Video Tabanlı Bireysel Konuşma Görevlerinin Yabancı Dil Konuşma Kaygısı Üzerindeki Etkisi

Öz

Bu araştırmada video tabanlı bireysel konuşma görevlerinin yabancı dil öğrenen üniversite öğrencilerinin konuşma kaygısı üzerindeki etkisi incelenmiştir. Çalışma, nicel araştırma yaklaşımlarından tek gruplu ön test-son test ön-deneysel desen ile yürütülmüştür. Araştırmanın çalışma grubunu Anadolu Üniversitesi Turizm Fakültesi birinci sınıfta Fransızca öğrenmeye yeni başlayan 25 öğrenci oluşturmuştur. Katılımcılara bir dönem boyunca A1 dil düzeyine uygun, yaklaşık bir dakika süreli toplam sekiz video konuşma görevi verilmiştir. Konuşma kaygısı, Woodrow (2006) tarafından geliştirilen, Alkan, Bümen ve Uslu (2019) tarafından Türkçeye uyarlanan İngilizce Konuşma Kaygısı Ölçeği’nin araştırma bağlamına uyarlanmış formu ile ölçülmüştür. Bulgular, son test puanlarının ön test puanlarına göre anlamlı biçimde azaldığını göstermiştir (t(24) = -7.96, p < .001; d = 1.59). Sonuçlar, video tabanlı bireysel konuşma görevlerinin konuşma kaygısını azaltmada etkili bir uygulama olabileceğine işaret etmektedir.

Anahtar Kelimeler

• Konuşma kaygısı
• Video tabanlı konuşma görevleri
• Yabancı dil olarak Fransızca
• Yabancı dil öğretimi

The Effect of Video-Based Individual Speaking Tasks on Speaking Anxiety among Learners of French as a Foreign Language

Öz

This study examined changes in the speaking anxiety levels of university students learning a foreign language following video-based individual speaking tasks. The study employed a one-group pretest-posttest pre-experimental design within a quantitative research framework. The study group consisted of 25 first-year students at the Faculty of Tourism at Anadolu University who had just begun learning French. Over the course of one semester, the participants were assigned a total of eight video speaking tasks, each lasting approximately one minute and designed at the A1 proficiency level. Speaking anxiety was measured using an adapted version of the English Speaking Anxiety Scale originally developed by Woodrow (2006) and later translated into Turkish by Alkan, Bümen, and Uslu (2019), with the item wording adjusted to reflect the context of learning French. The findings indicated a significant decrease in posttest scores compared with pretest scores (t(24) = -7.96, p < .001; d = 1.59). The results suggest that video-based individual speaking tasks may be an effective practice for reducing speaking anxiety.

Anahtar Kelimeler

• Foreign language teaching
• French as a foreign language
• Speaking anxiety
• Video-based speaking tasks

Kaynakça

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