The Impact of Collaborative Activities on EFL Learners’ Speaking Anxiety Levels and Attitudes

Abstract

This study aims to research the effect of cooperative learning activities on EFL learners’ English-speaking anxiety and attitude levels. It is a six-week action research study with nine preparatory school students enrolled in the English Language and Literature Department in a state university. The Foreign Language Anxiety Scale developed by Horwitz, Horwitz, and Cope (1986) and adapted to Turkish by Aydın (1999), and Attitudes Towards English Course Scale developed by Aydoslu (2005) were used as the pre-test and the post-test. Weekly evaluation forms and a focus group interview were also tools to collect data. The fear of making mistakes, wrong vocabulary choice, mispronunciation, and probable peer mocking cause anxiety are some reasons behind anxiety. Students thus seek a positive and enjoyable learning atmosphere reducing or eliminating tension. Students thus seek a positive and enjoyable learning atmosphere reducing or eliminating tension. Results showed that group work activities decreased students’ anxiety levels and provided them developing positive attitudes towards speaking skill in a learning environment.

Keywords

• English Speaking Skills
• Speaking Activities
• Cooperative Learning
• Group Work
• Anxiety
• Attitudes

İşbirliğine Dayalı Konuşma Etkinliklerinin İngilizce Sınıf kaygısı ve Tutumuna Etkisi

Abstract

Bu çalışma, işbirliğine dayalı tasarlanan konuşma etkinliklerinin, öğrencilerin İngilizce dersine yönelik kaygı ve tutum düzeylerine etkisini incelemeyi amaçlamaktadır. İngiliz Dili ve Edebiyatı Bölümü hazırlık sınıflarından dokuz öğrenci ile altı haftalık çalışma yürütülmüştür. Nitel ve nicel verilerin kullanıldığı karma desen türünde ve eylem araştırması niteliğindedir. Horwitz, Horwitz ve Cope (1986) tarafından geliştirilen ve Aydın (1999) tarafından Türkçeye uyarlanan Yabancı Dil Sınıf Kaygısı Ölçeği ve Aydoslu (2005) tarafından geliştirilen İngilizce Dersine Yönelik Tutum ölçeği ön test-son test olarak uygulanmıştır. Öğrenciler haftalık çalışma değerlendirme formlarıyla ve çalışma sonundaki odak grup görüşmesiyle görüşlerini belirtmişlerdir. Konuşma sırasında hata yapma, doğru kelimeyi bulamama, kelimeyi doğru söyleyememe ve akranların olası alaycı tavırları gibi korkuların kaygıya neden olabileceği saptanmıştır. Öğrenciler bu yüzden kaygıyı azaltan ya da ortadan kaldıran güvenli ve eğlenceli öğrenme ortamları aramaktadır. Sonuçlar grup çalışmasındaki etkinliklerin öğrenme ortamında öğrencilerdeki kaygıyı azalttığını ve öğrencilerin derse yönelik olumlu tutum geliştirmelerini sağladığını göstermektedir.

Keywords

• İngilizce Konuşma Becerisi
• Konuşma Etkinlikleri
• İşbirliğine Dayalı Öğrenme
• Grup Çalışması
• Kaygı
• Tutum

References

1. Abi Samra, Nada (2001). Team Building Workshop - Cooperative Learning, notes for the workshop presentation, retrieved from http://www.nadasisland.com/team/cooplearning.html 2009-12-12.
2. Alrayha, H. (2018). The Effectiveness of Cooperative Learning Activities in Enhancing EFL Learners’ Fluency. English Language Teaching, Vol. 11, No. 4, 2018 ISSN 1916-4742 E- ISSN 1916-4750 Published by Canadian Center of Science and Education.
3. Ataş, M. (2014). The reduction of speaking anxiety in EFL learners through drama techniques. Master’s Thesis, Çağ University, Graduate School of Social Sciences, Mersin.
4. Aydın, B. (1999). Konuşma ve yazma sınıflarında kaygının nedenleri.Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir.
5. Aydemir, O. (2011). Gazi Üniversitesi Hazırlık Sınıfı Öğrencilerinin Yabancı Dil Kaygı Düzeylerinde Öğretim Yılı Sürecinde Oluşan Değişiklikler Üzerine Bir Araştırma. Yüksek Lisans Tezi, İngiliz Dili Eğitimi Anabilim Dalı, Gazi Üniversitesi, Ankara.
6. Aydoslu, U. (2005). Öğretmen adaylarının yabancı dil olarak İngilizce dersine ilişkin tutumlarının incelenmesi (B.E.F. örneği). Yüksek Lisans Tezi, Süleyman Demirel Üniversitesi, Sosyal Bilimler Enstitüsü, Isparta.
7. Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety. Master’s Thesis, Bilkent University, Graduate School of Social Sciences, Ankara.
8. Beebe, L. (1983). Risk-taking and the language learner. H. Seliger and M.H. Long. (Eds.).Classroom oriented research in second language acquisition.MA: Newbury House.

9. Bozok, D. (2014). Investigating speaking anxiety of university EFL students: The case of instructors and students. Master Thesis, 18 Mart University, Graduate School of Social Sciences, Çanakkale.
10. Byrne, D. (1986). Teaching Oral English. England: Longman Group Limited.
11. Campbell, C. M. and Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. E.K. Horwitz and D. J. Young. (Eds.).Language anxiety: From theory and research to classroom implications (pg. 153-168). New Jersey: Prentice-Hall.
12. Carr, W. and Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. Lewes: Falmer Press.
13. Chien, Y.(2004). Incorporating cooperative learning in Taiwan English as foreign language EFL
14. classrooms. Doctoral dissertation, University of Central Florida, College of Education, Florida.
15. Chiu, C. Y., Chang, K. C., Chen, K. Y., Cheng, W. Y., Li, P. S., and Lo, Y. C. (2010). College students’ English-speaking anxiety at the foreign language corner. Journal of National Formosa University, 29(1), 105-116.
16. Cope-Powell, J. (1991). Foreign language classroom anxiety: Institutional responses. E. K. Horwitz and D. J. Young (Eds.), Language Anxiety from theory and research to classroom implications (pg.169-176). New Jersey: Prentice-Hall.
17. Creswell, J. W. (2007). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Lincoln, Nebraska: Pearson.
18. Çopur, G. (2011). İngilizce Hazırlık Sınıflarında İşbirliğine Dayalı Öğrenmenin Öğrencilerin Dört Dil Becerisine Etkisi.Yüksek Lisans Tezi, Eğitim Bilimleri Anabilim Dalı, Sosyal Bilimler Enstitüsü, Hacettepe Üniversitesi, Ankara.
19. Demirel, Ö. (2007). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem Akademi.
20. Dornyei, Z. and Thurrell, S. (1994). Teaching conversational skills intensively: course content and rationale. ELT Journal, 48(1), 40-49.
21. Duxbury, J. G. and Tsai, L. (2010).Foreign language anxiety in relation to cooperative learning: A Comparative Study of Taiwanese and American Universities.International Journal of Instruction.3(1), 3-18.
22. Gardner, R.C. (1985). Social psychology and social language learning: The role of motivation and attitudes. London: Edward Arnold.
23. Gürsoy, E. and Karatepe, Ç. (2006). Attitudes of student teachers towards collaborative and student-centred learning in an EFL teacher education setting. KaratepeEğitim Fakültesi DergisiXIX(1),135-152.
24. Hassan, R. (2013). Discourse analysis in group work interaction in a task-based and cooperative classroom. Master Thesis, Graduate School of Social Sciences, Department of English Language Teaching, Ufuk University, Ankara.
25. Horwitz, E. K., Horwitz, M. B. and Cope, J. (1986) Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
26. Horwitz, E. K., and Young, D. J. (1991) Language anxiety: From theory and research to classroom implications. New Jersey: Prentice-Hall.
27. Kartal, Ş. (2014). İşbirlikli Öğrenme Yönteminin Öğrencilerin İngilizce Dersine Yönelik Tutumlarına ve Başarılarına Etkileri. Eğitim Bilimleri Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, İnönü Üniversitesi, Malatya.
28. Kılıç, N. (2014). A case study on collaborative group activities to reduce EFL learners’ foreign language speaking anxiety in a university context. Master’s Thesis, Çağ University Graduate, School of Social Sciences, Mersin.
29. Kirk, J. and Miller, M. L. (1986).Reliability and validity in qualitative research. Beverly Hills, CA: Sage.
30. Koch, A. and Terrell, T. D. (1991). Affective reactions of foreign language students to Natural Approach activities and teaching techniques. E. K. Horwitz and D. J. Young. (Eds.)Language anxiety(pg. 109-125). London: Prentice-Hall.
31. Kondo, D.S. and Ying-Ling, Y. (2003) Strategies for coping with language anxiety: The case of students of English in Japan.ELT Journal, V. 58, Issue 3. (s.258–265).
32. Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
33. Krueger, R. A. and Casey, M. A. (2000). Focus groups: A practical guide for applied research (3rd ed.). Thousands of Oaks, CA: Sage.
34. MacIntyre, P. D. and Gardner, R. C. (1991) Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.
35. McGroarty, M. (1993). Cooperative learning and second language acquisition. D.D. Holt (Ed.), Cooperative learning: A response to linguistic and cultural diversity (pg.19-46). Mchenry: Center for Applied Linguistics and Delta Systems.
36. Murcia, M. C. (1991). Teaching English as a Second or Foreign Language. Boston: Heinle and Heinle Publishers.
37. Nazara, S. (2011). Students’ perception of EFL speaking skill development. Journal of English Teaching,1(1), 28-43.
38. Oksal, B. (2014). İşbirlikçi öğrenme yöntemi ve teknolojinin yabancı dil öğrenen öğrencilerin konuşma kaygıları ve motivasyon düzeyleri üzerine etkileri: Özel Üniversitede bir durum çalışması. Yüksek Lisans Tezi, Bahçeşehir Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
39. Oxford, R. and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
40. Öztürk, G. and Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.
41. Pattanpichet, F. (2011). The effects of using collaborative learning to enhance students’ English speaking achievement. Journal of College Teaching and Learning, Vol. 8, No. 11,1-10.
42. Pica, T. and Doughty, C. (1985). The role of group work in classroom second language acquisition. SSLA, 7, 233-248.
43. Price, M. L. (1991). The subjective experience of foreign language anxiety: interviews with highly anxious students. E. K. Horwitz and D. J. Young (Eds.) Language anxiety: From theory and research to the classroom (pg.101-108). New Jersey: Prentice-Hall.
44. Sağlamel, H. (2009). An experimental study on the role of creative drama in alleviating language anxiety in speaking classes with reference to teachers and learners’ perceptions of language anxiety. Yüksek Lisans Tezi. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
45. Sato, K. (2003). Improving our students’ speaking skills: Using selective error correction and group work to reduce anxiety and encourage real communication. Akita Senior High School. A project at Georgetown University sponsored by the Japanese Government: Japan.
46. Saunders, D. and Crookall, D. (1985). Playing with a second language. Simulation/Games for Learning, 15, 8-17.
47. Shaw, C. and McDonough, J. (1993). Materials and Methods in ELT. Oxford: Blackwell Publishers.
48. Stroud, C.and Wee, L.(2006). Anxiety and identity in the language classroom. RELC Journal,37, 299-307.
49. Subaşı, G. (2010). What are the primary sources of Turkish EFL students anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1(2). 29-49. Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423932623.pdf.
50. Suwantarathip, O. and Wichadee, S. (2010). The Impacts of Cooperative Learning On Anxiety And Proficiency In An EFL Class. Journal of College Teaching and Learning – November 2010 Vol 7, No 11. Bangkok, Thailand.
51. Swain, M. and Miccoli, L. S. (1994). Learning in a content-based, collaboratively structured course: The experience of an adult ESL learner. TESL Canada Journal, 12, 15-28.
52. Şentürk, B. A. (2010) Teachers’ and students’ perceptions of flow in speaking activities. Master’s Thesis, Bilkent University Graduate School of Social Sciences, Ankara.
53. Tabatabaei, O., Afzali, M. and Mehrabi, M. (2005).The Effect of Collaborative Work on Improving Speaking Ability and Decreasing Stress of Iranian EFL Learners. Mediterranean Journal of Social Sciences, Vol 6, No 4.
54. Tüm, D. Ö. and Kunt, N. (2013). Speaking anxiety among EFL student teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 385-399.
55. Uçgun, D. (2007). Konuşma eğitimini etkileyen faktörler. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (22), 59-67.
56. Webb, N. M. (1985). Student interaction and learning in small groups: A research summary. In R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazaorwitz, C. Webb, and R. Schmuck (Eds.), Learning to cooperate, cooperating to learn. New York: Plenum Press, 147-172.
57. Wei, C. L. (1996). Perceptions of Taiwanese college EFL learners about cooperative learning. Educational Research, 4(6)13-25.
58. Willis, J. (1996). A framework for task-based learning.Essex: Longman.
59. Young, D. J. (1998). Affect in the foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere - Boston: The McGraw-Hill.
60. Zeytin, Ö. (2007). Effective Techniques in Teaching Speaking Yayımlanmamış Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, İzmir.