A Study on Relationship between Speaking Learning Strategy and Speaking Anxiety of Korean EFL College Students
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(Purpose) It is important to achieve good oral communication skills when learning English as a foreign language (FL). It has been, however, found that FL anxiety can be one of the obstacles to learning English as a communicative language. Speaking publicly in a FL compared to other aspects of FL has shown to be particularly anxious for FL learners. It also has been found that learners with low language anxiety use effective learning strategy more often. Thus, the purpose of this study was to investigate the relationship between English speaking learning strategy and speaking anxiety. (Design/methodology/approach) 144 college students participated in the survey of this study. We used a Public Speaking Class Anxiety Scale to measure English speaking anxiety level of students and revised version of the Strategy Inventory for Language Learning to measure students’ strategies for learning English speaking. (Findings) This study has shown that as students used memory and cognitive learning strategy more, their self-rated English proficiency and self-rated English pronunciation ability increased and the English speaking anxiety of learners decreased. We also found that motivation to improve English proficiency and exposure to English media moderated the mediating relation between speaking learning strategy and English speaking anxiety. (Research implications or Originality) The findings imply that it is important to use proper learning strategy for English speaking effectively to reduce English speaking anxiety. Therefore, it is necessary to develop English speaking learning system in VR environment to reduce English speaking anxiety by increasing learners’ effective use of learning strategy, learners’ confidence and experiences using English media.
Abstract
(Purpose) It is important to achieve good oral communication skills when learning English as a foreign language (FL). It has been, however, found that FL anxiety can be one of the obstacles to learning English as a communicative language. Speaking publicly in a FL compared to other aspects of FL has shown to be particularly anxious for FL learners. It also has been found that learners with low language anxiety use effective learning strategy more often. Thus, the purpose of this study was to investigate the relationship between English speaking learning strategy and speaking anxiety. (Design/methodology/approach) 144 college students participated in the survey of this study. We used a Public Speaking Class Anxiety Scale to measure English speaking anxiety level of students and revised version of the Strategy Inventory for Language Learning to measure students’ strategies for learning English speaking. (Findings) This study has shown that as students used memory and cognitive learning strategy more, their self-rated English proficiency and self-rated English pronunciation ability increased and the English speaking anxiety of learners decreased. We also found that motivation to improve English proficiency and exposure to English media moderated the mediating relation between speaking learning strategy and English speaking anxiety. (Research implications or Originality) The findings imply that it is important to use proper learning strategy for English speaking effectively to reduce English speaking anxiety. Therefore, it is necessary to develop English speaking learning system in VR environment to reduce English speaking anxiety by increasing learners’ effective use of learning strategy, learners’ confidence and experiences using English media.
참고문헌 (34)
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