Can Asynchronous Video-Mediated Oral Book Reports Be the Solution for Foreign Language Speaking Anxiety?

Autor/inn/en	Çepni, Sevcan Bayraktar; Keles, Neslihan; Çepni, Gökhan
Titel	Can Asynchronous Video-Mediated Oral Book Reports Be the Solution for Foreign Language Speaking Anxiety?
Quelle	In: Journal on English Language Teaching, 12 (2022) 2, S.39-52 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Synchronous Communication; Video Technology; Anxiety; Second Language Learning; Second Language Instruction; Oral Language; Books; Assignments; English (Second Language); Intensive Language Courses; Undergraduate Students; Teacher Education Programs; Language Teachers; Scoring Rubrics; Literary Devices; Translation; Connected Discourse; Pronunciation; Student Attitudes; Performance; Behavior Change; Speech Communication; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Angst; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Book; Buch; Monographie; Monografie; Assignment; Auftrag; Zuweisung; English as second language; English; Second Language; Englisch als Zweitsprache; Intensivkurs; Sprachkurs; Language teacher; Sprachunterricht; Scoring formulas; Auswertungsbogen; Literaturarbeit; Aussprache; Schülerverhalten; Achievement; Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	This study investigates the potential of asynchronous video-mediated oral book report assignments to enhance learners' spoken performance and decrease their speaking anxiety. The participants were 42 B1 level preparatory students from the English Language Teaching department who were taking skills-based intensive English education in Turkey. The participants carried out extended speaking tasks in the form of oral book reports within two weeks over 12 weeks (6 oral book reports in total) in the fall term of the academic year 2021/2022. The assigned oral book report videos were analyzed in relation to five categories in the narration rubric, including scores for characters, setting, cohesion or transition, grammar, and pronunciation. In addition, two structured open-ended questionnaires were used to investigate the participants' perceptions of the task's value, their changing performance in the tasks, and perceived changes in their anxiety level over time. Semi-structured interviews were also held to shed more light on the potential of such assignments for language classes. The results indicated that regular video-mediated asynchronous oral book reports helped the participants develop their speaking performance and decrease their speaking anxiety over time. Overcoming time limitations, such assignments have the potential to be used in language classes where teachers can empower every voice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01