فهرست مقالات speaking anxiety

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  1 - A Comparative Investigation into Speaking Anxiety of Extroverted and Introverted Iranian EFL Learners
  Arezoo Rezvani Bahador Sadeghi
  This study sought to investigate the connection between foreign language anxiety andextroversion and introversion personality types. The way adult language learnersconceptualize their fear of negative evaluation as a component of foreign language anxietyconstruct was al چکیده کامل

  This study sought to investigate the connection between foreign language anxiety andextroversion and introversion personality types. The way adult language learnersconceptualize their fear of negative evaluation as a component of foreign language anxietyconstruct was also investigated. To this end, 50 Iranian adult language learners were selectedas participants of the study and divided into two groups of extroverts and introverts. Thegrouping based on extroversion/introversion were handled using Eysenck PersonalityQuestionnaire (EPQ). Half of the students who had the highest score in extroversion sub-scalewere put into extroversion group and the remaining half were put into introvert group. Tomeasure level of students’ anxiety, Foreign Language Classroom Anxiety Scale (FLCAS)was utilized. To probe the possible differences between introverts and extroverts in terms oflanguage anxiety, statistical technique of T-test was run. Results showed that extroverts weresignificantly less anxious than introverts. With respect to the way Iranian foreign languagelearners conceptualize fear of negative evaluation, a semi-structured interview was carried outwith 20 participants. After collecting students’ responses to the interview questions, contentanalysis was conducted to find the recurrent patterns. It was revealed that students had fear ofnegative evaluation from both teachers and classmates. Error correction and incongruencebetween teacher’s expectation and student’s expectations regarding language performancewere among the aspects of fear of negative evaluation. پرونده مقاله
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  2 - Effects of Different Corrective Feedback Types on Reducing Iranian Test-takers’ Speaking Anxiety: Lower- and Upper-intermediate Levels
  Samin Seyedebrahimi Fariba Rahimi Esfahani Mehrdad Sepehri
  10.30495/jfl.2022.692528
  The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the چکیده کامل

  The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were selected through a convenient sampling method and divided into lower-intermediate and upper-intermediate levels on the basis of the Oxford Placement Test (OPT) results. Then, they underwent ten treatment sessions of recast, explicit, metalinguistic, and clarification corrective feedback. To measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The obtained results revealed that there was a statistically significant difference among the feedback types regarding the participants’ speaking anxiety at the lower-intermediate as well as the upper-intermediate level. The implication of this finding is that teachers should constantly implement different types of corrective feedback in their classes to help students with their speaking anxiety problems. پرونده مقاله
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  3 - Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction
  Farideh Ataeifar Firooz Sadighi Mohammad sadegh bagheri Fatemeh Behjat
  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 چکیده کامل

  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. پرونده مقاله
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  4 - Elaboration on Foreign Language Anxiety in L2 Speaking: A Study of Iranian EFL Learners
  malihe Safari Moghaddam Narjes Ghafournia
  The study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured intervi چکیده کامل

  The study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured interview and focus-group discussion method, this study tried to examine the factors behind language anxiety among Iranian language learners both in the classroom and in the social context. 100 TEFL students participated in this study. The language proficiency was measured by TOEFL IBT test to make sure that the students were homogeneous. The findings suggested a variety of approaches to cope with language anxiety. It also revealed that there was a significant relationship between the participants’ language anxiety and their language proficiency. The results of the interviews showed that the teachers had a key role in increasing and decreasing the students’ language anxiety concerning psychosocial linguistic factors. The findings of the study can be helpful for providing some teacher-training courses, teaching language teachers some effective psychological techniques to decrease language learning anxiety factors, improving language learning process.Keywords: language le پرونده مقاله
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  5 - Impact of Metalinguistic vs. Clarification Request Feedback on the Speaking Anxiety of Iranian Students in IELTS Preparatory Classes
  Samin Seyed Ebrahimi Fariba Rahimi Mehrdad Sepehri
  One of the biggest challenges IELTS candidates face in the speaking test session is speaking anxiety. To explore techniques to reduce this anxiety among those learners preparing to sit for the above test, the present study was carried out to compare the effect of metali چکیده کامل

  One of the biggest challenges IELTS candidates face in the speaking test session is speaking anxiety. To explore techniques to reduce this anxiety among those learners preparing to sit for the above test, the present study was carried out to compare the effect of metalinguistic and clarification request feedback on the aforesaid anxiety. To this end, 58 male and female learners who had been selected through their performance on a sample language proficiency test, were assigned to one control (N = 18) and two experimental groups (N = 20, each). The control group received different types of corrective feedback, the metalinguistic group received metalinguistic clues on the errors they made, and the clarification request group was asked to clarify their intended meaning whenever they made a mistake. Both types of corrective feedback showed a significant decrease in the speaking anxiety level of the participants in comparison to the control group. However, the metalinguistic group was found to have less anxiety after the treatment. This proves that in IELTS preparatory classes where mistakes on the part of the learners could be corrected as far as their accuracy is concerned, providing learners with metalinguistic clues seems to be more beneficial compared to the clarification request corrective feedback. پرونده مقاله