Overcoming the Barriers in Online Foreign Language Speaking Classes: The Role of Technology on Speaking Anxiety and Foreign Language Learning Enjoyment

Abstract

This study examines the impact of technology-based course design in online speaking classes on students’ Foreign Language Enjoyment and Foreign Language Speaking Anxiety. Using a mixed-methods approach, the study employed a single-group pre-test-post-test experimental design and a case study method. Quantitative data were collected through foreign language enjoyment and speaking anxiety scales and analyzed with dependent group t-tests. In contrast, qualitative data from interviews and reflection forms were analyzed through content analysis. Findings showed a significant reduction in foreign language speaking anxiety and a non-significant increase in foreign language enjoyment following the intervention. Additionally, students had positive stances regarding technology-based online foreign language speaking classes. Specifically, students described these classes as beneficial, stress-free, participatory, motivating, and encouraging. Considering the results, it can be said that technology in foreign language teaching has beneficial and promising potential for students’ language learning performance. Based on the results, it is recommended that decision-makers and program developers popularize the use of technology in foreign language teaching and integrate it into the current curriculum.