This study explores student perceptions of synchronous online oral English classes, focusing on how the functionalities of digital platforms influence their language anxiety and the development of speaking skills. To gather both quantitative and qualitative insights, the study employs questionnaires and semi-structured interviews, involving 91 higher education students from various majors, all of whom have experienced synchronous online oral classes. Analysis reveals a notable trend: students with lower levels of oral English proficiency tend to perceive greater improvement in their speaking abilities in these classes compared to their more proficient counterparts. Interestingly, the camera feature is identified as the primary source of language anxiety, while tools such as microphones, breakout rooms, text chatboxes, and individual text/voice/video chat functions are deemed most effective for fostering speaking skills. Besides presenting student perspectives on online speaking courses, this paper acknowledges its limitations and suggests avenues for future research.
Developments and Future Trends in Transnational Higher Education Leadership
Top1. Introduction
The landscape of higher education has witnessed a remarkable increase in online course enrollment in recent decades, driven by the convenience and advantages offered by distance learning (Allen & Seaman, 2016; Thomas & Thorpe, 2019). The COVID-19 pandemic, which emerged in late 2019 and early 2020, has accelerated this trend, disrupting the normal study routines of students across all levels of education, from K-12 to higher education (Adedoyin & Soykan, 2020; Cahoon et al., 2021). Consequently, the shift to online learning has become a prominent feature of modern education, often referred to as the ‘new normal’ (Mamolo, 2022). This transition, particularly in English language teaching, has presented both instructors and students with a unique and unprecedented experience (Zhang & Wu, 2022).
While online learning offers flexibility and accessibility, it also poses challenges, particularly in maintaining effective interaction and engagement. Synchronous online courses, which allow for real-time interaction, are favoured for their resemblance to traditional face-to-face classes (Ibatova, 2022). However, the reliance on video conferencing can impede fluid interaction and diminish attentiveness, potentially undermining the efficacy of synchronous online learning (Rapanta, 2020). Despite these challenges, online language classes have demonstrated the potential to enhance students’ speaking abilities significantly. Various online platforms, such as chat rooms, verbal discussion forums, and video-conferencing tools, have played a crucial role in fostering speaking accuracy, fluency, and overall language proficiency (Ghoneim & Elghotmy, 2016; Gleason & Suvorov, 2011; Köroglu & Çakir, 2017; Namaziandost et al., 2022).
However, learning a second language is affected by certain psychological aspects, with anxiety being one of the most prevalent individual variables in foreign language learning (Teimouri et al., 2019). Anxiety may promote or hinder language learning (Aydin, 2018). Students often experience more anxiety regarding speaking than other language skills (Young, 1990). While online learning platforms can alleviate some speaking anxiety by providing a buffer from face-to-face interactions, they can also exacerbate anxiety when they become the primary mode of instruction (Fawaz & Samaha, 2021; Saadé & Kira, 2007), thereby impacting students’ confidence in their ability to perform language tasks (Sun & Rueda, 2012). Given the significance of reducing learning anxiety in enhancing English-speaking ability (Zhang & Liu, 2013), it becomes crucial to investigate the effects of online speaking courses on anxiety (Kira, 2018). Additionally, research on the impact of specific e-learning platform functionalities on speaking and anxiety is currently limited. Therefore, examining the role of foreign language anxiety in speaking classes within the context of synchronous online learning is imperative and currently under research.
Research Questions:
These questions aim to delve into the nuances of online language education, shedding light on students’ experiences, expectations, and the efficacy of various platform features in facilitating language learning and alleviating anxiety.