Speaking practice opportunities and teacher support reduced classroom anxiety and increased self-efficacy for one learner¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Student A's anxiety in foreign language classroom settings was reduced through teacher support and membership of an English speaking club, which motivated her and increased her self-efficacy. → Andrew Leichsenring 2010

Evidence¶

Andrew Leichsenring 2010¶

Andrew Leichsenring. (2010). The experiences of anxiety of Japanese EFL learners: A case study. https://eric.ed.gov/?id=ED537603

q1 · i? · qualitative · r2

In the results for the first research aim, Student A reported losing her "fear of speaking in front of her teacher and peers and gained a lot of confidence from speaking practice opportunities" after years in an English speaking club. The article attributes the reduction to teacher support and club inclusion.

"her experiences of anxiety from studying a foreign language in a classroom setting were reduced through the support of one of her teachers and her inclusion in an English speaking club which motivated her to learn and increased her self-efficacy."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it

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