Date of Award

4-3-2020

Document Type

Thesis and Dissertation

Degree Name

Master of Arts (MA)

Department

Department of Languages, Literatures, and Cultures

First Advisor

Montserrat Mir

Abstract

Within computer mediated communication, there has been a large focus on synchronous and asynchronous text-based methods and how it can be used to help oral proficiency and lower anxiety but very few studies have looked at how audio computer mediated communicative tasks affect anxiety. This study sets out to seek whether using audio computer mediated communication helps lower anxiety for beginner Spanish language students. In order to do so, three research questions are suggested: (1) How do participants’ levels of FLA differ between presentational oral tasks completed in the classroom and presentational tasks completed in an online interface? (2) How do participants’ levels of FLA differ between interpersonal oral tasks completed in the classroom and interpersonal tasks completed in an online interface? (3) What factors are associated with different levels of FLA in oral tasks completed in the classroom and oral tasks completed in an online interface? To answer these questions, two first-semester first-year Spanish classes completed one presentational oral task in the classroom and online, one interpersonal oral task in the classroom and online and completed an anxiety survey as well as answered open-ended questions after each task in order to better understand their thought processes. The overall results showed that when looking at fear of negative evaluation and communication apprehension, the participants indicated lower anxiety when completing online tasks. However, when looking at general anxiety, participants reported higher levels of anxiety.

Comments

Imported from ProQuest Leydic_ilstu_0092N_11690.pdf

DOI

http://doi.org/10.30707/ETD2020.Leydic.A

Page Count

101

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