Face-To-Face Or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level

Abstract

Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations. Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn. This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners' level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies, this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).

Student's self-confidence in practicing speaking during online learning: up or down?

“…The fourth, although this research also mentions CLT, it is not in the context of learning English in Indonesia (Ng, 2020). Finally, a study by Yaniafari and Rihardini (2021) has used a quantitative method (questionnaire) with samples taken from two different types of classes; Speaking for public purposes and speaking for academic purposes which are very different from the current research.…”

“…For instance, there is the software application such as zoom in online learning for prospective teachers in which the CLT approach is used to mediate the learning system (Ng, 2020). In fact, in the practice of speaking as an interaction, it was found that the intensity of student anxiety when practicing speaking tends to be lower in online learning compared to face-toface meeting (Yaniafari & Rihardini, 2021).…”

Virtual classes during COVID-19 pandemic: focus on university students’ affection, perceptions, and problems in the light of resiliency and self-image

“…One advantage is that it removes boundaries, allows students to learn without time and place constraints, and facilitates ubiquitous learning (Ashar et al, 2020). Besides, virtual classes foster interactive activities (Kim & Bennekin, 2013), enhance motivation (Islam et al, 2018), and reduce anxiety (Bakar et al, 2013;Yaniafari & Rihardini, 2021). Aydin (2008) argues that e-learning might enhance students' interaction due to the motivation and encouragement created by online applications.…”

Exploring EFL Students’ Speaking Anxiety in Microsoft Teams Classroom Discussion Learning

“…Kaisar & Chowdury (2020) argue that language learners experience anxiety in online classes when they worry about being left behind and unable to follow the changes in their communication models optimally. However, online learning reduces the intimidating and stressful atmosphere for communication during the language learning process (Yaniafari & Rihardini, 2021).…”

“…Foreign language anxiety sources in online learning may appear as new extents, or they may also be similar to conventional learning settings. Yaniafari and Rihardini (2021) state that the main anxiety source reported in online learning is the fear of being laughed at and the fear of making mistakes, which resembles the conventional learning setting.…”