Abstract
The present study was carried out as a means of investigating and understanding the nature and sources of speaking anxiety in the EFL classroom. In order to determine which speaking activities students find to be the most anxiety producing, a qualitative questionnaire was administered. Participants consisted of 140 Japanese students in the first and second year of university. By obtaining a deeper insight into anxiety causing activities, instructors can better address this issue. The findings in this study indicated that students believe speaking activities such as presentations and conversations to be the greatest cause of anxiety. Interestingly, students find the practice and preparation to be among the most helpful tools for helping them mitigate feelings of anxiety. Based on findings, authors will offer recommendations for possible activities to be used in the classroom. These activities may help students mitigate feelings of anxiety, in order to help learners become more communicatively competent, which may lead to greater self-confidence, thereby helping students achieve their language learning goals.
Author Information
Lidija Elliott, Nagoya University of Foreign Studies, Japan
Miriam Vasquez, Nagoya University of Foreign Studies, Japan
Paper Information
Conference: ACE2021
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2021 Conference Proceedings (View)
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To cite this article:
Elliott L., & Vasquez M. (2022) Speaking Anxiety: Japanese Students in the EFL Environment ISSN: 2186-5892 The Asian Conference on Education 2021: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2022.35
To link to this article: https://doi.org/10.22492/issn.2186-5892.2022.35
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