Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

Abstract

Students describing feelings of anxiety and a lack of confidence for speaking in a foreign language can be a common phenomenon in the context of Japanese higher education. We believe that cognitive-behavioural therapy (CBT) techniques can be used to help such learners overcome these feelings. A scenario-based questionnaire, adapted from Gkonou and Oxford’s MYE (2016), was designed in order to examine a number of speaking situations which were thought to induce anxiety, the emotions students associate with these situations and why they feel them, whether there are any situational factors influencing their perceptions, and what coping strategies they may or may not use. Using data collected from 85 first-year English-language majors, we found that ‘You want to say something in English in class, but you don’t’ was the most negatively rated scenario. This was reported as a frequent occurrence and was also a scenario where they lacked coping strategies to deal with their negative emotions. The data also show that there are notable, significant correlations between how frequently students experience any of the given scenarios and how they rate their emotions, with the more frequently a scenario is experienced, the more negatively it is evaluated. This data will be utilised to design CBT-based activities to reduce anxiety in the foreign language classroom.

Reframing silence: Insights into language learners’ thoughts about silence and speaking-related anxiety

“…They may choose to avoid what is making them nervous, using silence as a form of safety behaviour (King, 2014). Alternatively, their volition to speak is overridden by their negative emotions (Curry et al, 2020). When examining the relationship between silence and anxiety in the language classroom, however, it is important to recognise that an anxious learner's silent display may not always be significant or negative.…”

“…For some language learners, feeling too nervous to speak in the target language in the classroom can generate an array of negative thoughts; from frustration due to missed speaking practice opportunities to anxiety over their language skills (Curry, Maher, & Peeters, 2020). Using King's (2014;King & Smith, 2017) cognitive-behavioural model of silent L2 learners' anxiety, this paper examines the relationship between language learners' anxiety and in-class silent behaviour in the context of a Japanese university EFL classroom.…”

Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support

“…Also in common is the use of additional related tools, some of which are informed by mainstream psychology and professional practice. For example, practical techniques have been adapted from cognitive behaviour therapy to work with learner anxiety in advising sessions (Curry, 2014;Curry et al, 2020;McLoughlin, 2012). Another example, informed by positive psychology, is the confidence building diary (Shelton-Strong & Mynard, 2021) which is used to focus language learners on their strengths and positive emotions.…”

Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety

“…They categorized learners in terms of L2 students' self-system into "fighters" who constructively control anxiety, "quitters" who give up control of their anxiety, and "safe players" who utilize safety-seeking actions to eliminate or avoid using the target language. Foreign Language Speaking Anxiety (FLSA) in EFL Classrooms Speaking in a foreign language is considered the most anxiety provoking activity (Curry et al, 2020;Mukminin et al, 2015). Therefore, it is critical to investigate the effect of speaking anxiety on students' oral performance in FL contexts.…”

“…Language exposure is also limited because EFL students are not given enough opportunities to practice the oral language in real-life situations. Curry, Maher, and Peeters (2020) consider speaking anxiety as the most significant affective factor that negatively influence EFL learners' speaking performance. Speaking anxiety might be exhibited by freezing, confusion, forgetfulness, avoidance behavior, poor eye contact, and nervousness.…”