Abstract
The main objective of this research is to investigate the impact of pedagogical techniques involving L1 on reducing anxiety in L2 presentation performances among Japanese university students learning English as a foreign language (EFL). In our English presentation class, seventeen EFL students gave a short presentation in English based on homework in which they write short paragraphs on how to persuade the audience to purchase a product of their choice. The in-class presentation consisted of three stages: First, students gave a presentation in English; then they gave the same presentation in L1, which students were not previously informed of; finally, students gave the same presentation as in the initial round. All three stages of their presentations were evaluated per the following four categories: Content, language (accuracy, comprehensibility), non-verbal performance and overall performance. The result showed that student performance in L2 was improved through the technique of L1 presentation, where the language anxiety factor is removed. In comparing pre- and post-treatment stages, specifically, it was found that positive experience with reduced anxiety in the medial stage led to enhance performance in the final stage.
Author Information
Ahrong Lee, York University, Canada
Younghyon Heo, University of Aizu, Japan
Paper Information
Conference: PCE2023
Stream: Teaching Experiences
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Lee A., & Heo Y. (2023) Controlling the Level of Anxiety in L2 Presentation Performance: Case Study of EFL Students in Japan ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.17
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.17
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