The effects of synchronous and asynchronous speaking activities on foreign language speaking anxiety and pronunciation development among intermediate EFL learners

Abstract

This study investigated the effects of synchronous and asynchronous technology-mediated speaking activities on foreign language speaking anxiety among intermediate EFL learners. To investigate the research problem, a quantitative quasi-experimental design with pretest-post-test control group methodology was used, involving 60 university students at B1 CEFR level who were enrolled in two intact classes of speaking. Thirty participants engaged in synchronous speaking activities via Zoom application, while another thirty took part in asynchronous speaking activities through Flip for eight weeks. The Foreign Language Classroom Anxiety Scale (FLCAS) was used to measure speaking anxiety before and after intervention, and participants performed live three-minute speaking assessment that was further analysed for pronunciation with the help of Praat software. In order to analyse collected data, descriptive statistics, repeated measures analysis of variance, paired samples t test, and independent samples t test were applied. The results obtained indicate the decrease in speaking anxiety in both groups of participants after intervention., There is a significant main effect of time which indicates that technology-mediated speaking activities significantly decreased anxiety, F(1, 58) = 442.59, p < .001, partial η² = .884. In addition, there is a significant interaction between Time and Group variables which suggests that synchronous speaking activities decreased anxiety to a greater extent than asynchronous ones, F(1, 58) = 44.91, p < .001, partial η² = .436. Based on the above results, one can conclude that although both learning strategies contribute to affective domain development, real-time interaction gives better preparation for spontaneous communication and, thus, decreases speaking anxiety.