Digital transformation and EFL anxiety: A mixed-methods study on the impact of online learning on the language acquisition psychology of Saudi Arabian students

This study fills a crucial knowledge gap regarding the psychological effects of online language learning in Arab educational contexts by examining how digital transformation influences EFL anxiety among Saudi university students in this institutional setting. both qualitative information from semi-structured interviews (n = 10) and quantitative data from a questionnaire (n = 288). In comparison to their peers with higher proficiency (M = 3.50, SD = 0.70), students with lower proficiency reported significantly higher levels of anxiety (M = 4.15, SD = 0.68), indicating a moderate to high level of EFL anxiety (M = 3.85, SD = 0.75 on a 5-point Likert scale). Thematic analysis of the qualitative data reveals important variables that impact anxiety, such as self-efficacy, social isolation, and digital adaptability. Students with limited language and technological literacy experience both increased flexibility and increased anxiety in digital learning environments. By filling a significant knowledge gap regarding the relationship between digital transformation and EFL anxiety in the framework of Saudi Arabia's changing educational landscape, which is influenced by Vision 2030, this study makes a distinctive contribution to the literature. Recommendations for educators and legislators to create culturally aware interventions that reduce anxiety, improve student involvement, and maximise language acquisition results are among the practical implications. This research lays the groundwork for creating inclusive strategies that address the complex needs of students in educational systems that are undergoing digital transformation by examining the psychological aspects of online EFL learning.