Practical Tips for Managing Speaking Anxiety in Online Test Preparation Classrooms

Andrias Susanto, Iowa State University, Ames, Iowa, USA

Introduction

Have you noticed your students struggling to speak or actively participate during online lessons? This challenge is often rooted in anxiety, a common yet complex emotion that can significantly hinder performance in learning environments. The American Psychological Association (APA) defines anxiety (n.) “an emotion characterized by apprehension and somatic symptoms of tension in which an individual anticipates impending danger, catastrophe, or misfortune.” Research shows that the feeling of anxiety, nervousness, tension, or worry when speaking in a foreign language may lead to poor performance as the autonomic nervous system flow is temporarily disturbed influencing both the cognitive processing and visceral motor system (Castillejo, 2019; Horwitz et al., 1986). Understanding this concept of Foreign Language Anxiety (FLA) is important for teachers because they can help their students build their speaking confidence, improve communication skills, and create a positive learning environment that fosters active participation and effective language acquisition.

So, when and why are some students anxious? One occasion of FLA tends to intensify is when students face speaking tests with high stakes, such as those that influence their acceptance into universities, scholarship opportunities, or career prospects. The pressure to perform well in these assessments can heighten feelings of nervousness, fear of judgment, and self-doubt, making it even harder for students to demonstrate their true abilities (Castillejo, 2019). As a result, many students enroll in test preparation courses to help them not only master the test materials but also acclimate to the test environment. These courses often simulate the conditions of speaking tests, allowing students to build confidence, manage their anxiety, and perform more effectively when facing high-stakes assessments. Furthermore, the growing popularity of online test preparation has led many students to opt for remote courses. Research on the anxiety levels of future test candidates during online test simulations is scarce. This lack of studies underscores the importance of investigating how virtual environments influence test-takers’ anxiety levels, especially in high-stakes contexts.

To help us understand this concept better, the Foreign Language Online Classroom Anxiety Scale (FLOCAS) (Table 1) was developed—a tool to measure anxiety specifically in online language learning contexts.

Table 1

The FLOCAS

*0 = not nervous at all, 1 = slightly nervous, 2 = moderately nervous, 3 = very nervous, 4 = extremely nervous.

The Study

A study was conducted with 51 online participants enrolled in an International English Language Testing System (IELTS) test preparation course. One finding from the FLOCAS responses was that most participants fell on the lower end of the anxiety scale, ranging from "not nervous at all" to "moderately nervous." Speaking to native English speakers caused the most anxiety, with 41% feeling very nervous and 16% feeling extremely nervous. This aligns with earlier findings that high-stakes situations, like speaking during exams with a native English speaker as the speaking partner, can be very stressful (Woodrow, 2006).

On the other hand, reading aloud independently caused the least anxiety. About 57% said they felt no nervousness, and 33% reported only slight nervousness. However, reading aloud in front of teachers and classmates made most participants (80%) feel moderately nervous, indicating this task caused the most agreement among them.

From the above study, it can be suggested that speaking to native English speakers in high-stakes situations, such as during exams, is a significant source of anxiety for many students. This highlights the need for strategies that help students manage their anxiety when speaking in front of others, particularly in formal testing environments. Conversely, tasks like reading aloud independently tend to cause less anxiety, indicating that providing students with opportunities to practice in low-pressure situations can help build their confidence. Additionally, activities like reading aloud in front of teachers and classmates create moderate levels of anxiety for many students, suggesting that these tasks should be approached gradually, with supportive strategies to help students overcome their nervousness.

Strategies for Teachers: Reducing Anxiety in Online Classrooms

Driven by the results of this study, I suggest the following strategies for reducing anxiety for students in online classrooms:

1. Use technology to simulate this one-on-one practice 

In online learning environments, technology can play a vital role in providing students with the opportunity to practice speaking with native speakers. For example, language exchange platforms (e.g., YouTube channel: https://www.youtube.com/watch?v=QUtjQIybuQU&t=348s) or AI-powered language tools (e.g., https://callannie.ai/) can simulate real conversations, helping students get accustomed to speaking in a real-world context without the pressure of an exam.

2. Provide actionable milestones from scripted responses to more impromptu speaking

To further reduce anxiety, it is beneficial for teachers to provide structured speaking tasks that gradually increase in difficulty. The study found that reading aloud independently caused the least anxiety, as students could focus on the task at their own pace. Teachers can begin by assigning scripted speaking tasks, allowing students to rehearse their responses and focus on fluency. For instance, asking students to use Large Language Model platforms like ChatGPT or Copilot to generate response samples for various types of questions can help them understand what kinds of answers are expected. This method provides students with concrete examples, allowing them to feel more prepared for different speaking scenarios.Once students are comfortable with scripted tasks, teachers can gradually transition to more impromptu speaking activities where students are required to speak without preparation. By providing clear milestones that guide students from simpler tasks to more spontaneous speaking, teachers can help students build confidence and reduce anxiety. As students gain confidence in their speaking abilities, their anxiety about real-time communication in English is likely to decrease, leading to a more positive learning experience.

3. Provide opportunities for students to practice with advanced English speakers

To reduce this anxiety, teachers should provide students with more opportunities to practice speaking with advanced level English speakers in low-pressure situations. These opportunities allow students to become familiar with the language, various accent, and speech patterns better, which can help reduce the fear of speaking with native speakers during formal assessments. Regular practice in a comfortable setting can build confidence and ease anxiety, making it easier for students to engage during high-stakes moments. An example of this is to have regular one-on-one speaking test simulations with a native or native-like English speaker, as well as detailed feedback focused on the areas that need improvement. A break-out room can be reserved for each of the students while the other students can wait for their turn in the main-call room.

The strategies for reducing anxiety in online classrooms offer great potential for enhancing students' language learning experiences. These approaches not only improve students’ linguistic skills but also create a learning environment where anxiety, while still present, becomes more manageable and less harmful. However, I would caution against relying solely on practice with native English speakers. The definition of "native speaker" is increasingly complex, given the diverse range of World Englishes. For example, two individuals from the same country may use English in very different ways, reflecting regional variations and cultural contexts. Therefore, it is important to recognize the value of interacting with a variety of English speakers, rather than focusing exclusively on native speakers. When considering speaking competence more closely, concepts such as intelligibility, comprehensibility, and accentedness (Levis, 2018) become more relevant in managing successful oral communication. These factors are crucial for effective communication, regardless of whether the speaker is a native or non-native English speaker

As we move forward in the realm of online language learning, it is clear that reducing anxiety is key to creating a more supportive and effective environment for students. By implementing strategies such as providing opportunities for practice with a variety of English speakers, leveraging technology to simulate real-world interactions, and offering structured speaking tasks that gradually increase in difficulty, teachers can help students manage their anxiety and build their confidence. Although anxiety may never be completely eliminated, these approaches can make it more manageable, enabling students to feel more capable and empowered in their language learning journey. Ultimately, the goal is to foster an environment where students not only improve their linguistic skills but also gain the confidence to communicate successfully, regardless of the context or speaker.

References

Castillejo, S. P. (2019). The role of foreign language anxiety on L2 utterance fluency during a final exam. Language Testing, 36(3), 327–345.

Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.

Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press. https://doi.org/10.1017/9781108241564

Russel, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53, 338 – 352.

Woodrow, L. J. (2006). Anxiety and speaking English as a second language. Regional Language Centre Journal, 37, 308–328. doi:10.1177/0033688206071315

Andrias Susanto is a Ph.D. student at Iowa State University majoring in Applied Linguistics and Technology, with a co-major in Human-Computer Interaction. His research interests encompass computer-assisted language learning (CALL), second language pronunciation, language assessment, and mixed (virtual and augmented) reality. Driven by a passion for the integration of technology and linguistics, He aims to innovate and enhance language learning and assessment through his interdisciplinary research.