English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The present project examined foreign language anxiety (FLA) and self-confidence experienced by bilingual and multilingual tertiary students in Saudi Arabia who were learning English as a Foreign Language (EFL). The study involved 354 students (163 bilinguals and 191 multilinguals) recruited from public Saudi universities. Participants answered the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, and Cope 1986, “Foreign Language Classroom Anxiety.”  The Modern Language Journal  70 (2): 125–132). Results of an exploratory factor analysis (EFA) identified two dimensions underlying FLA: ‘English class performance anxiety’ and ‘confidence with English’ Analyses of the data revealed that the bilingual students experienced more FLA than their multilingual peers; however, they also experienced more self-confidence. The present study provides empirical evidence of the role played by multilingualism in the Saudi context in terms of FLA and self-confidence.

international journal of bilingual education and bilingualism

Multilingual effects on EFL learning: a comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students