Psychometric Validation and Structural Associations of the Foreign Language Classroom Anxiety Scale (FLCAS) in an Arabic-Speaking Sample.

This study examined the psychometric properties and structural validity of a foreign language Classroom anxiety scale in an Arabic-speaking sample (N = 327; Mage = 25.87 years, SD = 7.15) drawn from universities in Libya and Saudi Arabia. Foreign language anxiety was assessed using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ), alongside measures of psychological distress (DASS-8) and resilience (BRS). Confirmatory factor analysis supported a three-factor structure comprising Communication Apprehension, Fear of Negative Evaluation, and Test Anxiety, with acceptable model fit. Measurement invariance across gender was established, indicating that the scale operates equivalently for males and females. Rasch analysis further supported the scale's reliability and item functioning. Structural equation modeling revealed that psychological distress was significantly associated with all dimensions of foreign language anxiety, whereas resilience showed no direct associations. However, resilience was indirectly associated with Communication Apprehension, Fear of Negative Evaluation, and Test Anxiety through psychological distress. In addition, resilience was negatively associated with psychological distress. Gender differences were observed, with females reporting higher communication apprehension and psychological distress, while males showed higher resilience. Overall, the findings support a multidimensional conceptualization of foreign language anxiety and highlight the central role of psychological distress, suggesting that resilience may be associated with foreign language anxiety indirectly through reductions in psychological distress. The study provides psychometric evidence for the AFLAQ and underscores the importance of integrating broader psychological factors in understanding foreign language anxiety in Arabic-speaking contexts.