The Use of Media (Videos) to Reduce ESL Students' Speaking Anxiety
A Case Study of Grade Five Bhutanese Students in Mongar District
DOI:
https://doi.org/10.14456/jli.2018.13Keywords:
Media (Videos), ESL, Speaking Anxiety, Media PerceptionAbstract
This study focused on examining the effectiveness of media (videos) in reducing ESL grade five Bhutanese students’ English speaking anxiety and their perception on the use of media (videos) in reducing English speaking anxiety. Mixed methods were employed to carry out the study. The researcher developed 4 English Lesson Plans of 100 minutes each (1 Lesson Plan = 2 Sessions) incorporating media (videos) and taught 8 sessions (2 sessions per week) in a sample group of 30 ESL grade five Bhutanese students within the time period of a month and practiced English speaking using media (videos). During four weeks of data collection, the researcher collected the quantitative data through Pre-survey (before the intervention) and Post-Survey (after the intervention) using Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and collected the qualitative data through classroom observation (CO) and focus group discussion (FGD). All the instruments were validated by three experts (one from Thailand and two from Bhutan) and the Item Objective Congruence (IOC) was used to evaluate the items. The quantitative data were analyzed using inferential statistics t-test with P-value 0.05 level of significance and the qualitative data were analyzed using the coding system (open, axial and selective) of Grounded Theory of Strauss and Corbin. The results revealed that the use of media (videos) were significantly effective in reducing ESL grade five Bhutanese students’ speaking anxiety and they had a positive perception towards the use of media (videos) in reducing speaking anxiety.
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