Foreign Language Anxiety and Teacher Practices in EFL Classes

This research investigates foreign language anxiety among Omani undergraduates. It also examines the gender-based differences between EFL learners with regard foreign language anxiety and explores the relation between language teachers' practices and FLA. Mixed-method design was employed using two instruments i.e., questionnaire and teachers' reports. The FLCAS was adapted and translated into Arabic to indicate the level of foreign language anxiety of the participants who were first year Omani students enrolled to Advanced-Level classes. Using SPSS, the questionnaire data were analyzed to investigate any gender-based differences related to FLA.