Foreign Language Speaking Anxiety Research Articles

The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach

Abstract High-immersion virtual reality (HiVR) attracts increasing attention among language learning researchers because of its potential to enhance language learning. Prior studies focused mainly on HiVR and linguistic knowledge acquisition, and little is known about HiVR and emotions in language learning. Foreign language speaking anxiety (FLSA) is a common emotion that inhibits language learning and use, so it is important to explore approaches to alleviate it. This study investigated the potential use of HiVR for coping with FLSA in which 140 Chinese EFL learners were randomly assigned to four groups (35 students each) with a different combination of learning environments (HiVR or classroom) and learning principles (situated learning or teacher-centred learning). Students’ pre- and post-test of FLSA levels within and among four groups were compared via t-tests and ANOVA. Participants’ descriptions of FLSA change and perceptions of the effects of HiVR on FLSA were integrated with quantitative results for analysis. The integration of analysis showed that although most students perceived HiVR as a useful tool for alleviating FLSA, it is difficult for them to apply the reduced anxiety experienced in HiVR to real-life situations. The statistical results also showed that HiVR did not influence students’ real-life FLSA significantly. Most participants reported that HiVR offered them an authentic environment and enjoyable learning activities, which engaged them in learning, but the use of avatars in HiVR sometimes created an obstacle to communication. Implications for using HiVR technology to enhance foreign language learning are provided.

Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students

The primary aim of the present study is to investigate foreign language speaking anxiety (FLSA) levels and the factors triggering language speaking anxiety among Saudi EFL college learners. The study adopted a mixed-method approach to meet the research objectives. A Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was employed. The sample of the study consisted of 39 male Saudi students at Al-Quaiyah College of Technology. Subsequently, eight of the most anxious students were identified based on the questionnaire results. The results revealed that the participants experienced a moderate level of FLSA in their English class. The participants reported several major causes of their speaking anxiety in the language class, such as a lack of preparation and vocabulary knowledge, forced participation, and other teacher-related factors. The study recommends that teachers should inform their students about what will be discussed in advance to help them become more prepared and less anxious. Moreover, teachers should encourage and motivate students to participate in oral activities instead of forcing them.

A Review of Research on Foreign Language Speaking Anxiety of Chinese College Students: Causes, Consequences and Strategies

As English has become a compulsory course for all of the students in China, that is to say, English is becoming more and more important in China. However, due to a lack of English environment, a large proportion of students have foreign language anxiety especially speaking anxiety. Therefore, this study focuses on foreign language speaking anxiety among college students to figure out the causes, and consequences of it and further explore some effective strategies to solve these problems. The data all come from literature from previous studies. After composing and analyzing those data, it can be concluded that there are three causes: fear of committing grammatical errors, low English proficiency and fear of receiving a negative evaluation, and three consequences: onset of physical symptoms, resistance to speaking English and less self-confidence among Chinese college students. Furthermore, some strategies can be applied to solve it from the perspective of instructors and students respectively.

THE ENGLISH SPEAKING ANXIETY OF FLIGHT ATTENDANT STUDY PROGRAM STUDENTS OF STTKD YOGYAKARTA: IN SEARCH OF CAUSES AND SOLUTIONS

Foreign Language Speaking Anxiety (FLSA) has been a challenging issue among English learners. Its impacts for the speakers include preventing them to communicate orally in English. This study scrutinized the specific reasons/causes of the English speaking anxiety of flight attendants study program students in STTKD as well as the solutions to overcome the issue. The participants included four students who joined English for Aviation class and felt anxious when speaking English. Semi-structured interview was employed to collect the data before they were analyzed using thematic analysis technique (Braun & Clarke, 2006). The findings outlined that the students suffered from FLSA because of: (1) the fear of making grammar mistakes and limited vocabulary; (2) the lack of comprehension skill; (3) the lack of preparation and; (4) the fear of negative responses from the audience. Meanwhile, the solutions of such FLSA included (1) learning and reading more of grammar knowledge and improving vocabulary mastery by reading a lot; (2) having more listening and speaking practices; (3) having more preparation, and; (4) focusing on the performance and thinking positively. Therefore, it is implied that students need these coping strategies that can make them less anxious when speaking English. However, pedagogically, it is important to create a less anxious atmosphere during the English speaking learning process to enable them acquire the skill targeted.

Ai in e-learning: the affordance perspective

ABSTRACT The AI-enabled intelligent learning system (AEILS) is able to provide personalised and intelligent tutoring and is more capable of meeting individuals’ need. Nevertheless, limited studies focused on the effect of AI-specific factors on user behaviour. To fill this research gap, we identified the AEILS-specific affordances (i.e. interactivity, personalisation, competition, convenience) and explored their effect on user engagement and foreign language speaking anxiety (FLSA). In this paper, we integrate quantitative and qualitative studies to explore user behaviour in AEILS. Survey data was collected from 457 respondents and analysed using structural equation modelling with the smart-PLS software. The results showed that AEILS-specific affordances significantly affect flow experience and self-expansion, thus facilitating user engagement and alleviating FLSA. Semi-structured interviews were conducted to corroborate the findings of the quantitative study. These findings highlighted the importance of technology affordance in AEILS. This study contributed to the literature on IS and education by incorporating context-specific factors into account.

The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety

The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety

English Speaking Anxiety in Chinese International High School Students

Speaking anxiety has a wide range of effects on students, notably speaking anxiety in a foreign language, which has a negative impact on students' foreign language learning, but there are fewer investigations on speaking anxiety among Chinese international high school students. This study was completed by the Foreign Language Speaking Anxiety Scale (FLSAS). A survey of students in an international high school in Hubei Province found that students had moderate speaking anxiety, there is no significant correlation be-tween gender and speaking anxiety, not having enough time to reflect before speaking in English and lack of vocabulary are the main causes of speaking anxiety. The article offers recommendations on the causes of speaking anxiety for students, teachers, and school.

An Exploration of Students’ Foreign Language Speaking Anxiety in Classroom Presentation at SMAN 1 Kampar Timur

Penelitian ini bertujuan untuk mengevaluasi tingkat kecemasan berbicara siswa dalam bahasa asing dan faktor-faktor yang berkontribusi terhadapnya dalam presentasi kelas. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus di SMAN 1 Kampar Timur pada tahun ajaran 2022-2023. Sebanyak empat siswa kelas sepuluh dijadikan sampel penelitian dengan menggunakan purposive sampling. Data dikumpulkan melalui kuesioner, observasi, dan wawancara satu lawan satu. Kuesioner FLCAS (Foreign Language Classroom Anxiety Scale) digunakan untuk mengukur tingkat kecemasan berbicara siswa. Hasilnya menunjukkan bahwa siswa mengalami tingkat kecemasan yang bervariasi, termasuk tingkat sangat cemas dan cemas. Dalam analisis data, delapan faktor yang berkontribusi terhadap kecemasan berbicara siswa diidentifikasi. Faktor-faktor ini meliputi kurangnya rasa percaya diri, tata bahasa yang kurang baik, pengucapan yang buruk, ketakutan akan membuat kesalahan, ketakutan akan dicemooh, ketakutan akan penilaian negatif, kurangnya persiapan, dan ketakutan akan ujian. Hasil penelitian ini juga menyoroti pentingnya keterampilan tata bahasa dalam mengatasi kecemasan berbicara siswa. Terakhir, penelitian ini menyimpulkan bahwa kecemasan berbicara siswa tidak dapat hanya dinilai dari tingkat kecemasannya, melainkan juga harus mempertimbangkan faktor-faktor yang berkontribusi terhadapnya. Salah satu faktor utama adalah kurangnya persiapan untuk presentasi di kelas.

Foreign Language Speaking Anxiety and its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender

This research study aimed to explore the speaking anxiety of Turkish learners of English as a foreign language (EFL) and its relation to EFL speaking self-efficacy, fear of negative evaluation (FNE), self-perceived English speaking proficiency, and gender. 293 (132 females, 161 males) university-level EFL students completed the EFL speaking anxiety scale, EFL speaking self-efficacy scale, and FNE scale. Four main findings were obtained as a result of the statistical analyses: (i) students’ speaking anxiety had a negative relationship with both self-perceived oral English proficiency and speaking self-efficacy, (ii) a positive relationship was determined between FNE and speaking anxiety, (iii) EFL speaking anxiety was found to be lower in boys than in girls, and (iv) speaking self-efficacy, FNE, and self-perceived oral proficiency were identified as meaningful predictors of students’ EFL speaking anxiety. In light of these findings, the study offers some pedagogical implications.

What Causes Foreign Language Speaking Anxiety?

As a result of the development of humanistic psychology in the 1960s, there has been a growing recognition that affective factors can significantly impact the outcomes of education (Lu, 2001). Affective factors in language learning, particularly in second language acquisition, have been reckoned as non-cognitive factors and along with cognitive factors, have sparked substantial attention among academics. Affective variables that may influence foreign language acquisition include a variety of emotions and feelings arising in foreign language classroom such as anxiety, fear, embarrassment, or sense of inferiority. Among them, second language anxiety has long been a popular topic in foreign language instruction research.

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester‐long experiment, 49 university students were divided into an experimental group (n = 25) and a control group (n = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre‐ and post‐questionnaires on FLSA and WTC, coupled with pre‐ and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media‐based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills. Practitioner notesWhat is already known about this topic Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills. Social media‐integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners. Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety. What this paper adds This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC. The findings suggest that social media‐integrated speaking activities, specifically vlogging, offer a beneficial and effective pedagogical strategy to ameliorate speaking proficiency, FLSA, and WTC in supportive and non‐intimidating contexts. Implications for practice and/or policy This study offers crucial insights for EFL teachers planning courses to enhance speaking proficiency: The integration of vlogging and similar social media‐based activities into language instruction is strongly supported by the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group. This study provides a concrete foundation for such innovative approaches. The creation of an engaging, interactive and stress‐free learning environment is essential, enabling learners to practice speaking English without anxiety. This approach can also aid learners in overcoming affective barriers and enhancing their language skills. EFL educators should prioritize improving key attitudinal factors, such as anxiety and WTC. These factors significantly contribute to the holistic development of oral proficiency. When incorporating social media‐based speaking activities like vlogging, teachers' targeted feedback on recurring learner mistakes can foster improvements in speaking accuracy. EFL teachers must recognize their critical role in nurturing a supportive, non‐intimidating environment, paving the way for learners to effectively enhance their speaking proficiency.

Factors Responsible for Foreign Language Speaking Anxiety among English Department Students in Public Universities of Bangladesh: A Pragmatic Study

Factors Responsible for Foreign Language Speaking Anxiety among English Department Students in Public Universities of Bangladesh: A Pragmatic Study

Social Anxiety Symptoms as Predictors of Foreign Language Speaking Anxiety among Kurdish EFL Students: Mediating Role of Acceptance and Action

Social Anxiety Symptoms as Predictors of Foreign Language Speaking Anxiety among Kurdish EFL Students: Mediating Role of Acceptance and Action

THE EFFECTIVENESS OF TEACHERS’ CORRECTIVE FEEDBACK (CF) AND SPEAKING PRACTICE ON UNDERGRADUATE LANGUAGE LEARNERS’ SPEAKING ANXIETY (SA)

The number of the English Language users is expanding quickly around the globe due to the irrefutable importance of the English language. This is because of a number of educational and economic benefits associated with it contributing a great deal to World Englishes. Despite English has been taught, till degree level, as a compulsory subject, learners face difficulties in the basic four-fold language skills such as listening, reading, writing and speaking. The present study focuses speaking anxiety of English learners. Investigating the impact of speaking practice and corrective feedback on listening anxiety, it measures levels of speaking anxiety of Pakistani undergraduate students before and after the speaking practice and corrective feedback. One hundred and fifty undergraduate students of a public college participated in this study. Foreign Language Speaking Anxiety Scale (FLSAS)) developed from (Horwitz et al., 1986) by Zulfiqar (2022) was adopted to answer the research questions. Mean scores and effect size were also calculated. Pearson correlation was run to check the correlation of pre and post-speaking data. There was a statistically significant decrease in scores of speaking anxiety (before speaking practice and corrective feedback (M= 3.0762, SD=0.45947) and after practice (M= 2.1885, SD=.41059; t (149) = 19.276. p=.000 (two-tailed). The mean decrease in speaking anxiety score was 0.88.77% with a 90% confidence interval ranging from 0.78 to 0.95. The eta squared statistic 0.69 indicated a large effect size

A Correlation Study on EFL Students' Self-Efficacy and Attitudes Towards English and Foreign Language Speaking Anxiety

A Correlation Study on EFL Students' Self-Efficacy and Attitudes Towards English and Foreign Language Speaking Anxiety

English Speaking Anxiety of Thai EFL Undergraduate Students: Dominant Type, Level, and Coping Strategies

This current study aimed to investigate the dominant type and level of speaking anxiety among Thai EFL undergraduate students. In addition, this study explored their strategies to cope with speaking anxiety. Fifty-six first-year English major students participated in the study. The research instruments included a questionnaire and a semi-structured interview. The Foreign Language Speaking Anxiety Scale (FLSAS) questionnaire was used to examine the dominant type and level of speaking anxiety. After the questionnaire, six students participated in a semi-structured interview to explore their coping strategies with speaking anxiety. The quantitative data were analyzed using frequency and percentage. Content analysis was used to analyze the qualitative data obtained from the semi-structured interview.
 
 The results showed that low self-confidence is the dominant type of speaking anxiety, Moreover, the study found that most of the participants experienced moderate levels of speaking anxiety. Finally, the results also found that the participants used various coping strategies to reduce speaking anxiety, namely focusing their attention on other things, asking for help, preparing in advance, positive thinking, or using helpful tools. Other research methodologies and implications for future studies are also suggested.

A Research on Error Correction Strategies in English Class of Senior High School from the Perspective of Gender and Personalities based on Affective Filter Hypothesis Taking SJZ Foreign Language School as an Example

According to the Compulsory Education English Curriculum Standard (2022), senior high school students are encouraged to actively speak English in English in and out of the class. Teachers' inappropriate error correction methods will increase students' English-speaking anxiety and reduce their enthusiasm for oral English learning. Based on Affective Filter Hypothesis, this study uses Foreign Language Speaking Anxiety Self-Schema (FLSAS) as the measuring tool, and try to find out the attitude of students toward oral error correction in English classes and to what extent do gender and personality affect this attitude. The subjects were 130 students from ten parallel classes in senior 2 of Shijiazhuang Foreign Language School. The instruments of quantitative study consisted of one questionnaire, with a total of 17 items used to investigate students English-speaking anxiety. 130 valid questionnaires were collected, and then the data collected from the questionnaires were further analyzed by SPSS, by which the results have shown that different personalities have relative influence on students attitudes toward oral error correction in English classes. Discussions about error correction strategies that teachers can adopt are put forward based on the results.

Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group Work

This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric as adopted from Ismailia (2021) before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.

Analysis Of the Causes of Chinese High School Students’ English-Speaking Anxiety

Since the foreign language (FL) learners frequently express emotions of worry, stress, or nervousness while speaking, foreign language speaking anxiety (FLSA) has been a long-standing issue in language acquisition. This study mainly focused on high school students, and to explore what causes the English-speaking anxiety and to find possible solutions The author designed a questionnaire and conducted non-participant observation and one-to-one interviews to explore the speaking anxiety among high school students. Through qualitative analysis which based on solid data, the present study found that lacking English speaking occasion, nonproficiency in English, and familiarity of the speaking topic are the main dominant factors causing English speaking anxiety among high school students. It is surprising that the percentage of having English speaking anxiety is overwhelming, even for people who are satisfied with their speaking level. The confidence in English speaking is fragile and can be affected easily by psychological and environmental elements.

A Comparative Study on Speaking Anxiety Level Between Male and Female Students at the VIIth Grade of Islamic Boarding School Ashhabul Yamin Lasi

This research was conducted because of some problems related to speaking anxiety in male and female students in English learning. Some female students looked worried about being pointed out and there were a few students who were able to raise their hands to give opinions. Then, some female students showed anxiety when they became the center of attention. Third, some male students looked hesitant when they pronounced some words. Lastly, some male students felt more comfortable when giving opinions or answering teacher questions by using their first language rather than the English language. Because of these problems, the researcher intended to find out the significant difference on speaking anxiety level between male and female students, and to find out the dominant factor of speaking anxiety in male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The research design was Ex Post Facto research. The data were collected by using 18 items of the FLSAS (Foreign Language Speaking Anxiety Scale) questionnaire that were adopted from Ozturk and Gurbuz 2014. There were three indicators of speaking anxiety; Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The levels of speaking anxiety were low anxiety, moderate anxiety, and high anxiety. The population of this research was all of the seventh grade students which consisted of 3 classes. The sample was 80 students that were selected by using total sampling technique. The research was conducted in February 2022 in Islamic boarding School Ashhabul Yamin Lasi. Then, by using the SPSS program, an independent sample t-test was used to compare speaking anxiety level between male and female students, and a descriptive statistic was used to reveal the dominant factor of speaking anxiety in male and female students. The first result of the research showed that there was a significant difference on speaking anxiety level between male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The researcher found the t-obtained (3.484) was higher than T-table (1.990). It means that Ha was accepted and Ho was rejected. The level of speaking anxiety in female students was moderate anxiety and male students were low anxiety. The second results that were the dominant factor of speaking anxiety in male students was test anxiety (18.12%), where it is because of students’ perception about English language. Meanwhile, the dominant factor of speaking anxiety in female students was fear of negative evaluation (20.68%), where it is because of unpreparedness of students.