期刊名称：International Journal of Curriculum and Instruction
印刷版ISSN：1562-0506
出版年度：2020
卷号：12
期号：2
页码：127-148
出版社：World Council for Curriculum and Instruction (WCCI)
摘要：This action research aims at developing an action plan to alleviate foreign language speaking anxiety, and accordingly improving speaking performance. The study, which is a collaborative action research type, was carried out of 19 prospective Chemical Engineering students at the CEFR-A1 level at Ege University School of Foreign Languages (EUSFL). The research took place over 12 weeks and the participants created WhatsApp groups; the researchers sent them written or voice messages with English speaking tasks; and they performed these tasks and sent their voice messages to their groups. Data were gathered through the Turkish form of Second Language Speaking Anxiety Scale (SLSAS) developed by Woodrow (2006), participants’ speaking exam grades, and semi-structured interviews. The Wilcoxon signed-rank test elicited a statistically significant change in English speaking anxiety of students; that is, their anxiety level decreased. The students’ speaking exam grade average was found 84.56% success rate. Also, the results obtained from the qualitative data matched with the results of the quantitative data indicating that the asynchronous online English speaking group (AOESG) worked well to alleviate students’ English speaking anxiety and to enhance their speaking performance.
其他摘要：This action research aims at developing an action plan to alleviate foreign language speaking anxiety, and accordingly improving speaking performance. The research was carried out by the teacher-researchers of 19 prospective Chemical Engineering students at CEFR-A1 level at Ege University School of Foreign Languages (EUSFL). The research took place over a 12-week period in the fall term of 2015-2016 academic year. The participants created WhatsApp groups; the researchers sent them written or voice messages with English speaking tasks; and they performed these tasks and sent their voice messages to their groups. Data were gathered through the Turkish form of Second Language Speaking Anxiety Scale (SLSAS) developed by Woodrow (2006), participants’ speaking exam grades and semi-structured interviews. The Wilcoxon signed-rank test elicited a statistically significant change in English speaking anxiety of students (z=-2.660, p=.008, r=-.84); that is, their anxiety level decreased. The students’ speaking exam grade average was found to be 12.68 out of 15 (with 84.56% success rate). Also, the results obtained from the qualitative data matched with the results of the quantitative data indicating that the asynchronous online English speaking group (AOESG) worked well to alleviate students’ English speaking anxiety and to enhance their speaking performance.
关键词：Preparatory class at the university; foreign language speaking anxiety; English speaking skills; asynchronous learning; mobile-assisted language learning
