The present study aims at investigating the effects of foreign language classroom anxiety on Saudi male students’ performance at Albaha University. This study is going to answer the question if the FLCA has an effects on Saudi students’ performance. The participants of the study were (n=50) students, who enrolled in applied linguistics courses, level 2 in the College of Science and Arts in Almandaq in the second term (2018). The study ran a questionnaire for testing anxiety levels to the participants of the study to collect data. It contained fifteen elements, with the variables divided into three segments they are communicative apprehension, test anxiety, and Fear of negative evaluation, respectively. It also used a descriptive and inferential methods to investigate whether the students feel EFL anxiety. The study findings revealed a slightly higher level of communicative apprehension (3.6), a moderate level of test anxiety (3.4), and the participants experience a low level related to fear of negative evaluation (3.3). The calculated mean of overall hypotheses is (3.4) which suggests that the students suffer a moderate level of foreign language Classroom Anxiety. These findings explored significant effects of foreign language anxiety on the Saudi male students’ performance at Albaha University due to these variables, respectively. Besides, the results of this paper provided teachers and decision-makers with some recommendations and pedagogical implications that will enable them to overcome the male students’ language anxiety in the classroom in the Saudi setting, which will also help in achieving better learning outcomes.

中文翻译：

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阿尔巴哈大学外语课堂焦虑对沙特男学生成绩的影响

本研究旨在调查外语课堂焦虑对阿尔巴哈大学沙特男学生成绩的影响。这项研究将回答 FLCA 是否对沙特学生的表现有影响的问题。该研究的参与者是（n=50）学生，他们在第二学期（2018 年）就读于 Almandaq 科学与艺术学院的 2 级应用语言学课程。该研究对研究参与者进行了一份用于测试焦虑水平的问卷，以收集数据。它包含十五个要素，变量分为三个部分，分别是交际恐惧、考试焦虑和对负面评价的恐惧。它还使用描述性和推理性的方法来调查学生是否感到EFL焦虑。研究结果显示，交际恐惧水平略高 (3.6)，考试焦虑水平中等 (3.4)，参与者体验到与负面评价恐惧相关的低水平 (3.3)。总体假设的计算平均值为（3.4），这表明学生遭受中等水平的外语课堂焦虑。由于这些变量，这些发现分别探讨了外语焦虑对沙特男学生在阿尔巴哈大学的表现的显着影响。此外，本文的结果为教师和决策者提供了一些建议和教学意义，使他们能够克服沙特环境中男学生在课堂上的语言焦虑，这也将有助于取得更好的学习成果。