Face-To-Face Or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level
DOI:
https://doi.org/10.30762/jeels.v8i1.3058Keywords:
Foreign Language Anxiety, Online Language Learning, Teaching SpeakingAbstract
Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations. Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn. This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners' level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies, this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).
Downloads
References
Al-Qahtani, M. H. (2019). Teachers’ and Students’ Perceptions of Virtual Classes and the effectiveness of Virtual Classes in Enhancing Communication Skills. Arab World English Journal (AWEJ), 223-240.
Amiri, M., & Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students’ Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855. https://doi.org/10.17507/jltr.0604.20
Ataiefar, F., & Sadighi, F. (2017). Lowering Foreign Language Anxiety through Technology: A Case of Iranian EFL Sophomore Students. English Literature and Language Review, 3(4), 23-34.
Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL Learners Speaking Skills through Asynchronous Online Discussion Forum. Asian Social Science, 9(9). https://doi.org/10.553
Brown, D. H. (2001). Teaching by Principles. Pearson Education, Inc.
Brown, D. H. (2007). Principles of Language Teaching and Learning. Pearson Education, Inc.
Çagatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia - Social and Behavioral Sciences, 199, 648-656. https://doi.org/10.1016
Cong-Lem, N. (2018). Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review. Australian International Academic Center, 9(4). https://doi.org/10.7575
Grant, S., Huang, H., & Pasfield-Neofitou, S. (2013). Language Learning in Virtual Worlds: The Role of Foreign Language and Technical Anxiety. Journal of Virtual World Research, 6(1).
Grant, S., Huang, H., & Pasfield-Neofitou, S. (2014). The Authenticity-Anxiety Paradox: The Quest for Authentic Second Language Communication and Reduced Foreign Language Anxiety in Virtual Environments. Procedia - Technology, 13, 23-32.
Haidara, Y. (2016). Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia. Universal Journal of Educational Research, 4(7), 1501-1505.
Heng, C. S., Abdullah, A. N., & Yusof, N. B. (2012). Investigating the Construct of Anxiety in Relation to Speaking Skills among ESL Tertiary Learners. 3L: The Southeast Asian Journal of English Language Studies, 18(3), 155-166.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
Huang, P., & Hwang, Y. (2013). An Exploration of EFL Learners’ Anxiety and E-learning Environments. Journal of Language Teaching and Research, 4(1), 27-35.
Kaisar, M. T., & Chowdury, S. Y. (2020). Foreign Language Virtual Class Room: Anxiety Creator or Healer? English Language Teaching, 13(11), 130-139.
Kötter, M., Shield, L., & Stevens, A. (1999). Real-time Audio and Email for Fluency: Promoting Distance Language Learners’ Aural and Oral Skills via the Internet. ReCALL Journal, 11(2), 55-60.
Listyani, & Angellia. (2019). Freshmen’s Anxiety in an Intensive Listening Class: A Qualitative Study. Educational Research and Reviews, 14(12), 443-457.
MacIntyre, P. D. (2007). Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process. The Modern Language Journal, 91(4), 564-576.
MacIntyre, P. D., & Gardner, R. C. (1994). The Subtle Effect of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44(2), 283-305.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning. International Review of Research in Open and Distributed Learning, 10(3).
McCroskey, J. C. (1977). Oral Communication Apprehension: A Summary of Recent Theory and Research. Human Communication Research, 4(1), 78-96.
Minghe, G., & Yuan, W. (2013). Affective Factors in Oral English Teaching and Learning. Higher Education of Social Science, 5(3), 57-61. https://doi.org/10.3968
Nande, M. (2017). Factors Affecting Students’ Reluctance to Speak: A Case Study of an Interest-based Class in SMAN 1 Tumpang [Unpublished Bachelor Thesis]. Universitas Negeri Malang.
Rachmawati, D. I., & Jurianto. (2020). Investigating English Department Students’ Foreign Language Speaking Anxiety: A Case Study in Universitas Airlangga, Indonesia. Social Sciences, Humanities and Education Journal (SHE Journal), 1(2), 22-34.
Rezai, A. A., & Zafari, N. (2010). The Impact of Synchronous Computer-Mediated Communication (S-CMC) on the Oral Proficiency of Iranian EFL Learners. IJAL, 13(2), 101-119.
Riasati, M. J. (2012). EFL Learners’ perception of Factors Willingness to Speak English in Language Classroom: A Qualitative Study. World Applied Science Journal, 17(10), 1287-1297.
Rihardini, A. A. (2020). A Survey on Students’ Perception towards Willingness to Communicate Using English in the Classroom [Unpublished Bachelor Thesis]. Universitas Negeri Malang.
Rodrigues, P. D., & Vethamani, M. E. (2015). The Impact of Online Learning in the Development of Speaking Skills. Journal of Interdisciplinary Research in Education (JIRE), 5(1), 43-67.
Russell, V. (2020). Language Anxiety and the Online Learner. Foreign Language Annals, 1-15. https://doi.org/10.1111/flan.12461
Seidikenova, A., Malshy, M., & Akkari, A. (2020). Language Anxiety in Online Education. Central Asian Journal of Social Sciences and Humanities, 4, 28-34.
Stella, H. (2000). Distance Language Learners and Learner Support: Beliefs, Difficulties and Use of Strategies. Link and Letters 7: Autonomy in Language Learning, 7.
Subekti, A. S. (2018a). Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia. Dinamika Ilmu, 18(1), 15-35.
Subekti, A. S. (2018b). An Exploration of Learners’ Foreign Language Anxiety in the Indonesian University Context: Learners’ and Teachers’ Voices. TEFLIN Journal, 29(2), 219-244.
Wijaya, H., & Rizkina, P. A. (2015, May 16). Factors Affecting Indonesian Students’ Willingness to Communicate. The 7 th COTEFL International Conference, Fakultas Sastra University of Muhammadiyah Purwokerto.
Xiangming, L., Liu, M., & Zhang, C. (2020). Technological Impact on Language Anxiety Dynamic. Computers & Education, 150.
Young, D. J. (1990). An Investigation of Students’ Perspectives on Anxiety and Speaking. Foreign Language Annual, 23(6), 539-553.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
