The Effects of Input-based and Output-based Planning on English Speaking Anxiety

Abstract

While studies on the effects of foreign language speaking anxiety on EFL learners’ performance in oral tasks have been of great interest, few studies have been conducted regarding practical pedagogies that can decrease foreign language speaking anxiety. Based on the principles of Krashen’s input hypothesis (1985) and Swain’s output hypothesis (1993), this study compared the results and effectiveness of input-based reading activities and output-based writing activities, conducted prior to a recorded speaking task for foreign language speaking anxiety. For this study, 66 Korean university students were divided into two groups, each being assigned either input-based or output-based planning activities. The results showed that there was no significant difference in pre-/post-course speaking anxiety tests between groups. However, there was a significant decrease in foreign language speaking anxiety within each group. The results of student self-reflection papers demonstrated that around 80% of participants considered the planning activities to be helpful in decreasing their speaking anxiety. The organization of contents in planning activities was seen to be of most value in decreasing anxiety.