Speaking Anxiety among Saudi EFL Students in Online vs Classroom Learning | ||||
| مجلة بحوث کلية الآداب . جامعة المنوفية | ||||
| Volume 35, Issue 136.1, January 2024, Page 607-649 PDF (374.74 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/sjam.2023.243899.2153 | ||||
 View on SCiNiTO | ||||
| Author | ||||
ابتسام الوهيبي  
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| قسم اللغة الانجليزية\\كلية العلوم والدراسات الانسانية\\جامعة شقراء\\شقراء | ||||
| Abstract | ||||
| This study examines the impact of different learning environments on the speaking anxiety levels of 32 Saudi university students. Two tools were utilized in the study: the Personal Report of Public Speaking Anxiety Questionnaire (PRPSA) and an interview focusing on the students' Foreign Language Speaking Anxiety (FLSA) in relation to their experience in online vs classroom learning of English as a foreign language (EFL) speaking. The findings of the study revealed that there is a significant difference in speaking anxiety levels between online and classroom learning environments. The students reported experiencing lower levels of speaking anxiety in online learning compared to classroom learning. The use of online learning allowed for more controlled and less intimidating speaking opportunities, which contributed to the reduction of anxiety for the students. Additionally, the students expressed their preference for online learning due to the comfort and convenience it provided, allowing them to practice their speaking skills at their own pace and in the comfort of their own environment. This study highlights the potential advantages of online learning in reducing speaking anxiety among Saudi EFL university students. It suggests that online learning can create a more relaxed and supportive environment for language learners, enabling them to overcome their fears and actively engage in speaking activities. These findings have implications for educators and curriculum developers, emphasizing the importance of incorporating online learning opportunities to alleviate speaking anxiety and promote effective language learning experiences. | ||||
| Keywords | ||||
| Speaking anxiety; the Personal Report of Public Speaking Anxiety Questionnaire; Foreign Language Speaking Anxiety; online vs classroom learning | ||||
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