a newly-developed foreign language classroom engagement anxiety scale

Oral communication in english language learning is considered as the most required skill, especially in the field of professionalism (aulia, et al. 2020). given the importance of oral communication in today’s world and its relationship with willingness to communicate, efl teachers should be informed of various teaching strategies to improve students’ l2 willingness to communicate (l2 wtc) and to decrease engagement anxiety in an efl classroom. considering the paucity of research instruments in the area of foreign language classroom engagement anxiety, the researchers have developed a psychometric likert scale which specifically investigates the factors influencing l2 classroom engagement anxiety. to achieve the stated purpose, the researchers investigated ‘l2 classroom engagement anxiety’ from cognitive, affective, and social dimensions and developed a new scale which incorporates items from extant scales as well those devised by then researchers themselves . the proposed questionnaire was validated through nine instrumentation stages. the results revealed that the newly developed questionnaire can be a reliable self-report instrument to determine efl learners’ level of classroom engagement anxiety. the researchers highlight the fact that the nuances existing in the few previously developed foreign language anxiety scales, such as flcas (hortwits, 1986), make them invalid if the concept of foreign language anxiety is limited to classroom aural engagement, since an l2 context is essentially different from l2 classrooms.