Foreign language anxiety and self-disclosure analysis as personality traits for online synchronous intercultural exchange practice

Fondo, Marta; Jacobetty, Pedro; Iñiguez, Iker Erdocia

doi:10.14705/rpnet.2018.26.813

Cited by 4 publications

(3 citation statements)

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“…To explore if the use of VSAs was related to students' profiles or only to students' use of devices, quantitative data gathered in the pre-project questionnaire (Fondo, Jacobetty, & Erdocia, 2018) was used to measure students' levels of proficiency in the FL, SD, and FL anxiety although no connections between them were found.…”

Section: Methodsmentioning

confidence: 99%

Virtual exchange: towards digital equity in internationalisation

Satar¹

2021

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This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange.

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Section: Methodsmentioning

confidence: 99%

Virtual exchange: towards digital equity in internationalisation

Satar¹

2021

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“…The first exploration was to measure participants' FLA and SD levels in order to find FLA and SD relationships on an individual level. As the sample was not sufficient to carry out statistical analysis (for statistical results about SD and FLA as personality traits please see Fondo, Jacobetty, & Erdocia, 2018), the levels of each construct were compared (Table 1). Unexpectedly, three out of four anxious participants were also high self-disclosers.…”

Section: Fla and Sd Potential Relationshipmentioning

confidence: 99%

“…Universitat Oberta de Catalunya, Barcelona, Spain; mfondo@uoc.edu 2. Dublin City University, Dublin, Ireland; iker.erdocia@dcu.ie How to cite this article: Fondo, M., & Erdocia, I. (2018).…”

Section: Introductionmentioning

confidence: 99%

Exploring foreign language anxiety and self-disclosure relationships in task design for e-tandem speaking practice

Fondo¹,

Iñiguez²

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

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The emergence of videoconferencing tools in the 1990s provided language learners with opportunities to carry out speaking practice anytime and anywhere. However, the presence of Foreign Language Anxiety (FLA) in this interactional setting can hinder such ubiquitous benefits as FLA inhibits learning and communication in the Foreign Language (FL) (Horwitz, 2001). This article presents a case study developed in a five week e-tandem project in which 12 language learners (six Spanish and six English native speakers) participated via videoconference. Based on a mixed methods approach, the study explores the relationship between four different communicative task types with different levels of required Self-Disclosure (SD), the participants' levels of SD and FLA, and the resulting SD elements present in the conversation. Results showed that the different task types seem to have an effect on participants linking FLA and SD. However, the real trigger for SD events was not the task but the learner's characteristics and familiarity with the partner and topic.

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Foreign language anxiety and self-disclosure in online university French classes

Tutton,

Cohen

2024

Language Teaching Research

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This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely asked in foreign language classes. Thematic analysis was used to analyse the data. The findings reveal that students overwhelmingly prefer the physical classroom to the online environment, and that this is largely due to increased possibilities for easier interaction with fellow students. In addition, these students were all at ease with disclosing low-level personal information in class. This suggests that the social nature of language learning is a key feature of a positive second language (L2) learning experience. Second, all students had strategies in place to mitigate the negative effects of their FLA. These included not only preparation strategies (e.g. anticipating questions and preparing responses in advance) but also the use of technology (e.g. Google Translate and other online resources). We therefore suggest that low-level self-disclosure does not negatively impact students with moderate to high levels of FLA, and that technological tools provide useful scaffolds to support their learning and mitigate the negative effects of their FLA.

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Foreign language anxiety and self-disclosure analysis as personality traits for online synchronous intercultural exchange practice

Cited by 4 publications

References 4 publications

Virtual exchange: towards digital equity in internationalisation

Virtual exchange: towards digital equity in internationalisation

Exploring foreign language anxiety and self-disclosure relationships in task design for e-tandem speaking practice

Foreign language anxiety and self-disclosure in online university French classes

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