Developing Oral Linguistic performance and Alleviating Speaking Anxiety of EFL and AFL Learners: A Proposed Strategy

This study intends to demonstrate how oral performance measures such as accuracy, complexity and fluency can be distinctly targeted using the suggested strategy. Furthermore, the study provides insights into how such learners’ self-reflection-oriented learning based strategy could help in alleviating FL speaking anxiety. The study sample consisted of 30 female EFL and AFL students, divided into two experimental groups. The data were collected through two main instruments: Oral performance test (two parallel forms: English and Arabic) and a foreign language speaking anxiety scale. The performances of each group on the pre and post tests were contrasted and their scores on the three oral linguistic measures were correlated. The instructors’ written comments concerning participants’ performance were also taken into consideration. The results indicated general improvement in both groups, as the suggested strategy prompted students’ oral performance and speaking confidence. Integrating technology and appreciative inquiry in classroom teaching and learning process empowered students to identify their oral performance weaknesses and plan for overcoming them autonomously. The implications of the study are discussed and a number of recommendations are made to assist FL students in dealing with their speaking anxiety level. 

This study intends to demonstrate how oral performance measures such as accuracy, complexity and fluency can be distinctly targeted using the suggested strategy. Furthermore, the study provides insights into how such learners’ self-reflection-oriented learning based strategy could help in alleviating FL speaking anxiety. The study sample consisted of 30 female EFL and AFL students, divided into two experimental groups. The data were collected through two main instruments: Oral performance test (two parallel forms: English and Arabic) and a foreign language speaking anxiety scale. The performances of each group on the pre and post tests were contrasted and their scores on the three oral linguistic measures were correlated. The instructors’ written comments concerning participants’ performance were also taken into consideration. The results indicated general improvement in both groups, as the suggested strategy prompted students’ oral performance and speaking confidence. Integrating technology and appreciative inquiry in classroom teaching and learning process empowered students to identify their oral performance weaknesses and plan for overcoming them autonomously. The implications of the study are discussed and a number of recommendations are made to assist FL students in dealing with their speaking anxiety level.