The Perceptions of Beginner EFL Students on Corrective Feedback in Speaking Classes in Relation to Their Levels of Foreign Language Anxiety
Fatimah Alnajrani, Dr. Hind Al Fadda

Abstract
The purpose of this quantitative study was to investigate the perceptions of beginners EFL learners on corrective feedback (CF) in speaking classes in relation to their levels of anxiety. Two questionnaires were used to collect data, The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope1986) and Corrective Feedback Beliefs Scale (CFBS) (Fukuda, 2004). The participants were 57 female Saudi students studying English in a privet language center. Each participant was assigned to either low anxiety or high anxiety groups based on the means of their answers to FLCAS. The result of the study showed that despite the slight differences between the two groups in how they perceive CF, almost none of these differences was statistically significant. Overall, students in both groups hold almost the same perceptions on CF. It is concluded that FLA levels might not have a strong effect on how learners perceive different aspects of CF.

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