{"title":"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","authors":"Zixuan Cheng, Peijian Paul Sun","doi":"10.1111/jcal.70115","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusion</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students\",\"authors\":\"Zixuan Cheng, Peijian Paul Sun\",\"doi\":\"10.1111/jcal.70115\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusion</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 5\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-09-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70115\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70115","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students
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.
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
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