Abstract

This study investigates the multiple sources of foreign language teaching anxiety (FLTA) among Saudi instructors teaching English in a Saudi university. Understanding teachers’ FLTA is crucial since it influences their confidence, teaching practices, and their students’ learning experiences. The study explores the roles of gender, years of teaching experience, and highest educational qualification on the level of perceived self-reported FLTA. The 56 participants (42 females and 14 males) were Saudi university instructors teaching English as a foreign language, with varying years of experience and educational qualifications. Data collection was through a closed and open‑ended questionnaire. The closed items were an adapted version of Ipek’s (2006) FLTA scale (FLTAS). This was followed by the semi-structured interviews, ten participants were randomly selected from the study sample, comprising five males and five female instructors. The findings revealed a statistically significant gender difference, with male instructors reporting significantly higher mean FLTA scores than female instructors. However, no significant differences were found between FLTA according to years of teaching experience or highest educational qualification. The study also reports on the sources that triggered instructors’ FLTA, for example, lack of self-confidence, fear of being judged, working environment and students. The findings highlight the need for teacher training programmes and institutional support to help instructors manage their FLTA in addition to providing directions for further research in this area.

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