Foreign Language Anxiety: Classroom VS Distance Learning

Alla, Lisnychenko; Tamila, Dovhaliuk; Neonila, Khamska; Tamara, Glazunova

doi:10.13189/ujer.2020.081233

Cited by 9 publications

(13 citation statements)

References 22 publications

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“…The literature reviews provide an insight into the language teachers' online experience. The authors would like to admit that there is not a country unaffected by the crisis (Amin, 2020;Asmara, 2020;Egbert, 2020;Cheung, 2021;Lesnichenko et al, 2020;Naqvi & Zehra, 2020;Okmawatti, 2020;Shevtsova & Kozubai, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…The literature review provides coverage of the opinions and feedback on the forceful integration of online instruction (Amin, 2020;Asmara, 2020;Cheung, 2021;Kucheriv, 2020;Lesnichenko et al, 2020;Matvienko et al, 2020;Matvienko et al, 2021;Shevtsova & Kozubai, 2020;Sakalo, 2020;Zmievskaya et al, 2020). Distance learning is not a cutting-edge experience in many European, American, and Asian universities anymore.…”

Section: Literature Reviewmentioning

confidence: 99%

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New Challenges Imposed by the Pandemic on a Ukrainian University

Matvienko¹,

Кузьміна²,

Yamchynska³

et al. 2021

Preprint

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The article’s main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

New Challenges Imposed by the Pandemic on a Ukrainian University

Matvienko¹,

Кузьміна²,

Yamchynska³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…They only need to interact via a computer or laptop where they do not feel pressured. Alla et al (2020) reported that students' Anxiety about making mistakes when speaking was reduced in SCMC. The fact found from this study is that they work in small groups using web conferencing and are isolated from their friends and teachers so they can feel safe and comfortable.…”

Section: B2mentioning

confidence: 99%

Anxiety No More: The EFL Students Voice On the Use FTF VS SCMC toward Their Speaking Anxiety

Hidayat

Djatmika²,

Ngadiso³

2022

VELES

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In this era, many researchers already conduct research on using CMC in the education field. Several researchers have explored using SCMC (audio and text) and ACMC to know the benefits for students' skills in a foreign language. However, this study explores using SCMC (audio and video) to know the students' perception of their speaking anxiety. The present qualitative study examines the students' voices using FTF or SCMC toward their speaking anxiety. This study aims to know the students' voices related to their speaking anxiety in English under two conditions: Face to face and Synchronous computer-mediated communication. These voices were presented by five students of English language education who were interviewed about using FTF and SCMC. The result shows that the participants prefer to use SCMC to reduce anxiety while they speak English. An analysis of data from the interview explicates that two themes were related to EFL students' speaking anxiety, including (1) fear of making mistakes and (2) feeling under pressure. The interview results also stated the advantages and disadvantages of both environments (FTF and SCMC). This study implies that SCMC can increase students' confidence in speaking English. Therefore, this paper suggests that teachers should provide a supportive environment and support their students in practicing speaking in English using SCMC.

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“…However, the use of online learning as a tool requires learners to interact with peers or instructors. Learners are then forced to use English to respond online; hence, the anxiety increases because of the lack of sufficient time to prepare or seek help when necessary (Russell & Murphy-Judy, 2020; Alla et al, 2020). Therefore, whether e-learning can help reduce language anxiety is a critical issue worth exploring.…”

Section: Anxiety and Online Peer Learningmentioning

confidence: 99%

“…Distance language learning may not be regarded as a natural means of communication, leading to an increase in students' cognitive effort as well as communication ambiguity. Moreover, distance learning may negatively influence learners' affective domain (Alla et al, 2020). Therefore, distance learning may induce high levels of anxiety (Jegede & Kirkwood, 1994; Ajmal & Ahmad, 2019, as cited in Alla et al, 2020).…”

Section: Anxiety and Online Peer Learningmentioning

confidence: 99%

Relationship between English Speaking Performance and Foreign Language Anxiety in Online Peer Learning

Chen

Chuang²,

Cheng³

2022

JELTAL

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This study investigated the relationship between English speaking performance and foreign language anxiety before and after an online peer learning program at the college level. A total of 59 students enrolled in a one-semester English Speaking Communication course at a university in central Taiwan participated in the study. The course entailed a 7-week online peer learning program. The participants took a computer-based speaking proficiency test and completed the Foreign Language Classroom Anxiety Scale questionnaire before and after the program. The collected quantitative data were analyzed using descriptive statistics and the Pearson product-moment correlation coefficient. The results revealed that the participants experienced a moderate level of anxiety when taking the computer-based speaking test before and after attending the online peer learning program. A negative correlation was observed between foreign language anxiety and computer-based speaking performance before the online peer learning program. However, after the online peer learning program, a positive correlation was noted between anxiety and speaking performance. On the basis of these findings, this study provides pedagogical suggestions for second-language practitioners.

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Foreign Language Anxiety: Classroom VS Distance Learning

Cited by 9 publications

References 22 publications

New Challenges Imposed by the Pandemic on a Ukrainian University

New Challenges Imposed by the Pandemic on a Ukrainian University

Anxiety No More: The EFL Students Voice On the Use FTF VS SCMC toward Their Speaking Anxiety

Relationship between English Speaking Performance and Foreign Language Anxiety in Online Peer Learning

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