The use of online tools to reduce foreign language anxiety during oral activities: A study of Belgian upper secondary school students using Text-to-Speech technology

Details

Supervisors

Meunier, Fanny

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques

Abstract

In foreign language learning, oral skills are considered to be an essential component of pupils’ communicative competence (Millrood, 2015). However, in addition to be the most difficult skills to train in the classroom, oral activities have been reported to be the most anxiety-inducing (Cheng et al.,1999; Blake, 2008). The experimental study investigated the effect of the regular use of Text-to-Speech tools (TTS) as a pronunciation learning strategy (PLS) on the reduction of foreign language anxiety (FLA). Additionally, self-perceived improvement in English pronunciation was evaluated. Students were asked to record themselves while shadowing full sentences and practising dialogues. The research was carried out using a mixed-method approach. Students anxiety levels were measured using the Foreign Language Classroom Anxiety Scale designed by Horwitz, Horwitz & Cope (1986). In order to determine a possible reduction in FLA, the scale was administrated as a pre- and post-test. Also, a post-project survey with some open-ended questions on participants’ opinions was completed. While there was an overall decrease in anxiety levels among participants, one highly anxious students’ anxiety levels increased. Regarding self-perceived improvement in pronunciation, it seems that the use of the tools has had a positive impact on learners’ pronunciation, but no conclusion could be drawn. The study considers implications for further research.