Composition and implications of foreign‐language anxiety among American study‐abroad students in Morocco

Abstract

In this study, the foreign‐language anxiety (FLA) of American students of Arabic on three study‐abroad programs in Morocco was examined. Exploratory factor analyses (EFAs) of the students’ data based on items from the Foreign Language Classroom Anxiety Scale yielded four distinct factors, or domains, of FLA: Somatic Distress, Self‐Doubt, Nonengagement, and Apprehension. Although the students had a moderate level of self‐doubt concerning their studies as well as a moderate level of apprehension about being with Arabic L1 users, they tended to report engagement and absence of somatic distress in relation to Arabic. Scores among all four factors differed significantly from each other, apart from the comparison between Self‐Doubt and Apprehension. In addition to having implications for pedagogical practice and study‐abroad programs, this research is an attempt to demonstrate best practice in EFA.