Challenges in English Speaking: Palestinian Arab Students at Israeli Colleges

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Detalles Bibliográficos
Publicado en:	The Educational Review, USA vol. 9, no. 1 (2025), p. 65
Autor principal:	Murd, Tareq
Otros Autores:	Assadi, Jamal, Al-Rassim, Malak
Publicado:	Hill Publishing Group Inc
Materias:	American Psychiatric Association Israel Physiology Reading comprehension Language acquisition Anxiety Teaching methods Second language instruction English language College students Foreign language learning Learning environment Second language learning Educational objectives Learning outcomes Arab people Qualitative research Classroom environment Test anxiety Research Comprehension Learning Foreign languages Students Teaching Classrooms Social support Language attitudes Colleges & universities Instructional Improvement Teacher Effectiveness Reading Tests Educational Practices Literature Reviews School Demography Negative Attitudes Learning Processes Academic Achievement Learning Experience English (Second Language) Feedback (Response) Psychological Patterns Instructional Effectiveness Emotional Response Outcomes of Education Educational Experience Personality Traits English Arabs Educational Facilities Improvement Educational Strategies
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Descripción
Resumen:	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).
ISSN:	2575-7938 2575-7946
DOI:	10.26855/er.2025.01.010
Fuente:	Education Database