Given the current global pandemic, language learners have been required to transition to online environments that might be unfamiliar, and without enough time to prepare for the transition. While the world increasingly engages with high-tech devices, language learners may be unfamiliar with the skills that are needed for effective online language learning. Considering the large number of language learners participating in virtual learning, it is crucial to investigate how affective factors, such as anxiety, can impact learning outcomes. This paper is adapted from a recent ICIS Lightning Talk about foreign language speaking anxiety as it manifests in the classroom, virtual learning groups, and interactions with intercultural partners. Learning strategies and tools for intercultural communication are offered to bolster the highly anxious language learner in all three learning environments.

L2 Speaking Anxiety

Learner anxiety can influence learning in a variety of disciplines. However, foreign language anxiety (FLA) is perceived as situation-specific and so affects learners who are not typically anxious in other situations. Anxiety can have a negative impact on learning, which often includes intercultural interactions. Liu and Jackson (2008) found that highly anxious students are more likely to completely avoid or only participate briefly in speaking activities in the classroom; they may also speak with shaking hands or legs; others may go blank if they have to speak the target language in front of their peers. For this reason, many choose to remain silent in class hindering improvement in their oral proficiency. Pichette (2009) found that some students with high levels of language anxiety enroll in online courses to seek security in anonymity, believing that they will not have to engage in speaking activities or have as much interaction with their peers. However, preparing students to successfully interact in their new language also involves building intercultural communication skills. In practicing these skills, language learners will develop the tools to communicate successfully in the new language with people from different cultures.

Virtual Learning Environments

Virtual language learning classrooms became even more popular across the globe during the pandemic. This not only means that the chances of online classes being multicultural are high, it also means that learners may find themselves in courses created and taught by an instructor that differs from their own culture regarding their teaching and communication approach. With that in mind, Kaisar and Chowdhury (2020) investigated whether the virtual learning environment using technology would heal some sources of anxiety or if it would add more pressure compared to the physical classroom. Results showed that the challenges of the online learning system and the difficulties inherent in a novel cultural environment can provoke learners’ anxiety and may slow achievement. On the other hand, Al-Qahtani (2019) showed that when teachers and students share the same native language and cultural environment, most language learners and teachers maintain positive attitudes toward the virtual EFL learning environment. Kaisar and Chowdhury’s (2020) findings suggest that teachers make their virtual language class as interactive as possible. When both teachers and learners take differences and language socialization into account, they are more likely to co-create a positive learning experience.

Intercultural Communication

Intercultural communication strategies are essential to the field of second language speaking anxiety. Interacting with native speakers is a frequent source of anxiety for second language learners. According to Ruiz and Spínola (2019), it is possible to achieve effective communication when overcoming anxiety and uncertainty, and suggests that second language learners can observe how natives interact, research cultural norms and standards, as well as communication methods for particular situations. Getting prepared by practicing conversations and learning common phrases can be a great tool to control the conversation by guiding the interaction to topics that are familiar as well as helping to overcome performance anxiety.

References

Al-Quhatani, M. (2019). Teachers’ and students’ perceptions of virtual classes and the effectiveness of virtual classes in enhancing communication skills. Arab World English Journal (AWEJ), Special Issue: The Dynamics of EFL in Saudi Arabia, 223-240. https://doi.org/10.24093/awej/efl1.16

Kaisar, M. T., & Chowdhury, S. Y. (2020). Foreign language virtual classroom: Anxiety creator or healer?. English Language Teaching, 13(11), 130-139.

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.

Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1), 77– 93.

Ruiz, M., & Spínola, N. (2019). Improving the intercultural communicative competence of English language students. Intercultural Communication, 49, 1–1.