Wilainuch Sankuean*, Usaporn Sucaromana
Srinakharinwirot University, Thailand
The purpose of this study was to explore foreign language classroom anxiety (FLCA) of Thai EFL high school students and discover a significant difference of the foreign language anxiety among students in terms of group and gender. Six hundred and five Thai EFL learners from different educational backgrounds of English language teaching and learning: (a) Mini English Program (MEP), (b) Gifted Program, and (c) Normal program, completed a 33-item Foreign Language Classroom Anxiety Scale (FLCA). The findings revealed that the students have moderate level of foreign language classroom anxiety, and indicated significant differences for group but not gender.
Language learning, Anxiety, Foreign Language Classroom Anxiety Scale