Abstract

This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning. 

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