The effect of games on listening and speaking anxiety in learning English

Year 2024, Volume: 11 Issue: 4, 267 - 283, 07.07.2024

Setenay Say Yağcıoğlu , Muhittin Çalışkan

https://doi.org/10.17275/per.24.60.11.4

Abstract

This action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.

Keywords

action research, English listening abxiety, English speaking anxiety, game technique

References

• Abdullah, K. I., & Rahman, N. L. B. A. (2010). A study on second language speaking anxiety among UTM students. Universiti Teknologi Malaysia. http://eprints.utm.my/10275
• Aisyah, S. (2018). The effect of teaching techniques and anxiety on the speaking skill [Master’s thesis, UNIMED]. http://digilib.unimed.ac.id/30733
• Akar, Ç. (2021). Speaking anxiety of learners of English in Turkey at different age groups. Language Education and Technology, 1(2), 63-78.
• Alkan, H., Bümen, N. T., & Uslu, Ö. (2019). İngilizce konuşma kaygısı ölçeğinin Türkçeye uyarlanma çalışması [Adaptation of the second language (English) speaking anxiety scale into Turkish]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Education Faculty], 39(2), 1157-1180. https://doi.org/10.17152/gefad.440534
• Astriyanti, D., Rukmini, D., Faridi, A., & Sutopo, D. (2021). Exploring the source of the students’ foreign language listening anxiety. In 6th International Conference on Science, Education and Technology (ISET 2020), 245-247. Atlantis Press.
• Atas, M. (2015). The reduction of speaking anxiety in EFL learners through drama techniques. Procedia-Social and Behavioral Sciences, 176, 961-969.
• Aydın, S., Harputlu, L., Uştuk, Ö., Güzel, S., & Çelik, Ş. S. (2017). The children’s foreign language anxiety scale: Reliability and validity. Journal of Language and Linguistic Studies, 13(2), 43-52.
• Aydın, S., & Zengin, B. (2008). Yabancı dil öğreniminde kaygı: Bir literatür özeti [Anxiety in foreign language learning: A literature review]. Journal of Language and Linguistic Studies, 4(1), 81-94.
• Baş, G. (2013). Yabancı dil öğrenme kaygısı ölçeği: Geçerlik ve güvenirlik çalışması [Foreign language learning anxiety scale: Validity and reliability study]. Türkiye Sosyal Araştırmalar Dergisi [The Journal of Turkish Social Research], 17(2), 49-68.
• Baş, G. (2014). Lise öğrencilerinde yabancı dil öğrenme kaygısı: Nitel bir araştırma [Foreign language anxiety in high school students: A qualitative study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 36(36), 101-119.
• Baykara, T., & Aksu Ataç, B. (2021). Attitudes of Turkish and foreign students towards English language, and their English speaking anxiety at Turkish international schools in Saudi Arabia. International Online Journal of Education and Teaching (IOJET), 8(1). 485-504.
• Bede, L. (2011). Foreign language listening anxiety: The relationship between listening anxiety and success in learning English as a foreign language [Master’s thesis, Josip Juraj Strossmayer University of Osijek] https://zir.nsk.hr/islandora/object/ffos%3A3527/datastream/PDF/view
• Berber, G., & Kuru Gönen, S. İ. (2017). How do high and low anxious FL listeners employ FL listening comprehension strategies? Exploring student perspectives. Journal of Qualitative Research in Education, 5(3), 90-108. https://doi.org/10.14689/issn.2148-2624.1.5c3s4m
• Bloomfield, A., Wayland, S. C., Rhoades, E., Blodgett, A., Linck, J., & Ross, S. (2010). What makes listening difficult? Factors affecting second language listening comprehension. 1-92. University of Maryland, Center for Advanced Study of Language, College Park. https://apps.dtic.mil/sti/pdfs/ADA550176.pdf
• Bodur, G. Y., & Arıkan, A. (2017). Why can’t we learn English?: Students’ opinions at Akdeniz University. Gaziantep University Journal of Educational Sciences, 1(1), 1-7.
• Bozavli, E., & Gülmez, R. (2012). Turkish students’ perspectives on speaking anxiety in native and non-native English speaker classes. US-China Education Review B, 12. 1034-1043.
• Can, E., & Can, C. (2014). Türkiye’de ikinci yabancı dil öğretiminde karşılaşılan sorunlar [Problems encountered in second foreign language teaching in Turkey]. Trakya Üniversitesi Eğitim Fakültesi Dergisi [Trakya University Journal of Education], 4(2), 43-63.
• Chen, H. Y. (2007). Relationship between EFL learners’ self-efficacy beliefs and English performance [Doctoral dissertation, The Florida State University, College of Education]. http://purl.flvc.org/fsu/fd/FSU_migr_etd-3846
• Chen, Z., & Ren, J. (2021). A study of Chinese University EFL learners’ online English classroom anxiety and listening anxiety. International Journal of TESOL Studies, 3(4), 79-96.
• Coşkun, A. (2016). Causes of the “I can understand English but I can’t speak” syndrome in Turkey. Journal on English Language Teaching, 6(3), 1-12.
• Çağatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia-Social and Behavioral Sciences, 199, 648-656.
• Çelebi, S. (2009). Teachers and students’ views on anxiety in English classrooms and attitudes towards English [Master’s thesis, Çukurova Üniversitesi].
• Çetinkaya, Y. B. (2005). Turkish college students’ willingness to communicate in English as a foreign language [Doctoral dissertation, The Ohio State University]. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133287531
• Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62.
• Demir, H. (2015). Speaking anxiety among Turkish EFL students (Case of IBSU). Journal of Education, 4(1), 37-43.
• Demirtaş, Z., Çalık, M., Sarışık, S., & Sarışık, S. (2021). Öğrenme-öğretme sürecinde eğitsel oyunlar tekniğinin kullanılmasına ilişkin öğretmen görüşleri [Teachers’ views on the use of educational games technique in the learning-teaching process]. Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi Dergisi [Recep Tayyip Erdoğan Journal of Education], 1(1), 16-28.
• Eğinli, I., & Solhi, M. (2020). Perceived social self-efficacy and foreign language anxiety among undergraduate English Teacher candidates: The case of Turkey. Novitas-ROYAL (Research on Youth and Language), 14(1), 13-24.
• Elaldı, S. (2016). Foreign language anxiety of students studying English Language and Literature: A sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
• Genç, G., Kulusakli, E., & Annual, S. A. (2016). Foreign language speaking anxiety and anxiety coping strategies employed by Turkish EFL learners. In Proceedings of 9th Annual International Conference of Education, 417-423.
• Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128. https://dx.doi.org/10.5539/ijel.v2n4p115
• Gündoğdu, R. T., & Kartal, Ş. (2021). Yedinci sınıf öğrencilerinin Tabu oyunu ile İngilizce kelime öğrenmeye yönelik görüşleri [The views of the seventh grade students on learning English vocabulary with the Taboo game]. Uluslararası Sosyal Bilimler Eğitimi Dergisi [The Journal of International Social Science Education], 7(1), 75-101.
• Gürsoy, E., & Karaca, N. (2018). The effect of speaking anxiety on speaking self-efficacy of children in a FLL context. International Journal of Language Academy, 6(3), 194-210. http://dx.doi.org/10.18033/ijla.3947
• Gürsu, F. (2011). The Turkish equivalance, validity, and reliability study of the foreign language classroom anxiety scale [Master’s thesis, Yeditepe Üniversitesi].
• Hamid, T. M. H. T. A., & Idrus, F. (2021). A correlational study of the English listening and speaking anxiety in rural areas. English Language Teaching, 14(2), 9-19.
• Hassan, H. M. A. (2020). Oyun tekniğinin ortaokul öğrencilerinin yabancı dil öğrenme kaygısına etkisi [The effect of game technique on foreign language learning anxiety of secondary school students], [Master’s thesis, Niğde Ömer Halis Demir Üniversitesi].
• Hidayati, A. N., Dewi, N. S. N., Nurhaedin, E., & Rosmala, D. (2020). Foreign language listening anxiety in an academic listening class. J-SHMIC: Journal of English for Academic, 7(2), 1-9.
• Hismanoğlu, M. (2013). Foreign language anxiety of English language teacher candidates: A sample from Turkey. Procedia-Social and Behavioral Sciences, 93, 930-937. https://doi.org/10.1016/j.sbspro.2013.09.306
• Horowitz, K. S. (2019). Video games and English as a second language: The effect of massive multiplayer online video games on the willingness to communicate and communicative anxiety of college students in Puerto Rico. American journal of play, 11(3), 379-410.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
• Ibrahim, A. (2017). Advantages of using language games in teaching English as a foreign language in Sudan basic schools. American Academic Scientific Research Journal for Engineering, Technology, and Sciences, 37(1), 140-150.
• Ibrahim, B., & Hamid, G. (2018). The effect of using the game technique (Werewolf) in reducing FL anxiety. [Unpublished master’s thesis, University of Oum El Bouaghi, Algeria].
• Johnson, A.P. (2019). Eylem araştırması el kitabı [A short guide to action research]. (Y. Uzuner ve M. Atay, Çev.) (3.baskı). Anı Publ.
• Karagöl, İ., & Başbay, A. (2018). The relationship between attitude, anxiety and English speaking performance. Journal of Theoretical Educational Science, 11(4), 809-821.
• Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). An investigation into university students’ foreign language speaking anxiety. Procedia-Social and Behavioral Sciences, 232, 382-388.
• Kavandi, E., & Davarpanah, N. (2021). Listening anxiety experienced by English language learners: A comparison between Iranian and Turkish teacher candidates. English Literature and Language Review, 7(1), 29-33.
• Kılıç, M. (2007). The sources and relations of foreign language listening anxiety with respect to text type and learner variables: A case study at Gaziantep University. [Master’s thesis, Gaziantep Üniversitesi].
• Kılıç, M., & Uçkun, B. (2013). Listening text type as a variable affecting listening comprehension anxiety. English Language Teaching, 6(2), 55-62.
• Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57(2), 3-34.
• Kim, Y. J. (2018). The effects of mobile-assisted language learning (MALL) on Korean college students’ English-listening performance and English-listening anxiety. In Proceedings of the 8th International Conference on Languages, Social Sciences, Education and Interdisciplinary Studies, 277-298.
• Kozikoğlu, İ., & Kanat, F. (2018). Lise öğrencilerinin İngilizce dersine katılım durumlarının İngilizce dersine yönelik tutum ve İngilizce konuşma kaygısına göre yordanması [Prediction of high school students’ English course participation based on their attitude towards English course and English speaking anxiety]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 26(5), 1643-1652. https://doi.org/10.24106/kefdergi.2191
• Kurbanovna, S. D. (2022). Communication games and their role in teaching English grammar. European Journal of Innovation in Nonformal Education, 2(3), 58-60.
• Liu, M. & Yuan, R. (2021). Changes in and effects of foreign language classroom anxiety and listening anxiety on Chinese undergraduates students’ English proficiency in the COVID-19 context. Frontiers in Psychology. 12, 670824, 1-15. https://doi.org/10.3389/fpsyg.2021.670824
• Manav, F. (2011). Kaygı kavramı [Concept of anxiety]. Toplum Bilimleri Dergisi [Journal of Social Sciences], 5(9), 201-211.
• Mede, E., & Karaırmak, Ö. (2017). The predictor roles of speaking anxiety and English self efficacy on foreign language speaking anxiety. Journal of Teacher Education and Educators, 6(1), 117-131.
• Nurkhamidah, N. (2020). Exploring factors causing listening anxiety on generation Z students. Acitya: Journal of Teaching and Education, 2(2), 141-151.
• Orakcı, Ş. (2018a). İngilizce dinleme kaygısı ölçeğinin geçerlik ve güvenirlik çalışması [A validity and reliability study of English listening anxiety scale]. Asya Öğretim Dergisi [Asian Journal of Instruction], 6(1), 40-51.
• Orakcı, Ş. (2018b). İngilizce konuşma kaygısı ölçeğinin bir geçerlik ve güvenirlik çalışması [A validity and reliability study of English speaking anxiety scale]. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi [Inonu University Journal of the Graduate School of Education], 5(9), 1-18. https://doi.org/10.29129/inujgse.375916
• Orakcı, Ş., Aktan, O., & Toraman, Ç. (2019). Lise öğrencilerinin İngilizce özerklik algısı, kaygısı ve özyeterlik inancı arasındaki ilişkinin incelenmesi [An investigation of the relationships between English language learning autonomy perception, anxiety level and self-efficacy perception among high school students]. OPUS Uluslararası Toplum Araştırmaları Dergisi [OPUS International Journal of Society Researches], 11(18), 424-450.
• Ölmezer Öztürk, E. (2021). An investigation on metacognitive listening strategy use and listening anxiety in EFL classrooms. Anadolu Journal of Educational Sciences International, 11(2), 737-751. https://doi.org/10.18039/ajesi.876609
• Öner, G., & Gedikoğlu, T. (2007). Ortaöğretim öğrencilerinin İngilizce öğrenimlerini etkileyen yabancı dil kaygısı [Foreign language anxiety affecting learning English of secondary school students in Gaziantep]. Gaziantep Üniversitesi Sosyal Bilimler Dergisi [Gaziantep University Journal of Social Sciences], 6(2), 144-155.
• Özalp, Ö. S., & Merç, A. (2022). The relationship between speaking anxiety and willingness to communicate among pre-service EFL teachers. Anadolu University Journal of Education Faculty, 6(3), 294-311. https://doi.org/10.34056/aujef.1082682
• Öztürk, G. (2012). Foreign language speaking anxiety and learner motivation: A case study at a Turkish state university [Master’s thesis, Orta Doğu Teknik Üniversitesi (METU)]. https://hdl.handle.net/11511/21305
• Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia-Social and Behavioral Sciences, 70, 654-665.
• Öztürk, G., & 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.
• Paker, T. (2007). (2006, Eylül, 1-3) Çal bölgesindeki okullarda İngilizce öğretiminin sorunları ve çözüm önerileri [Problems of English language teaching in schools in Çal region and suggestions for solutions, [Symposium presentation]. Çal Sempozyumu, Denizli, Turkey. https://gcris.pau.edu.tr/handle/11499/3760
• Polat, M., & Erişti, B. (2018). Yabancı dilde dinleme kaygısı ölçeğinin geliştirilmesi [Development of a foreign language listening anxiety scale]. Electronic Turkish Studies, 13(11), 1113-1138. http://dx.doi.org/10.7827/TurkishStudies.13438
• Polat, M. & Erişti, B. (2019). The effects of authentic video materials on foreign language listening skill development and listening anxiety at different levels of English proficiency. International Journal of Contemporary Educational Research, 6(1), 135-154. https://doi.org/10.33200/ijcer.567863
• Putra, M. S. P. (2018). The Effect of games strategy and students anxiety toward the students listening ability at the second year students of SMA. International Journal of Educational Dynamics, 1(1), 30-40.
• Sabuncuoğlu, O., & Kurtoğlu, D. (2021). Yabancı dil kaygısının ortaokul öğrencileri üzerindeki etkileri [The effects of foreign language anxiety on pupils at secondary school]. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 313-368.
• Sari, C. C., & Rindawati, R. (2021). English listening anxiety of Indonesian speakers. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 15(1), 11-21.
• Subaşı, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
• Suna, Y., & Durmuşçelebi, M. (2013). Türkiye’de yabancı dil öğrenme-öğretme problemine ilişkin yapılan çalışmaların derlenmesi [A compilation work about why Turkey suffers from learning and teaching English]. OPUS Uluslararası Toplum Araştırmaları Dergisi [OPUS International Journal of Society Researches], 3(5), 7-24.
• Şahin, H., Çelik, F., & Çatal, Ö. G. (2018). 6, 7 ve 8. sınıflarda İngilizce öğrenme sürecinde karşılaşılan sorunların incelenmesi [An examination of problems encountered in the process of learning English in 6th, 7th and 8th grades]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Education Faculty], (47), 123-136.
• Şahin, S. (2015). Pre-service EFL teachers’ perceptions on listening comprehension problems. Başkent University Journal of Education, 2(1), 10-24.
• Tatan, O. Ö. (2021). Yabancı dil öğretiminde oyunlar ile ilgili Türkiye’de yapılmış lisansüstü tezlerin incelenmesi [A review of Turkish postgraduate theses related to games in foreign language teaching]. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi [Hacettepe University Journal of Turkish Studies as a Foreign Language], (6), 33-50.
• Tekir, S. (2021). Dealing with Turkish EFL learners’ speaking anxiety: Turkish EFL learners’ speaking anxiety. International Journal of Curriculum and Instruction, 13(3), 3424-3442.
• Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. ELT Research Journal, 4(1), 16-27.
• Tokoz Goktepe, F. (2013). Speaking problems of 9th grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students’ perspectives. Procedia-Social and Behavioral Sciences, 116, 1875-1879.
• Vygotsky, L. S. (2016). Play and its role in the mental development of the child. International Research in Early Childhood Education, 7(2), 3-25.
• Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia-Social and Behavioral Sciences, 116, 2620-2624.
• Yaman, H., & Suroğlu Sofu, M. (2013). Öğretmen adaylarına yönelik konuşma kaygısı ölçeğinin geliştirilmesi [Development of speech anxiety scale for teacher candidates]. Türkiye Sosyal Araştırmalar Dergisi [The Journal of Turkish Social Research], 173(173), 41-50.
• Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: Zorluklar ve fırsatlar [Learning English in Turkey: Challenges and opportunities]. Rumelide Dil ve Edebiyat Araştırmaları Dergisi [RumeliDE Journal of Language and Literature Studies], (11), 161-175.
• Yang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance and anxiety in an English learning online role-playing game. Educational Technology & Society, 21 (3), 174–185.
• Yang, Q. F., Chang, S. C., Hwang, G. J., & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808.
• Yazıcı, E., & Özden, M. (2017). Determining listening strategies used by students in listening process. International Journal of Languages’ Education and Teaching, 5(4), 308-327.
• ZainuddinSabri, M. M. (2018). The effect of two picture game towards students’ speaking anxiety. Journal of Languages and Language Teaching, 5(2), 62-66.