Contrasting the Immediate Impacts of Traditional Tools and Modern Digitalised Systems in Overcoming Speaking Anxiety in Foreign Language

Abstract

Speaking has remained a significant factor that impedes effective communication in foreign language learning (FLL). Exploring the degree of impact of traditional and digitalized methods became necessary. The paper established the difference between traditional and digitalized methods in reducing speaking anxiety among first-year university students learning a foreign language. The study was centred on defining the causative factors and signs of speaking anxiety. The study adopted a quantitative research design, including 936 first-year foreign language students obtained through social networks. The data were collected using a survey developed from the modified FLAS, supplemented with questions developed to capture specifics of the factors that lead to speaking anxiety and the effects of the different teaching methods. The survey was conducted online through Google Forms and shared on social media platforms to cover a wide population. The quantitative data were, therefore, analysed using descriptive statistics and a t-test to determine the levels of reducing anxiety based on traditional and digitalized learning. The study showed that the effect of the traditional methods, such as deep breathing, role-playing, and group discussions, was only moderate in reducing speaking anxiety, but in the case of the digitalized methods, it was found that these methods proved to be way more effective. Strategies like leveraging social networks, mobile apps, virtual and augmented reality interfaces, and automatic speech recognition technology offered significant degrees of anxiety reduction. The outcomes imply the need for a paradigm shift and the use of technology in the language classroom to foster a learning environment.