Using collaborative learning approach to reduce speaking anxiety among ESL learners

Abstract

Speaking anxiety remains a widespread problem among language learners, especially for English as a Second Language (ESL) learners. The majority of students suffers from problems like lack of confidence, fear of making mistakes, and fear of being judged. This study aimed to investigate how collaborative learning reduces ESL learners' speaking anxiety. Specifically, it examined the language anxiety levels of learners before and after the implementation of collaborative learning and their perceptions of its effectiveness. The study adopted a quantitative research design with inferential and descriptive analysis. A total of 33 students from rural secondary school in Sabah participated in the study. Data were collected through pretest and posttest using the Foreign Language Classroom Anxiety Scale (FLCAS) to measure the anxiety level of the learners. In addition, an English Language Classroom Anxiety Scale (ELCAS) questionnaire was also distributed online to get feedback from the students on their collaborative learning experience. The findings portrayed that there was a significant decrease in learners’ level of anxiety after the collaborative learning intervention as majority of the mean scores reported that learners demonstrate a strong positive attitude towards the approach and perceived it as very effective in reducing their speaking anxiety. The outcomes are expected to have pedagogical significance for English foreign language instructors, particularly in the design of classroom activities so as to promote learners' communicative confidence and enhance classroom interaction and students’ language anxiety.