Cultural Familiarity, Foreign Language Speaking Skill, and Foreign Language Anxiety: The Case of Indonesian EFL Learners

Abstract

Since cultural aspects of language learning are not incorporated in some EFL materials and textbooks, this study can be important to investigate the impacts of using cultural-based instruction on developing the speaking skill of Indonesian EFL learners. In addition, this research tried to examine the effects of using cultural-based instruction on foreign language anxiety of Indonesian EFL learners. To reach these aims, the Oxford Quick Placement Test (OQPT) was given to 83 EFL learners, and 50 of them were selected for the target sample of the current investigation. The selected respondents were then randomly divided into two equal experimental and control groups. Afterward, the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was given to both groups. After providing the stated questionnaire, both groups were pretested by a speaking test. After that, the experimental group was instructed by applying a cultural-based instruction, while the control group received a noncultural-based education. After the instruction ended, the FLCAS questionnaire and the posttest of speaking were given to the respondents to determine the effects of the cultural-based instruction on their speaking skills and foreign language anxiety. The collected data were analyzed by using independent samples and paired sample t -tests. The results revealed that the experimental group had better performances than the control group on the speaking and anxiety posttests. Finally, based on the results, some conclusions and implications were suggested.

Examining the Effects of Cue Cards on EFL Learners’ Speaking Fluency, Accuracy, and Speaking Anxiety

“…For both instructors and students, this media is captivating, appealing, and simple to create. Additionally, cue cards are immediately recognizable, which can assist students in explaining subjects more easily with lesser preparation time [1,3]. It is possible to reuse image collections, especially when they are covered, so they can suit different levels.…”

“…Cue cards need to be noticeable and long-lasting. As cue card users, learners must therefore take into account the importance, visibility, and timing in the learning process [1,3,50,51]. In addition, some features of the appropriate cue cards have to be considered.…”

“…Cue cards, which are modified images, offer several benefits, one of which is that they are easily visible. Cue cards can, therefore, help students when they are asked to precisely explain something or someone [3][4][5]. According to Mora [6], cue cards are picture cards on which cue phrases are used to assist students to initiate dialogs.…”

“…Each student may experience a series of physical and mental feedbacks known as anxiety or panic, especially while speaking in front of the classmates. When speaking practice is taking place, the learners' feelings of anxiety, anxiousness, or fear frequently prevent them from learning a language and developing their speaking abilities [3,16,17]. Liu and Chen [18] held that there is no positive correlation between anxiety and foreign/second language learning.…”

The triarchy of L2 learners’ emotion, cognition, and language performance: Anxiety, self-efficacy, and speaking skill in lights of the emerging theories in SLA

“…They asserted that familiarizing with cultural issues can reduce anxiety, and it can be effective in foreign language communication. Using Anderson’s cultural schema theory, Diep et al (2022) found a significant correlation between Indonesian EFL learners’ foreign language anxiety and oral communicative skill. They found out that cultural-based instruction can be a mediating factor in developing oral performance and reducing foreign language anxiety.…”