Anxious Minds, Corrective Choices: Examining the Impact of Speaking Anxiety on the Necessity, Effectiveness, and Preferences for Oral Corrective Feedback
Saved in:
| Title: | Anxious Minds, Corrective Choices: Examining the Impact of Speaking Anxiety on the Necessity, Effectiveness, and Preferences for Oral Corrective Feedback |
|---|---|
| Authors: | N/A |
| Committee Members: | Luksanangam, Jutaporn (author); Hiver, Philip V. (professor directing thesis); Thompson, Amy S, 1979- (committee member); Papi, Mostafa (committee member); Florida State University (degree granting institution); Anne Spencer Daves College of Education, Health, and Human Sciences (degree granting college); School of Teacher Education (degree granting department) |
| Summary: | The present study investigated how levels of speaking anxiety affect students' perceptions of the necessity, effectiveness, and preferences for oral corrective feedback (OCF) provided by teachers. The study also examined the relationships between speaking anxiety and the focal OCF variables. The participants consisted of 106 Thai lower-secondary EFL students from Grades 7 to 9 who attended an opportunity expansion school that aims to support disadvantaged students by providing continuous education from primary through lower-secondary levels within the same institution. Data were collected using a 4-scale questionnaire. Based on their speaking anxiety scores, participants were categorized into high-anxiety (HA) and low-anxiety (LA) groups. Ten voluntary participants—five from each extreme group—were then selected for follow-up interviews to gain deeper qualitative insights. Independent samples t-test analyses revealed that HA students rated metalinguistic clues as slightly less necessary and less effective than LA students did. However, both HA and LA students perceived the absence of OCF as the least effective strategy. Additionally, the LA group demonstrated a stronger preference for receiving explicit OCF compared to the HA group. Regarding the relationships between speaking anxiety and the three OCF variables, Pearson's correlation analysis showed no statistically significant associations between anxiety and the variables of necessity, effectiveness, or preference within either group. However, significant positive correlations were found among the OCF variables themselves. Overall, this study provides valuable insights into how students' speaking anxiety influences their perceptions of OCF. The findings suggest that although teachers should be mindful of students' anxiety, they should not hesitate to provide corrective feedback when appropriate. Future research could build upon these findings by implementing classroom-based experimental designs or exploring the influence of different instructional contexts on students' perceptions of OCF. |
| Database: | OpenDissertations |
| Abstract: | The present study investigated how levels of speaking anxiety affect students' perceptions of the necessity, effectiveness, and preferences for oral corrective feedback (OCF) provided by teachers. The study also examined the relationships between speaking anxiety and the focal OCF variables. The participants consisted of 106 Thai lower-secondary EFL students from Grades 7 to 9 who attended an opportunity expansion school that aims to support disadvantaged students by providing continuous education from primary through lower-secondary levels within the same institution. Data were collected using a 4-scale questionnaire. Based on their speaking anxiety scores, participants were categorized into high-anxiety (HA) and low-anxiety (LA) groups. Ten voluntary participants—five from each extreme group—were then selected for follow-up interviews to gain deeper qualitative insights. Independent samples t-test analyses revealed that HA students rated metalinguistic clues as slightly less necessary and less effective than LA students did. However, both HA and LA students perceived the absence of OCF as the least effective strategy. Additionally, the LA group demonstrated a stronger preference for receiving explicit OCF compared to the HA group. Regarding the relationships between speaking anxiety and the three OCF variables, Pearson's correlation analysis showed no statistically significant associations between anxiety and the variables of necessity, effectiveness, or preference within either group. However, significant positive correlations were found among the OCF variables themselves. Overall, this study provides valuable insights into how students' speaking anxiety influences their perceptions of OCF. The findings suggest that although teachers should be mindful of students' anxiety, they should not hesitate to provide corrective feedback when appropriate. Future research could build upon these findings by implementing classroom-based experimental designs or exploring the influence of different instructional contexts on students' perceptions of OCF. |
|---|
