Presenter: Tsui-Yu Trista Lin

Instructor: Dr. Pi-Ying Teresa Hsu

Date: June 8th , 2011

Speaking Anxiety and the Implementation of an

E-portfolio

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Introduction

Literature Review

Methodology

Contents

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Introduction

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Introduction

Speaking in the foreign language as students’ most

anxiety producing experience.

(Cheng, Horowitz, & Schalert, 1999; Young,1990)

There is a negative correlation between speaking anxiety

and oral performance.

(Tóth, 2006; Woodrow, 2006; Yang,

2010)

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Introduction

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IntroductionE-portfolio

- provides a structured context for students and

teachers so as to present text, audio, video in a fluid

form which can be easily processed and it integrates

synchronous and asynchronous communication functions

(Abrami & Barrett, 2005)Happening or existing at the same time

Not existing or happening at the same time

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Literature Review

The students with high oral proficiency level felt

less anxious than the ones with lower oral

proficiency level in speaking English.

(Liu, 2006, 2007; Sato, 2003; Tóth,

2006)

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Research GapESL

EFL?

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English oral training class?

General English class

Research Gap

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Literature Review

Learners who with less confidence and practices

tended to be more anxious while they need to speak

in a foreign language or the target language.

(Boonkit, 2010; Lee, 2009; Dogruer, Menevis, & Eyyam, 2010)

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E-portfolio is linked to students’ ability to

self-regulated learning and to enhance their

meaningful learning of important educational skills

and abilities.

(Abrami & Sclater, 2006)

Literature Review

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Research Gap

Study of the relationship between English speaking

anxiety and e-portfolio implementing is scarce.

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Purposes of the Study

- to investigate how the college students experience

anxiety in an English oral training class

- to examine whether the implementation of an e-portfolio

has any effect on speaking anxiety

- to explore if there is a relationship between speaking

anxiety and the students at different proficiency levels

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Research Questions

1. To what extent do the college students experience speaking anxiety?

2. How do the college freshmen experience speaking anxiety at different oral proficiency levels?

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3. In which English speaking activity do the students feel most anxious?

4. Is there any change in student speaking anxiety after implementing an E-portfolio?

Research Questions

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Methodology• Approximate 55 first

year English-major

students

Participants

• Chaoyang University

of Technology

Location

• English Speaking Anxiety (FLCAS)

• Questionnaire• E-portfolio

Instruments

• Descriptive Statistics• T-test • Pearson r correlation

Statistical analysis

Foreign Language Classroom Anxiety Scale

(Horwitz et al., 1986) 17

English Speaking Anxiety Questionnaire

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Foreign Language Classroom Anxiety Scale

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Pilot study• Approximate 55

first-year English-major students

• Enroll in English oral training class

• Time: Spring, 2011

• English Speaking Anxiety Questionnaire

Formal study• Approximate 55

first-year English-major students

• Enroll in English oral training class

Pre-test• Time: Fall, 2011• After first time

oral presentation• English Speaking

Anxiety Questionnaire

Procedure

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Treatment• E-portfolio

• Self goal-setting

• Peer evaluations

• Uploading assignments

Assignments• Two oral

presentations• Two self-

recorded video clips

• Two reflective journals

• Four online peer evaluations

Post-test• Time: Dec., 2011• After second

time oral presentation

• English Speaking Anxiety Questionnaire

• Interview

Procedure

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Statistical Analyses

1. To what extent do the college students experience speaking anxiety?

2. How do the college students experience speaking anxiety at different oral proficiency levels?

Descriptive Statistics Analysis

T-test

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Statistical Analysis

3. In which English speaking activity do the students feel most anxious?

4. Is there any change in student English speaking anxiety after implementing an E-portfolio?

Descriptive Statistics Analysis

T-test