Speaking anxiety remains a common challenge among English as a Second Language (ESL) undergraduates, affecting their confidence and willingness to communicate in English. As online learning becomes increasingly prevalent in higher education, online group interaction has emerged as a promising approach to creating a more supportive learning environment. This study explored the role of online group interaction in reducing speaking anxiety among ESL undergraduates. Guided by Bandura's Social Cognitive Theory and the Community of Inquiry framework, the study employed a convergent mixed-method design involving 84 ESL undergraduates from a Malaysian public university. Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics, while qualitative data from open-ended survey questions were analysed using thematic analysis. The findings revealed that participants experienced a moderate level of speaking anxiety. Among the three dimensions of online group interaction, Teaching Presence recorded the highest mean, followed by Social Presence and Cognitive Presence, highlighting the importance of lecturer facilitation, peer support, and collaborative learning. The qualitative findings further revealed that online group interaction increased speaking confidence, fostered a supportive learning environment, encouraged collaborative learning, and reduced communication apprehension, although challenges related to vocabulary and fear of making mistakes remained. The study highlights the value of incorporating structured online group interaction into ESL instruction to promote students' confidence and oral communication.
Raja Nur Hidayah binti Raja Yacob, Anis Idayu binti Aziz· International journal of res...· 0 citations
Speaking remains a primary source of anxiety for ESL learners due to low confidence and the fear of making mistakes. This study investigated how collaborative learning influences learners’ engagement and active participation during speaking activities. Guided by Vygotsky’s sociocultural theory and the principles of Communicative Language Teaching (CLT), the research explored how peer interaction reduces emotional barriers and promotes 21st-century skills. A quantitative survey design was employed, involving 50 students enrolled in English-related courses who were selected via convenience sampling. Data were collected using a structured five-point Likert scale questionnaire focusing on speaking anxiety, oral presentation difficulties, and perceptions of collaborative learning. The data were analysed using descriptive statistics (means and standard deviations) in SPSS. The findings revealed that while students experience moderate speaking anxiety (M = 3.66 for nervousness) and face challenges related to language proficiency (M = 3.76), they hold strongly positive perceptions of collaborative learning. Most items regarding collaborative activities recorded mean scores above 4.00, with students noting that working in groups increases their confidence (M = 4.18) and provides more opportunities to practice (M = 4.32). The study concludes that integrating group-based tasks into the ESL classroom creates a supportive environment that enhances motivation and oral communication competence.
Anis Idayu binti Aziz, Raja Nur Hidayah binti Raja Yacob· International journal of res...· 0 citations
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