Volume 07 Issue 03 March 2024
Ju Chen, Hui-Jing Hsiao
Ling Tung University, Taichung, Taiwan
DOI : https://doi.org/10.47191/ijsshr/v7-i03-48Google Scholar Download Pdf
ABSTRACT
This study investigated the effects of an online peer learning program on undergraduate student English speaking proficiency, language anxiety, and perceptions of online peer learning. The study adopted a case study design and recruited 32 undergraduate students from the Department of Applied Foreign Languages at a university in central Taiwan. The online peer learning program improved students’ English communication skills and reduced students’ learning anxiety by facilitating interactions with online foreign peers. Quantitative data from oral proficiency tests and the Foreign Language Classroom Anxiety Scale were collected before and after the online peer learning program. Qualitative data were analyzed and coded to determine students’ perceptions of the online peer learning program. A significant improvement in the students’ oral proficiency was observed in the pretest and posttest scores. However, no significant reduction in overall speaking anxiety levels was noted, although the students reported a noticeable decrease in anxiety levels following the intervention, particularly when they talked about general or familiar topics. The results of this study demonstrate that the online peer learning program effectively enhanced the speaking proficiency of students of English as a foreign language and moderately alleviated their learning anxiety. On the basis of these findings, this study provides suggestions for foreign language teachers.
KEYWORDS:language learning anxiety, peer learning
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