Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction
الموضوعات :
Farideh Ataeifar
1
(
Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
)
Firooz Sadighi
2
(
Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
)
Mohammad sadegh bagheri
3
(
Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
)
Fatemeh Behjat
4
(
Department of English, Abadeh branch, Islamic Azad University, Abadeh, Iran
)
الکلمات المفتاحية: ICT, MALL, EFL speaking anxiety, learners’ autonomy, VT,
ملخص المقالة :
Language classrooms are occasionally anxiety-breeding situations. Foreign language classroom anxiety which negatively affects foreign language learning is typically associated with productive activities mainly speaking skill. To cope with the issue and overcome language learning difficulties, the present study was conducted to explore the impact of mobile-assisted language learning on enhancing EFL students’ oral proficiency and relieving their speaking anxiety. 60 sophomore female students whose ages ranged from 18 to 24 were selected from Zand University in Shiraz, Iran and randomly divided into two groups. Traditional instruction was adopted to teach both groups for two hours in a week for four months. Out of class, however, they did various speaking activities. The participants in the control group followed their course book speaking activities. But, the experimental group experienced mobile-assisted language learning to do their out-of-class speaking activities via a mobile application (Voice Thread). The Preliminary English Test and the Foreign Language Classroom Anxiety Scale questionnaire were used to collect the required data. Paired samples t-test results indicated that Voice Thread experience significantly enhanced the participants’ oral proficiency and lowered their foreign language speaking anxiety.these findings provide experimental evidence that Voice Thread can be used as an educational tool to help EFL students to improve their oral proficiency and create their own individual less-threatening language learning environment.
