Foreign Language Speaking Anxiety: Leveraging Virtual Language Communities and Social Media Interactions for Improved Fluency

Abstract

Leveraging social media interactions and virtual language communities has played a pivotal role in helping FL undergraduates improve their speaking fluency and minimize the effects of speaking anxiety. This research critically analyzed how frequent social media interactions and virtual language communities have helped FL undergraduates overcome speaking anxiety. Foreign Language Classroom Anxiety Scale (FLCAS) was modified and applied to explore the effects of speaking anxiety and how it impedes language learning and speaking fluency. Also, the Technology Acceptance Model (TAM) was applied to assess the acceptance rate and students' perception of using these online tools for FL learning and speaking fluency. A quantitative method was employed, and data was obtained from 679 FL undergraduates through questionnaires sent out as Google forms. Using relevant statistical tools like descriptive statistics, analysis was carried out on the data. This research, 10 variables were measured and developed from FLCAS and TAM. They were designed to measure the level of speaking anxiety among FL undergraduates, how it has affected their FL learning and speaking fluency, and the impacts of virtual language communities and social media interactions on speaking anxiety. The overall mean scores for students who experienced nervousness when speaking the targeted language were moderate (3rd-year = 3.1, final-year = 3.2). Additionally, the participants find social media and virtual communities helpful in FL learning and improving speaking fluency (mean scores: 3rd-year = 3.8, final-year = 4.1). They also intend to continue using these platforms for FL learning and speaking practice (mean scores: 3rd-year = 3.9, final-year =4.2). The charts reveal that FL undergraduates frequently use these platforms mostly weekly (3rd-year = 40.2%, final-year = 45.6%). The t-tests on the responses were significant at (p< 0.001); this reveals a significant difference between the responses of the 3rd year and final-year students. Therefore, we conclude that virtual language communities and social media interactions positively influence speaking anxiety and improve speaking fluency.