, p < 0.000). Post-hoc tests indicate that senior students reported significantly higher anxiety levels compared to junior and intermediate students. This suggests that as students progress in their education, anxiety levels related to personal resources increase significantly.

Implications: The findings from Table 6 highlight that the educational level plays a critical role in shaping anxiety perceptions among Arab Palestinian students in English-speaking classes. Senior students may face heightened anxiety related to personal resources compared to their junior and intermediate counterparts, possibly due to increased academic demands and future career considerations.

These consolidated tables and their explanations provide a comprehensive overview of how gender, age, and educa-tional levels influence anxiety perceptions among Palestinian students. They capture the essential findings while reducing the complexity of multiple individual tables, thus enhancing clarity and understanding of the research outcomes.

(3) Total Impact of Anxiety

The overall mean score for the impact of anxiety among Palestinian students in English-speaking classes is 3.11, with a standard deviation of 1.16. This suggests a significant level of impact experienced by the students.

(4) Gender Differences

Impact of Anxiety: Table 7 indicates no statistically significant differences in the impact of anxiety between male (Mean = 3.05, SD = 1.22) and female (Mean = 3.23, SD = 1.05) students (t(65) = -0.59, p >0.05). This suggests that gender does not significantly influence the perceived impact of anxiety among Palestinian students.

(5) Age Differences

Impact of Anxiety: According to Table 7, there are no statistically significant differences in the impact of anxiety between

younger (18-24) and older (25-30) students (t(65) = 0.96, p >0.05). This indicates that age does not significantly affect how students perceive the impact of anxiety in English-speaking classes.

(6) Learning Levels

Impact of Anxiety: Table 7 shows significant differences in the impact of anxiety across different educational levels (junior, intermediate, and senior) (F(2, 64) = 39.65, p < 0.000). Post-hoc tests indicate that senior students report significantly higher levels of anxiety impact compared to junior and intermediate students. This suggests that as students progress in their education, the perceived impact of anxiety increases significantly.

(7) ANOVA Results

Learning Levels: Table 7 confirms statistically significant differences (F(2, 64) = 39.65, p < 0.000) in the impact of anxiety across different educational levels. The LSD test indicates that senior students experience a significantly higher impact of anxiety compared to junior and intermediate students.

In a nutshell, these findings highlight that while gender and age do not significantly influence the perceived impact of anxiety among Palestinian students, educational level plays a crucial role. Senior students, likely facing increased aca-demic pressures and expectations, report higher levels of anxiety impact in English-speaking classes. These insights are crucial for developing targeted interventions and support systems to mitigate anxiety and improve academic experiences among Palestinian students in Israeli colleges.

5.2 Strategies to Mitigate Anxiety in English Language Speaking Classes for Arab Palestinian Students at Israel College

To explore effective strategies for mitigating anxiety among Arab Palestinian students in English language-speaking classes at Israel College, Pearson's correlation coefficients were calculated to assess the relationship between anxiety impacts and the use of personal resources as a coping mechanism.

5.2.1 Explanation

(1) Personal Resources and Anxiety Impact Factors

Pearson's correlation coefficients were computed to examine the relationship between the use of personal resources as a coping strategy and various impact factors of anxiety among Arab Palestinian students. The impact factors include how anxiety affects communication, performance, vocabulary building, interactions with native speakers, and self-esteem.

(2) Interpretation of Results

The correlation coefficients indicate a strong positive relationship (P < 0.01) between utilizing personal resources and mitigating the impacts of anxiety across all measured factors. Higher correlation coefficients suggest that employing effective personal resources correlates with reduced negative impacts of anxiety, highlighting the importance of these strategies in managing anxiety during English language-speaking classes.

To sum up, understanding these correlations underscores the significance of promoting and teaching effective coping strategies, such as utilizing personal resources, to help Arab Palestinian students manage anxiety effectively in academic settings. By implementing targeted interventions based on these findings, educators and support personnel can foster a supportive learning environment conducive to students' well-being and academic success at Israel College.

(3) Relationship Between Sources of Anxiety and Impact Factors

Pearson's correlation coefficients were calculated to examine how sources of anxiety related to teachers and the classroom environment correlate with various impact factors of anxiety among Arab Palestinian students in English language speak-ing classes.

(4) Interpretation of Results

The correlation coefficients indicate strong and statistically significant relationships (P < 0.01) between sources of anxiety (Teacher of Class and Class Environment) and their impacts on students. Higher correlation coefficients suggest a stronger association between these sources; and how anxiety affects communication abilities, performance, vocabulary building, interactions with native speakers, and self-esteem and confidence levels.

Teacher of Class: For instance, there is a high correlation (0.97) between anxiety affecting students' ability to build vocabulary command (Item 3) and perceptions of the teacher.

Class Environment: Similarly, anxiety affecting how students interact with native speakers (Item 4) shows a significant correlation (0.95) with perceptions of the classroom environment. Anxiety affecting overall performance (Item 2) also correlates strongly (0.86) with the class environment.

In brief, comprehending these correlations underscores the critical role of teachers and the classroom environment in influencing anxiety levels and their impacts on students in English language speaking classes. By addressing these factors positively, instructors can create supportive learning environments that mitigate anxiety and enhance student well-being and academic performance. These findings emphasize the importance of adopting effective teaching practices and en-hancing the classroom environment to support Arab Palestinian students at Israel College effectively.

(5) Discussion

The primary objective of this study was to explore the sources and impacts of anxiety in English language speaking classes among Arab Palestinian students at Israel College. The findings from the research participants provided insights into understanding and mitigating anxiety in these educational settings, addressing several research questions.

(6) Prevalence of Anxiety

The study comprehensively examined the prevalence of anxiety among Arab Palestinian students attending English lan-guage speaking classes at Israel College. The data revealed varying levels of anxiety prevalence across different learning levels. The mean score of 3.46 among the 67 participants indicated a generally high level of anxiety, with descriptive statistics showing that 83.6% of participants (approximately 56 students) reported high anxiety levels (scored between 2.6 and 5). Conversely, 14.9% (10 students) experienced moderate anxiety levels, and only 1.5% (1 student) reported low anxiety levels.

The high prevalence of anxiety among Arab Palestinian students can be contextualized within cultural and historical perspectives. Shawahna et al. (2020) note that anxiety is prevalent in Arab countries, often linked to cultural perceptions and societal pressures. Factors contributing to anxiety include fear of academic performance, language proficiency concerns, and adaptation challenges in English-speaking environments. Additionally, age and gender differences were ex-plored in the study, revealing no significant differences in anxiety prevalence between age groups (18-24 and 25-30). However, significant differences were observed across educational levels (Junior, Intermediate, and Senior), indicating higher anxiety levels among Junior and Senior level students compared to Intermediate level students.

(7) Sources of Anxiety

The study identified three primary sources of anxiety based on the 23 items from the Foreign Language Classroom Anx-iety Scale (FLCAS): Personal Resources, the Teacher of the Class, and the Class Environment. Each source encompasses specific factors that contribute to anxiety among students.

Personal Resources: This source was identified as the most significant contributor to anxiety, with a mean score of 3.15 and a standard deviation of 0.90. Factors such as self-evaluation, perfectionism, and internal pressures were high-lighted as influencing students' anxiety levels. According to Al Nakhalah (2018), personal anxiety is influenced by phys-ical and emotional changes, negative self-perceptions, and the pressure to excel in English language learning.

Teacher of the Class: Ranked second in contributing to anxiety, this source had a mean score of 3.14 and a standard deviation of 1.30. Factors under this source included perceived negative feedback from teachers, unclear instructions, and the difficulty level of assignments. Effective communication and understanding between teachers and students were cru-cial in alleviating anxiety in classroom settings (Mourtaga, 2004).

Class Environment: This source encompassed factors related to peer interactions, classroom dynamics, and overall learning atmosphere, with a mean score of 2.66 and a standard deviation of 0.99. Yahya (2013) emphasizes the importance of creating a supportive and inclusive classroom environment to mitigate anxiety. Factors such as fear of ridicule, unfa-miliarity with peers, and classroom norms significantly contributed to students' anxiety levels.

In brief, the findings underscore the complex interplay of personal, instructional, and environmental factors influencing anxiety levels among Arab Palestinian students in English language speaking classes. Effective strategies to mitigate anxiety should focus on enhancing personal coping resources, improving teacher-student interactions, and fostering a supportive classroom environment. Educators and policymakers can use these insights to develop targeted interventions and supportive measures that promote students' well-being and academic success in diverse educational settings at Israel College.

(8) Implications of Anxiety

The study utilized the Foreign Language Classroom Anxiety Scale (FLCAS) to assess anxiety impacts among 67 Arab Palestinian students. The mean score of 3.11 indicated a significant level of anxiety across participants. Analysis by educational levels-Junior, Intermediate, and Senior-revealed varying mean scores (3.02, 1.22, and 3.92 respectively), underscoring higher anxiety levels among Junior and Senior students.

The impacts of anxiety were categorized into five factors: communication ability, performance, vocabulary building, interactions with native speakers, and self-esteem. Significant correlations (ranging from .79 to .94) were found between these impacts and the sources of anxiety such as personal resources, teacher influence, and classroom environment. Murad and Smadi (2009) suggest that anxiety negatively affects learning outcomes and productivity.

(9) Mitigating Factors and Strategies

Effective strategies to mitigate anxiety were explored based on the identified impacts. Pearson's correlation coefficients highlighted strong relationships (ranging from .77 to .97) between anxiety impacts and the influence of class environment and teacher behavior. Strategies focused on creating inclusive classroom environments, reducing negative evaluations, and fostering supportive teacher-student interactions.

Teachers play a pivotal role in mitigating anxiety by promoting equal participation, addressing individual learning needs, and encouraging positive self-perceptions among students. Strategies like taking breaks, one-on-one discussions, and positive reinforcement activities (such as gratitude journaling) were identified as effective in reducing anxiety (Qashoa, 2014; Chen & Chang, 2004).

To put it briefly, addressing anxiety among Arab Palestinian students in English language speaking classes requires comprehensive strategies that integrate personal, instructional, and environmental factors. By understanding the complex dynamics of anxiety and implementing targeted interventions, educators can create a conducive learning environment that supports students' academic success and well-being.

6. Conclusions and Recommendations

Anxiety in English language speaking classes among Arab Palestinian students at Israel College is a significant issue that affects both learners and instructors. This study identified various sources of anxiety, categorized into personal factors, classroom environment, and teacher-related factors. While the overall anxiety levels among participants were moderate, some individuals experienced high levels of anxiety. Factors such as age, gender, and educational level influenced the prevalence of anxiety. To effectively mitigate anxiety, it is essential for both students and instructors to understand its sources and impacts. A combination of student-centered and instructor-led strategies is recommended to prevent and reduce anxiety in English language speaking classes. Long-term positive outcomes can be achieved through interventions that support and motivate learners, creating a conducive learning environment.

6.1 Recommendations and Implications for Practice

Addressing anxiety requires a collaborative effort between instructors and students. It is crucial to recognize the preva-lence of anxiety in English language speaking classes and its potential short-term and long-term effects on academic performance. Teaching interventions should be multidimensional, and designed to build students' abilities and confidence during speaking activities.

Encouraging students to practice English outside the classroom and engage with native speakers is particularly important. This study highlights the value of integrating such practices to reduce anxiety and improve speaking skills. Col-laboration with native speakers offers valuable opportunities for real-world language use, significantly benefiting foreign language learners.

6.2 Limitations of the Study

This study employed online data collection methods, which may have limitations in ensuring that all participants fully met the study's criteria. While the FSLA 23-point scale was comprehensive, it may not have fully captured the complex and varied impacts of anxiety among learners. Future research could benefit from exploring specific clusters of anxiety causes, teaching methodologies, and environmental factors in detail.

Further studies should investigate the distinct causes and patterns of anxiety among Arab Palestinian students in English language speaking classes. Additionally, examining the effectiveness of different teaching approaches, the impact of the learning environment, and the qualifications of instructors could offer valuable insights into alleviating anxiety and im-proving learning outcomes.

By addressing these recommendations and conducting more focused research, educators and institutions can enhance their support for Arab Palestinian students, helping them manage anxiety and achieve success in their English language speaking skills at Israel College.

References

References

Al Nakhalah, A. M. M. (2018). Problems and difficulties of speaking that encounter English language students at Al Quds Open University. Pakistan Journal of Language and Linguistics, 2(4), 22-37.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Awan, R.N., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students' achievement. Journal of College Teaching & Learning, 7(11), 33-40. DOI: 10.19030/tlc.v7i11.249.

Brown, H. D. (1973). The effective variable in second language acquisition. Language Learning, 23, 231-244. DOI: 10.1111/j.1467-1770.1973.tb00658.x.

Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education. Pp. 248-283.

Chand, S. P., & Marwaha, R. (2022). Anxiety. StatPearls. Treasure Island, FL: StatPearls Publishing.

Chen, T. Y., & Chang, G. B. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279-289.

Cipra, C., & Müller-Hilke, B. (2019). Testing anxiety in undergraduate medical students and their correlation with different learning approaches. PloS one, 14(3), e0210130. DOI: 10.1371/journal.pone.0210130.

Davison, G. C. (2008). Abnormal Psychology. Toronto: Veronica Visentin.

Endler, N. S., & Kocovski, N. L. (2001). State and trait anxiety revisited. Journal of Anxiety Disorders, 15(3), 231-245. DOI: 10.1016/s0887-6185(01)00060-3.

England, B. J., Brigati, J. R., & Schussler, E. E. (2017). Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major. PloS one, 12(8), e0182506. DOI: 10.1371/journal.pone.0182506.

Guil, R., Gómez-Molinero, R., Merchan-Clavellino, A., Gil-Olarte, P., & Zayas, A. (2019). Facing Anxiety, Growing Up. Trait Emo-tional Intelligence as a Mediator of the Relationship Between Self-Esteem and University Anxiety. Frontiers in Psychology, 10, 567. DOI:10.3389/fpsyg.2019.00567.

Hajizadeh, A. (2013). Investigating Iranian university students' perception of foreign language anxiety. Doctoral dissertation, Eastern Mediterranean University (EMU)- Dogu Akdeniz Üniversitesi (DAÜ).

Horwitz, E. K. (2000). It ain't over 'til it's over: On foreign language anxiety, first language deficits, and the confounding variables. Modern Language Journal, 84, 256-259. DOI:10.1111/0026-7902.00067.

Hyderpour, M., Mojgan, R. and Mohsen, A. (2019). Anxiety effects: A case of text modification and the effect of high anxiety levels on medical students' comprehension performance. Journal of Paramedical Sciences, 20-27.

Jeronimus, B. F., Kotov, R., Riese, H., & Ormel, J. (2016). Neuroticism's prospective association with mental disorders: A meta-analysis on 59 longitudinal/prospective studies with 443,313 participants. Psychological Medicine, 46(14), 2883-2906.

Kalogeratos, G., Anastasopoulou, E., Tsagri, A., Tseremegklis, C & Kriparopoulou, A. (2024). Psychotraumatic Childhood Experi-ences and Anxiety in Educational Setting. Technium Education and Humanities, 7, 29-41.

Macmull, M. S., & Ashkenazi, S. (2019). Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy. Frontiers in Psychology, 10, 1721. DOI:10.3389/fpsyg.2019.01721.

Mahmoodzadeh, M. (2012). Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System. The Case of Iranian Learners. Journal of Language Teaching & Research, 3(3), 1-16. DOI: 10.4304/jltr.3.3.466-476.

Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. The System, 39(2), 202-214. DOI: 10.1016/j.system.2011.04.002.

Miceli, M., & Castelfranchi, C. (2014). Expectancy and Emotion. Oxford: Oxford University Press.

Mourtaga, K. R. (2004). Investigating writing problems among Palestinian students studying English as a foreign language. The Uni-versity of Mississippi.

Murad, T. M., & Smadi, O. (2009). The effect of task-based language teaching on developing speaking skills among the Palestinian secondary EFL students in Israel and their attitudes towards English. The Asian EFL Journal.

Ok, A. S. (2013). Preferences of ELT students on the strategy's instructors use in the correction of oral grammar errors. International Journal of Business and Social Science, 4(8), 1-9. ISSN: 1925-4741 and E-ISSN:1925-475X.

Palanisamy, S., & Azlina, A (2021). Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Class-rooms and Suggestions to overcome them. Malaysian Journal of Social Sciences and Humanities, 7, 252-275.

Piray, P., Ly, V., Roelofs, K., Cools, R., & Toni, I. (2019). Emotionally Aversive Cues Suppress Neural Systems Underlying Optimal Learning in Socially Anxious Individuals. The Journal of neuroscience: the official journal of the Society for Neuroscience, 39(8), 1445-1456. DOI: 10.1523/JNEUROSCI.1394-18.2018.

Qashoa, S. H. H. (2014). English writing anxiety: Alleviating strategies. Procedia-Social and Behavioral Sciences, 136, 59-65.

Schwarzer, R., et al. (Psychosocial Working Group). (1997). Anxiety. MacArthur SES & Health Network.

Shawahna, R., Hattab, S., Al-Shafei, R., & Tab'ouni, M. (2020). Prevalence and factors associated with depressive and anxiety symp-toms among Palestinian medical students. BMC Psychiatry, 20, 1-13.

Tallon, M. (2009). Foreign Language Anxiety and Heritage Students of Spanish: A Quantitative Study. Foreign Language Annals, 42(1), 112-137. DOI: 10.1111/j.1944-9720.2009. 01011.x.

Terluin, B., Oosterbaan, D. B., Brouwers, E. P., van Straten, A., van de Ven, P. M., Langerak, W., & van Marwijk, H. W. (2014). To what extent does the anxiety scale of the Four-Dimensional Symptom Questionnaire (4DSQ) detect specific types of anxiety

disorder in primary care? A psychometric study. BMC Psychiatry, 14, 121. DOI: 10.1186/1471-244X-14-121.

Tovilovic, S., Novovic, Z., Mihic, L., & Jovanovic, V. (2009). The role of trait anxiety in the induction of state anxiety. Psihologija, 42(4), 491-504. DOI: 10.2298/PSI0904491T.

Tseng, S.-F. (2012). The factors cause language anxiety for ESL/EFL learners in learning to speak. WHAMPOA-An Interdisciplinary Journal, 63, 75-90. https://www.scribd.com/document/256303469/4-P-75-90-10080-the-Factors-Cause-Language-Anxiety-for-

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328. DOI: 10.1177/0033688206071315.

Wu, K. (2010). The relationship between language learners' anxiety and learning strategy in CLT classrooms. International Educa-tion Studies, 3(1), 174. https://files.eric.ed.gov/fulltext/EJ1066074.pdf.

Yahya, M. (2013). Measuring speaking anxiety among speech communication course students at the Arab American University of Jenin (AAUJ). European Social Sciences Research Journal, 1(3), 229-248.