Abstract:

Recent years have seen an increase in the use of technology in education, for foreign language (FL) study video-synchronous communication (e.g. Skype or other video chat) can enhance contact with the target language and culture by connecting students with native speakers. This has led to improvement in oral fluency, autonomy, engagement (Sama and Wu, 2019), interest (Schenker, 2017) and pragmatic competence (Lewis and Schneider, 2015; Chun 2011; Martí and Fernández, 2016) in the target language. However, the use of telecommunication tools in the FL classroom may also have negative effects (Lin 2014, 2015). More commonly observed is the inhibitory influence of anxiety in FL learning (Horwitz et al.,1986; MacIntyre & Gardner, 1989; Skehan, 1989; Young, 1991).

In our study we examine the interface of telecommunication and FL learning with a focus on the anxiety of speaking and studying the FL. To this end, we examined the impact of a video-synchronous computer mediated communication tool “Talk Abroad” (TA) on second language learners’ anxiety towards speaking the target language with native speakers. During the course of one semester 40 university students from three different advanced Spanish courses completed four TA projects, each involved a 30 minute conversation with a native speaker followed by a written reflection. Prior to the first TA conversation students completed two “pre-tests” which included an anxiety test (the Foreign Language Classroom Anxiety Scale (FLCAS) adapted from Horwitz et al. 1986) and a survey of the student’s linguistic experience and attitudes. Following the completion of the final TA conversation students completed two “post-tests”: the FLCAS and a survey to capture post-test attitudes and experience. They also completed a “mid-test” survey after the second TA conversation. Quantitative analysis comparing pre and post anxiety tests results revealed that, on average, students’ anxiety decreased in (32 of 33) all but one measure, the only exception being “I don’t feel pressure for language class”. The greatest changes from pre to post tests were in feeling less self-conscious speaking the FL, and heart pounding when called on in FL class, and feeling more comfortable around native speakers. Of the 40 students, 30 (75%) showed an overall decrease in anxiety between the pre and post tests, 8 had an increase in anxiety, and 2 had no change in anxiety score. Qualitative analysis of pre and post surveys and written reflections suggest that the TA conversations aided students to overcome the anxiety of speaking a second language with native speakers. The majority of the students reported greater confidence in their linguistic abilities, and an increased interest to continue improving their Spanish skills.

The surveys used in this study included questions about the learners’ language experience (years of Spanish study, practice outside the classroom and study abroad courses), error correction perceptions, and likelihoods of using the language in learners’ career. Although our study focuses on the relationship between learner’s anxiety and the use of TA, future studies might consider the impact of other factors in students’ language learning. In this presentation, we will discuss the results of our study and possible questions for future research on the use of video-synchronous communication tools in foreign language learning as well as other factors that might influence students’ perception of the target language.

Keywords:

Language learning, video-synchronous communication, foreign language anxiety.