La Anxiety in the Oral Production of Pre-Service English Teachers in Online Modality

Abstract

Preservice English teachers experience foreign language anxiety as their L2 skills develop. However, the effects of anxiety are particularly evident in oral production. Specifically, this research explores the class situations associated with higher anxiety levels and how they affect speech quality among students in the Ibarra online modality of the Pedagogy of National and Foreign Languages degree. Quantitative data were collected through a survey with two scales for students to identify class tasks and scenarios where anxiety impairs foreign language output. Drawing on recent investigations into affective factors in the foreign language class, this research focuses on communication in the target language and the anxiety relationship. Findings reveal how anxious learners fail to perform coherently with the speaking skill accomplished.