Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-04 DOI:10.1111/jcal.70115

Zixuan Cheng, Peijian Paul Sun

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引用次数: 0

Abstract

Background

While a substantial number of studies have investigated English-as-a-foreign-language (EFL/L2 English) anxiety, they predominantly examined it from a unidimensional perspective, overlooking the potential insights offered by examining language-skill-specific L2 anxiety from a multidimensional lens. Moreover, prior research has overlooked the influence of shifts in learning environments on L2 anxiety, particularly the transition from traditional face-to-face classroom instruction to technology-mediated synchronous online language learning.

Objective

Against this background, this study, drawing on the tripartite model of L2 anxiety, examined the differences in EFL college students' self-perceived L2 speaking anxiety across the cognitive, somatic and behavioural dimensions under both traditional classroom-based learning and synchronous online learning conditions.

Method

A total of 153 Chinese EFL learners from two universities voluntarily participated in the study. Data were collected using an adapted L2 speaking anxiety scale (22 items). Confirmatory factor analysis and Cronbach's alpha test were conducted to confirm the construct validity and reliability of the scale. Subsequently, linear mixed-effects modelling (LMM) was performed to examine the influence of fixed (traditional classroom vs. synchronous online learning) and random effects (individual differences) on L2 speaking anxiety.

Results and Conclusion

The results revealed that learners' L2 speaking anxiety was significantly lower in the synchronous online learning context than in the traditional classroom setting. Specifically, students experienced less cognitive and somatic anxiety when speaking English in the synchronous online learning environment. However, no significant difference was observed in the behavioural dimension of their L2 speaking anxiety across the two learning conditions. Overall, synchronous online learning appears to offer potential benefits in alleviating learners' L2 speaking anxiety. The study concludes with pedagogical implications for teachers in terms of how to design learning environments to effectively mitigate learners' L2 speaking anxiety.

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二语口语焦虑在课堂和同步在线学习环境中有何不同？来自英语学院学生的证据

虽然有大量的研究调查了英语作为外语（EFL/L2英语）焦虑，但它们主要是从一维的角度来研究的，忽视了从多维角度来研究语言技能特定的第二语言焦虑所提供的潜在见解。此外，先前的研究忽略了学习环境的转变对第二语言焦虑的影响，特别是从传统的面对面课堂教学到技术介导的同步在线语言学习的转变。目的在此背景下，本研究利用二语焦虑的三方模型，从认知、躯体和行为三个维度考察传统课堂学习和同步在线学习条件下，英语大学生自我感知二语口语焦虑的差异。方法来自两所大学的153名中国英语学习者自愿参与研究。数据收集使用二语口语焦虑量表（22项）。采用验证性因子分析和Cronbach’s alpha检验来验证量表的结构效度和信度。随后，采用线性混合效应模型（LMM）来检验固定效应（传统课堂与同步在线学习）和随机效应（个体差异）对第二语言口语焦虑的影响。结果与结论在线同步学习环境下学习者的第二语言口语焦虑显著低于传统课堂环境下学习者的口语焦虑。具体而言，学生在同步在线学习环境中说英语时，认知焦虑和躯体焦虑较少。然而，在两种学习条件下，他们的第二语言说话焦虑的行为维度没有显著差异。总体而言，同步在线学习似乎在缓解学习者的第二语言口语焦虑方面提供了潜在的好处。本研究的结论为教师如何设计学习环境以有效减轻学习者的第二语言口语焦虑提供了教学启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope