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A mixed-method design was used, combining a questionnaire and interviews with 85 female participants. Six highly anxious students were selected for interviews. Results show a moderate level of FLSA in English classes and identify key sources in order: fear of making mistakes, forced participation, lack of vocabulary, lack of practice, and lack of grammar. 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To achieve this aim, a mixed-method approach was used by implementing a questionnaire and interviews. Eighty-five female Saudi EFL university students completed the questionnaire. Six of the most highly anxious students were identified according to the questionnaire results and interviewed. The findings revealed that the participants experienceda moderate level ofFLSA in their English class. In addition, there are several sources ofFLSA, which can be listed in the following order: fear of making mistakes, forced participation, lack of vocabulary, lack of practice, lack of grammar. Participants also reported other sources of anxiety such as fear of making pronunciation mistakes, the negative attitude of teachers and the need to give oral presentations. Based on the results, the study reached a conclusion and constructed a set of recommendations. |\n| Article history\u003Cbr>Received: October 04, 2019\u003Cbr>Accepted: December 23, 2019\u003Cbr>Published: February 29, 2020\u003Cbr>Volume: 11 Issue: 1\u003Cbr>Advance access: February 2020 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Speaking, Anxiety, EFL,\u003Cbr>FLA, FLSA |  |\n\nINTRODUCTION  \nMany researchers such as Horwitz, Horwitz,& Cope (1986) and Young (1992) have claimed that Foreign Language Anxiety (FLA) is one of the most psychologically debilitating phenomena that may negatively affect EFL learners’ language learning. Young (1991) noted that EFL learners may have to deal with unnecessary levels of anxiety when learning EFL, leading to tension and stress which reduces their self-confidence. According to Horwitz (2001), FLA may inhibit the language learning process and is considered oneof the most significant issues in psychology and education.  \nResearchers have defined FLA as a phenomenon related to apprehension. For example, Gardner and MacIntyre (1993) defined FLA as “the apprehension experience when a situation requires the use of foreign language and the individual is not fully proficient”. In addition, Szyszka (2017) referred to FLA as the fear that a foreign language learner experiences while using a foreign language. Similarly, Horwitz et al. (1986) the first scholars to introduce the concept of foreign language anxiety, defined it as “a distinct complex of self-perceptions, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process”. According to different studies, anxiety might be one of the most common phenomena experienced while learning  \nEFL. Many scholars assert that FLA is mostly observed in speaking classes (Gardner & MacIntyre, 1993; Horwitz et al., 1986; MacIntyre, 1999; Young, 1992) because the students need to process linguistic input and produce their thoughts at the same time. Learners try to improve their speaking skills by taking part in a variety of classroom activities such as making oral presentations or participating in group discussions. These activities might be challenging and destructive to the learning process. Therefore, speaking in a foreign language is considered the most anxiety provoking element in the foreign language learning process. Moreover, Foreign Language Speaking Anxiety (FLSA) has motivated researchers to look into this common problem and try to reduce it (Heng, Abdullah & Yosaf, 2012; Javid, 2014; Alsaraj, 2014; Alrabai, 2014; Rafada & Madini, 2017) .  \nInvestigating the level and","cbCainex64RrYcQj","https://ap.wps.com/l/cbCainex64RrYcQj","pdf",237867,"English","# Abstract\n# Introduction\n# Literature Review\n## Anxiety as a Psychological Construct\n## Foreign Language Anxiety","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to investigate the level and the sources of Foreign Language Speaking Anxiety (FLSA) among Saudi EFL university students.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A mixed-method approach was used, with a questionnaire administered to 85 female students and interviews conducted with six students identified as highly anxious.\"},{\"question\":\"Which factors were identified as the most common sources of FLSA?\",\"answer\":\"The findings list fear of making mistakes, forced participation, lack of vocabulary, lack of practice, and lack of grammar as sources in that order, along with other factors such as pronunciation-mistake fear, negative teacher attitudes, and oral presentation requirements.\"}]","The Level and Sources of Foreign Language Speaking Anxiety among Saudi EFL University Students | PDF",1792068580,25]