AWEJ Volume.3 Number.4, 2012 pp. 297 – 305
Foreign Language Speaking Anxiety Reduction through a Jigsaw Activity
Li Qian
School of Foreign Languages,
Institute of Social Technology Suranaree
University of Technology, Thailand
Dr. Sirinthorn Seepho
School of Foreign Languages,
Institute of Social Technology Suranaree
University of Technology, Thailand
Abstract
Language anxiety has been frequently reported as a universal challenge in EFL contexts. Studies in EFL learning and teaching have addressed the necessity of reducing students’ anxiety in a foreign language class. This study aims to examine the anxiety levels of first-year non-English majors’ students and to investigate the effects of a Jigsaw activity on their levels of speaking anxiety as well as their opinions about the use of a Jigsaw activity. Participants included thirty first-year Chinese students from a Primary Education department. The data were gathered by means of a questionnaire and a semi-structured interview. Descriptive statistics were used to determine the level of anxiety. A paired-samples t-test was conducted to find the effects of a Jigsaw activity on students’ speaking anxiety. The results revealed that a majority of students reported a high level of anxiety when speaking English in class. Students’ anxiety has been reduced to a low level through the use of a Jigsaw activity. In addition, students expressed positive opinions about using a Jigsaw activity in an English-speaking class. Based on these findings, some pedagogical implications and suggestions for future research are proposed.
Keywords: Foreign language speaking, anxiety, Jigsaw activity, Chinese EFL students