ENG: using vlogging for reducing anxiety in the EFL classes: case study on Estonian upper secondary school students
Date
2020
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Publisher
Tartu Ülikool
Abstract
Foreign language anxiety (FLA) has been a subject of a growing body of research because FLA is an intense as well as frequent experience. The purpose of the study is to investigate whether and how can vlogging reduce students' foreign language anxiety and promote their self-confidence when performing oral tasks in the EFL classroom. The hypothesis was that after completing the program of vlogging and giving feedback on each other’s vlogs in EFL classes, anxious students would show a decrease in verbal anxiety, somatic symptoms and tendency to overthinking.
According to the purpose of the study, qualitative research methods were used to carry out the research. Four upper secondary school students whose anxiety was rated high or very high according to the modified Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, participated in an optional subject course in English on vlogging and were later interviewed about their experience and the perceived outcome. The course took place in one of the Estonian upper secondary schools from September 3 to November 15, 2019, and the post-vlogging interview and questionnaire were carried out in December 2019 and January 2020. The students' responses were categorized and the results of the questionnaires and the interviews were analysed.
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Keywords
vlogimine, võõrkeeleärevus, võõrkeeleärevuse küsimustik