Utilizing remote speaking tasks for tackling foreign language anxiety

Abstract

Affective factors, such as anxiety, are located among the obstacles that hinder language learning and can result in language learners who are resistant to language input, especially in foreign language learning contexts. Thus, the current research effort aimed at examining the level of speaking anxiety among foreign language learners (English and Arabic) at Birzeit University (BZU). It also aimed at investigating the effectiveness of using online speaking tasks on lowering the anxiety level of students whose attitudes were also surveyed towards the online learning-teaching technique. The research adopted a mixed approach to obtain data. Both quantitative and qualitative methods of data collection were utilized. Quantitatively, students’ foreign language speaking anxiety was calculated using a pre-post anxiety scale before and after the treatment (online speaking tasks) in addition to using semi-structured interviews with students in the experimental group. The participating students consisted of (70) students who study English and Arabic (PAS students) as foreign languages. The findings demonstrated the presence of a high level of speaking anxiety among foreign language learners at BZU. Besides, it was revealed that there were statistically significant differences in the level of speaking anxiety between the control and experimental groups in favor of the control group (higher level of anxiety). Regarding the attitudes of experimental group students, the semi-structured interviews have shown positive attitudes towards the online speaking task experience. The interviewees have indicated that delivering speaking tasks online has made the speaking task less stressful and less anxious. Accordingly, some conclusions and recommendations were suggested.