Emotional Factors in Saudi EFL Learning: The Impact of Anxiety, Motivation, and Classroom Dynamics

Abstract

This study investigates the role of emotionally responsive teaching in mitigating anxiety, fostering motivation, and enhancing confidence among Saudi EFL learners. Using a quantitative survey approach, data were collected from 140 learners to assess their perceptions of emotional engagement in language learning. The findings reveal that emotionally supportive teaching strategies significantly reduce foreign language anxiety (62% agreement), enhance motivation (80% agreement), and promote learner confidence (80% agreement). Interactive methods such as peer collaboration, role-plays, and culturally relevant teaching were found to be effective in reducing apprehension and increasing engagement. Despite these positive findings, 63% of learners reported fear of making mistakes, suggesting a persistent challenge in language learning. The study emphasizes the need for emotionally inclusive classroom practices, including low-stakes speaking activities, teacher reinforcement, and peer mentoring programs, to create a more supportive and engaging EFL learning environment. Policy-level recommendations include the integration of emotional intelligence strategies into national EFL curricula, professional development programs for teachers, and increased focus on student well-being in second language acquisition. These findings contribute to the growing body of research on the intersection of language learning and emotional engagement, offering insights for educators, policymakers, and curriculum designers to enhance language education in Saudi Arabia.