Web-based language learning and speaking anxiety

Foreign Language Speaking Anxiety (FLSA) is known to negatively affect the performance of foreign language learners. Among the four language skills, speaking is the most anxiety-provoking skill. We investigated the presence of FLSA in Indonesian vocational high school students and we tested whether...

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Vydané v:Computer assisted language learning Ročník 35; číslo 5-6; s. 1058 - 1089
Hlavní autori: Bashori, Muzakki, van Hout, Roeland, Strik, Helmer, Cucchiarini, Catia
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Oxford Routledge 04.07.2022
Taylor & Francis Ltd
Predmet:
Adolescents
Anxiety
Automatic speech recognition
Computer assisted language learning
Computer mediated communication
Experiments
Foreign Countries
Foreign language learning
foreign language speaking anxiety
Foreign languages
High School Students
Language
Language acquisition
Language proficiency
Language Skills
Learning
Linguistic Performance
Methods Research
Mixed methods research
Prevocational Education
Psychological Patterns
Second Language Learning
Second Languages
Secondary school students
Secondary schools
Skills
Speech Improvement
Speech recognition
Speech Skills
Students
Teachers
Voice recognition
Web Based Instruction
web-based language learning
Websites
Indonesia
ISSN:0958-8221, 1744-3210
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Shrnutí:Foreign Language Speaking Anxiety (FLSA) is known to negatively affect the performance of foreign language learners. Among the four language skills, speaking is the most anxiety-provoking skill. We investigated the presence of FLSA in Indonesian vocational high school students and we tested whether web-based language learning might help to reduce speaking anxiety, in particular when the facility in question is equipped with Automatic Speech Recognition (ASR). A mixed methods research was employed to investigate FLSA in 573 vocational high school students. A subset of them (n = 167) was selected to participate in two ASR-based web-experiments using www.iloveindonesia.my.id and NovoLearning. We additionally interviewed 11 of the students who participated in these web-experiments and five English teachers. The results showed that students indicated a moderate-to-serious level of FLSA, that they evaluated the learning websites positively, and believed that web-based language learning could alleviate their speaking anxiety. The interviews revealed that students felt less anxious when speaking in front of the ASR-based websites compared to speaking to peers or people. In order to evaluate the real effectiveness of ASR-based learning websites, future studies should investigate actual improvement of learners' speaking skills over a longer period of time.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2020.1770293