Comparison of a Videoconferencing Intervention’s Effects on Students’ English-Speaking Anxiety
Comparison of a Videoconferencing Intervention’s Effects on Students’ English-Speaking Anxiety
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视频会议干预对学生英语焦虑的影响比较
DOI：
10.1109/tale48869.2020.9368401
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
KOBAYASHI Sho
中科院分区：
文献类型：
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作者：
小林翔;古屋雄一朗;中川右也;KOBAYASHI Sho
本研究报告了一项旨在缓解学生口语焦虑的行动研究。本研究的目的是了解学生在说英语时的焦虑程度，并探讨使用同步计算机中介通信平台（如视频会议服务）是否会降低学生的口语焦虑。我们比较了即兴创作组和脚本组之间的视频会议的效果。共有34名日本高中生被分为两组参加了这项研究。在20次视频会议之前和之后，使用八项问卷收集数据。结果表明，学生经历了高水平的英语口语焦虑。仅视频会议就对降低学生的演讲焦虑有统计学上的显著影响。然而，即兴创作组和脚本组之间没有统计学显著差异。这些结果表明，重复的口语练习可能有助于缓解学生的口语焦虑。
This study reports on an action research aimed at alleviating students' speaking anxiety. The purpose of this study is to find out how much anxiety students experience while speaking English and explore if the use of synchronous computer mediated communication platforms such as videoconferencing services reduce students' speaking anxiety. We compared the effects of videoconferencing between an improvisation group and a script group. A total of thirty-four Japanese high school students who were separated into the two groups participated in the study. Data were collected using an eight-item questionnaire before and after the twenty video conferences. The results demonstrated that the students experienced high levels of English-speaking anxiety. The video conferences alone had a statistically significant effect on reducing the students' speaking anxiety. However, there were no statistically significant differences between the improvisation group and script group. These results suggest that repeated speaking practice may help alleviate students' speaking anxiety.