Abstract

The purpose of this study is to examine the effectiveness of intervention studies addressing foreign language speaking anxiety through a meta-analytical approach. Research on foreign language speaking anxiety was conducted across various databases using targeted keyword phrases. Statistical data were collected and analyzed using Comprehensive Meta-Analysis (CMA) software to compute Hedges' g values. The overall effect size of intervention studies on foreign language speaking anxiety indicates a medium-level effect. Moreover, it was found that intervention type and duration as moderator variables did not significantly influence foreign language speaking anxiety. Based on these findings, it can be concluded that interventions for foreign language speaking anxiety are moderately effective in reducing student anxiety. The study recommends that foreign language teaching programs incorporate strategies to alleviate speaking anxiety, increase awareness among educators, and foster learning environments that promote speaking practice. Furthermore, it is essential to revise educational policies to include measures aimed at reducing speaking anxiety.

Keywords

References

• Abdullah, M., Hussin, S., & Ismail, K. (2021). Does flipped classroom model affect EFL learners’ anxiety in English speaking performance?. International Journal of Emerging Technologies in Learning, 16(1), 94-108. https://doi.org/10.3991/ijet.v16i01.16955
• *Abuhussein, H. F., Qassrawi, R. M., & Shaath, S. (2023). Utilizing remote speaking tasks for tackling foreign language anxiety. Cogent Education, 10(2), 2238150. https://doi.org/10.1080/2331186X.2023.2238150
• *Akdağ-Çimen, B., Çeşme, H. (2022). Effect of TPR and CLT on young EFL learners’ speaking anxiety, oral proficiency, and vocabulary learning. Electronic Journal of Foreign Language Teaching, 19(2), 163–175. https://doi.org/10.56040/akce1924
• *Aktaş, E. (2023). The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example. Frontiers in Psychology, 14, 1183037. https://doi.org/10.3389/fpsyg.2023.1183037
• *Ali, A. D. (2022). Effects of a Gamified MALL Application on Developing EFL Preparatory School Students’ Speaking and Enjoyment and Reducing Speaking Anxiety. CDELT Occasional Papers in the Development of English Education, 78(1), 241-296. https://doi.org/10.21608/opde.2022.249943
• Am, M. A., Hadi, S., Istiyono, E. & Retnawati, H. (2023). Does differentiated instruction affect learning outcome? Systematic review and meta-analysis. Journal of Pedagogical Research, 7(5), 18-33. https://doi.org/10.33902/JPR.202322021
• Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161. https://doi.org/10.1080/17501229.2017.1394307
• Ansari, M. S. (2015). Speaking anxiety in ESL/EFL Classrooms: A holistic approach and practical study. International Journal of Educational Investigations, 2(4), 38-46.
• Anton, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598. https://doi.org/10.1111/j.1944-9720.2009.01030.x
• Arthur Jr, W., Bennett, W., & Huffcutt, A. I. (2001). Conducting meta-analysis using SAS. Psychology Press.
• *Aydın, M. (2019). The effects of NLP-based activities on students' foreign language speaking anxiety in English teaching (Publication no. 585478) [Master’s thesis, Erciyes University]. Council of Higher Education Thesis Center.
• Aykac, M., & Cetinkaya, G. (2013). The effect of creative drama activities on preservice Turkish language teachers’ speaking skills. Electronic Turkish Studies, 8(9), 671-682.
• *Azizimajd, H. (2023). Investigating the impacts of voice-based student-chatbot interactions in the classroom on EFL learners' oral fluency and foreign language speaking anxiety. Technology Assisted Language Education, 1(2), 61-83. https://doi.org/10.22126/tale.2023.2732
• Bailey, K. M. (2020). Teaching listening and speaking in second and foreign language contexts. Bloomsbury Academic.
• Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: a meta-analysis. Review of Educational Research, 74(1), 29-58. https://doi.org/10.3102/00346543074001029
• Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058-1089. https://doi.org/10.1080/09588221.2020.1770293
• *Bedaiwy, A. A. A. (2022). The effect of Ted talks on developing university students’ persuasive speaking skills and reducing anxiety. Journal of Scientific Research in Education, 23(3), 287–329. https://doi.org/10.21608/jsre.2022.139234.1472
• Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2010). A basic introduction to fixed‐effect and random‐effects models for meta‐analysis. Journal of Research Synthesis Methods, 1(2), 97-111. https://doi.org/10.1002/jrsm.12
• Boyadzhieva, E. (2014). Theory and practice in foreign language teaching-Past and present. USA: Journal of Modern Education Review, 4(10), 776-788. https://doi.org/10.15341/jmer(2155-7993)/10.04.2014/006
• *Bozkurt, B. N., & Aydin, S. (2023). The impact of collaborative learning on speaking anxiety among foreign language learners in online and face-to-face environments. International Journal of Virtual & Personal Learning Environments, 13(1), 1-16. https://doi.org/10.4018/ijvple.316973
• Campbell, C. M., & Ortiz, J. A. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp.153-168). Prentice-Hall.
• *Canbay, F. (2022). The effect of affective strategy training on speaking anxiety and self-regulation levels of EFL learners (Publication no. 763407) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
• Chambers, G. (1999) Motivating Language Learners. Multilingual Matters Ltd.
• *Chen, Y. C. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789-813. https://doi.org/10.1080/09588221.2022.2055083
• Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
• *Chen, M. R. A., & Hwang, G. J. (2020). Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834. https://doi.org/10.1111/bjet.12887
• *Chen, M. R. A., & Hwang, G. J. (2022). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 30(9), 1619-1639. https://doi.org/10.1080/10494820.2020.1734626
• *Chen, C.-H., Koong, C.-S., & Liao, C. (2022). Influences of integrating dynamic assessment into a speech recognition learning design to support students’ English speaking skills, learning anxiety and cognitive load. Educational Technology & Society, 25 (1), 1-14. https://www.jstor.org/stable/48647026
• Chou, S. (2013). Language anxiety in second language writing: Is it really a stumbling block? Second Language Studies, 31(2), 1–42.
• Chou, M. (2018). Speaking anxiety and strategy use for learning English as a Foreign Language in full and partial English-medium instruction contexts. TESOL Quarterly,52(3), 611–633. https://doi.org/10.1002/tesq.455
• Çakmak, C. (2014). A general view essay about the history of teaching Turkish to foreigners. Kırıkkale University Journal of Social Sciences, 4(2), 167-182.
• Çalik, M., & Wiyarsi, A. (2024). The effect of socio-scientific issues-based intervention studies on scientific literacy: a meta-analysis study. International Journal of Science Education, 47(3), 399-421. https://doi.org/10.1080/09500693.2024.2325382
• *Darıyemez, T. (2020). The effects of teaching speaking skills through flipped classroom on EFL students' autonomy, willingness to communicate and speaking anxiety (Publication no. 651789) [Master’s thesis, Atatürk University]. Council of Higher Education Thesis Center.
• de Saint-Léger, D. (2009). Self‐assessment of speaking skills and participation in a foreign language class. Foreign Language Annals, 42(1), 158-178.
• *Dewi, D. S., & Wilany, E. (2023). The effect of technology-enhanced language learning on speaking anxiety. Indonesian Journal of Cyber Education, 1(2), 25-35.
• Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264. https://doi.org/10.1007/s11409-008-9029-x
• *Ding, M. (2023) A mixed-method study of the impact of high-immersion virtual reality on Foreign Language Speaking Anxiety [Unpublished doctoral dissertation]. University of Glasgow, Glasgow.
• *Duran Gerçekcioğlu, Ö. (2019). The effects of teacher-centered and learner-centered classrooms on foreign language speaking anxiety (Publication no. 581201) [Master’s thesis, Ondokuz Mayıs University]. Council of Higher Education Thesis Center.
• Ebrahimi, O. V., Pallesen, S., Kenter, R. M., & Nordgreen, T. (2019). Psychological interventions for the fear of public speaking: A meta-analysis. Frontiers in psychology, 10, 431780. https://doi.org/10.3389/fpsyg.2019.00488
• *El-Bassuony, J. M. E. B. (2010). The role of readers theatre in developing speaking skills and reducing speaking anxiety of EFL secondary school students. Faculty of Education Journal, Port Said University, 8, 57–107. https://doi.org/10.21608/jftp.2010.39927
• Elahemer, H. H. M., & Said, S. B. H. M. (2022). A systematic review of interventions used to reduce university students' speaking anxiety. International Journal of Education and Practice, 10(2), 128-149. https://doi.org/10.18488/61.v10i2.2994
• *Elgmal, M. E. E. A. (2023). The impact of flipperentiation on developing‎ EFL preparatory stage students' speaking‎ skills and reducing their anxiety. Journal of The Faculty of Education- Mansoura University, 123, 171-196. https://doi.org/10.21608/maed.2023.328694
• Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge university press.
• *Gedemen, A. (2022). The effect of student vodcasts on students' language proficiency and English speaking anxiety in teaching English as a foreign language (Publication no. 739169) [Master’s thesis, Mardin Artuklu University]. Council of Higher Education Thesis Center.
• Gilani, S. A., Ismail, N. F. B. M., Kassim, R. R. B. M., Yawen, J., & Dan, M. (2021). A comprehensive analysis of research on dynamic assessment in EFL speaking context. AJELP: Asian Journal of English Language and Pedagogy, 9(1), 65-79. https://doi.org/10.37134/ajelp.vol9.1.6.2021
• Gökmen, A. (2021). The effect of gender on environmental attitude: A meta-analysis study. Journal of Pedagogical Research, 5(1), 243-257. http://dx.doi.org/10.33902/JPR.2021167799
• Güler, M., Bütüner, S. Ö., Danişman, Ş, & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27, 1725–1745. https://doi.org/10.1007/s10639-021-10640-x
• *Gündoğan, G. (2020). The effects of video-recorded speaking tasks on EFL learners’ oral fluency, accuracy and anxiety (Publication no. 640509) [Master’s thesis, Istanbul Sabahattin Zaim University]. Council of Higher Education Thesis Center.
• *Güzel, S. (2016). The effect of second life as a virtual language learning environment on speaking anxiety (Publication no. 442869) [Master’s thesis, Balıkesir University]. Council of Higher Education Thesis Center.
• *Hamzaoğlu, H. (2015). The effects of asynchronous CMC on speaking proficiency and anxiety: podcasts (Publication no. 380002) [Master’s thesis, Yeditepe University]. Council of Higher Education Thesis Center.
• *Hanafiah, W., Aswad, M., Sahib, H., Yassi, A. H., & Mousavi, M. S. (2022). The impact of CALL on vocabulary learning, speaking skill, and foreign language speaking anxiety: The case study of Indonesian EFL learners. Education Research International, 2022(1), 5500077. https://doi.org/10.1155/2022/5500077
• Hedges, L. V., & Vevea, J. L. (1998). Fixed-and random-effects models in meta-analysis. Psychological Methods, 3(4), 486.
• Higgins, J. P., Thompson, S. G., Deeks, J. J. & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. https://doi.org/10.2307/327317
• Huang, H. D. (2018). Modeling the relationships between anxieties and performance in second/foreign language speaking assessment. Learning and Individual Differences, 63, 44-56. https://doi.org/10.1016/j.lindif.2018.03.002
• Huedo-Medina, T. B., Sánchez-Meca, J., Marín-Martínez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I² index? Psychological Methods, 11(2), 193–206. https://doi.org/10.1037/1082-989X.11.2.193
• *Hung, S. T. A., Chen, W. J., & Chien, S. Y. (2023). Virtual reality is not always a cure-all: Evidences from a quasi-experiment of EFL business speaking courses. Interactive Learning Environments, 32(8), 4426-4442. https://doi.org/10.1080/10494820.2023.2200811
• *Ibatova, A. (2022). An investigation of EFL learners’ speaking anxiety and motivation in face-to-face and synchronous text-based chat and voice-based chat environment. Computer-Assisted Language Learning Electronic Journal, 23(2), 278-294.
• *Jin, S. (2024). Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity. British Journal of Educational Technology, 55(2), 586-604. https://doi.org/10.1111/bjet.13381
• Kardas, M. N., & Koc, R. (2017). Effect of drama instruction method on students' Turkish verbal skills and speech anxiety. International Journal of Progressive Education, 13(1), 64-78.
• *Karsli, V. (2022). Investigating the effectiveness of using video-blog based speaking activities on EFL students’ speaking anxiety and their performances (Publication no. 769147) [Doctoral dissertation, Atatürk University]. Council of Higher Education Thesis Center.
• *Khiari, N. E. H. (2018). Undertaking emotional intelligence skills training to overcome speaking anxiety among non-native pre-service EFL teachers. Journal of Studies in Language, Culture and Society, 1(1), 155-168.
• Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7) 551–578. https://doi.org/10.1002/tea.10036
• Khishfe, R., & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43(4) 395–418. https://doi.org/10.1002/tea.20137
• *Kılıçarslan, R. (2014). The effects of drama method on speaking skills in education of Turkish as a foreign language (Publication no. 372456) [Doctoral dissertation, Çanakkale Onsekiz Mart University]. Council of Higher Education Thesis Center.
• *Kıyak, E. (2023). Exploring the effects of flipped learning on 6th grades students’ oral proficiency and speaking anxiety (Publication no. 809905) [Master’s thesis, OnDokuz Mayıs University]. Council of Higher Education Thesis Center.
• Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57(2), 3–34.
• Kramsch, C., Howell, T., Warner, C., & Wellmon, C. (2007). Framing foreign language education in the United States: The case of German. Critical Inquiry in Language Studies, 4(2-3), 151-178. https://doi.org/10.1080/15427580701389615
• Koch, A. S., & Terrell T. D. (1991). Affective reactions of foreign language students to natural approach activities and teaching procedures. In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety (pp. 109-125). Prentice Hall.
• Koç, G. (2006). Teacher-learner roles and interaction systems in constructivist classrooms. Education and Science, 31(142), 56-64.
• *Koçer, G. B. (2019). The effect of film activities on the english speaking anxiety and attitudes of students to the lesson: An action research (Publication no. 550190) [Master’s thesis, Ege University]. Council of Higher Education Thesis Center.
• Kurudayıoğlu, M., & Sapmaz, S. (2016). Teacher cognition on teaching speaking in teaching Turkish as a foreign language. Journal of World of Turks, 8(3), 85-102.
• Kuşdemir, Y., & Güneş, F. (2014). The effect of direct instruction model on reading comprehension skills. Mehmet Akif Ersoy University Journal of Faculty of Education, 1(32), 86-113.
• Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34–41. http://dx.doi.org/10.18869/acadpub.ijree.2.1.34
• Lim, M. H., Aryadoust, V., & Esposito, G. (2023). A meta-analysis of the effect of virtual reality on reducing public speaking anxiety. Current Psychology, 42(15), 12912-12928.
• Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. Oxford University Press.
• *Liu, M. (2021). Changes in and effects of TED talks on postgraduate students’ english speaking performance and speaking anxiety. Journal of Language and Education, 7(3), 104-118. https://doi.org/10.17323/jle.2021.11632
• *Liu, T., & Aryadoust, V. (2022). The effect of in-class and one-on-one video feedback on EFL learners’ English public speaking competency and anxiety. Studies in Language, 11(2), 25-57.
• *Lu, Z., Zheng, C., & Li, Z. (2018). Effects of embedded summary writing on EFL learners’ anxiety and oral production in a computer-based testing environment. Journal of Computers in Education, 5, 221-241. https://doi.org/10.1007/s40692-018-0105-1
• Luo, H. (2014). Foreign language speaking anxiety: A study of Chinese language learners. Journal of the National Council of Less Commonly Taught Languages, 15, 99–117.
• *Madzlan, N. A., Seng, G. H., & Kesevan, H. V. (2020). Use of video blogs in alleviating public speaking anxiety among Esl learners. Journal of Education and E-learning Research, 7(1), 93-99. https://doi.org/10.20448/journal.509.2020.71.93.99
• Matsuda, S., & Gobel, P. (2001). Quiet apprehension: Reading and classroom anxieties. JALT Journal, 23(2), 227–247. https://doi.org/10.37546/JALTJJ23.2-3
• Mon, P. (2019). Alleviating students’ foreign language speaking anxiety through cooperative learning. International Journal of Trend in Scientific Research and Development, 3(5), 368-1375. https://doi.org/10.31142/ijtsrd26590
• Meskill, C. (2002). Teaching and learning in real time: media, technologies, and language acquisition. Athelstan.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
• Namaziandost, E., Shatalebi, V., & Nasri,M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. https://doi.org/10.17323/jle.2019.9809
• *Nasri, M., Shafiee, S., & Sepehri, M. (2022). An account of Iranian EFL learners’ speaking complexity, accuracy, and fluency and foreign language speaking anxiety in a computer-assisted language learning environment. Computer-Assisted Language Learning Electronic Journal, 23(2), 299-321.
• *Othman, M. M. E. M. (2023). Using Microsoft applications-based dynamic‎ assessment for improving student teachers‎ efl speaking skills and reducing their anxiety. Journal of The Faculty of Education- Mansoura University, 123(4),141-168. https://doi.org/10.21608/maed.2023.328691
• *Öz, S. (2017). The effects of mindfulness training on students’ L2 speaking anxiety, willingness to communicate, level of mindfulness and L2 speaking performance (Publication no. 475460) [Master’s thesis, Bahçeşehir University]. Council of Higher Education Thesis Center.
• *Özdemir, N. (2018). The impact of video-based asynchronous computer-mediated communication of EFL learners’ oral language achievement and foreign language speaking anxiety (Publication no. 523934) [Master’s thesis, Bahçeşehir University]. Council of Higher Education Thesis Center.
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hofmann, T., Mulrow, C., Shamseer, L., Tetzlaf, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal, 372, 71. https://doi.org/10.1136/bmj.n71
• * Pan, H., Xia, F., Kumar, T., Li, X., & Shamsy, A. (2022). Massive open online course versus flipped instruction: impacts on foreign language speaking anxiety, foreign language learning motivation, and learning attitude. Frontiers in Psychology, 13, 833616. https://doi.org/10.3389/fpsyg.2022.833616
• *Pribyl, C. B., Keaten, J., & Sakamoto, M. (2001). The effectiveness of a skills‐based program in reducing public speaking anxiety. Japanese Psychological Research, 43(3), 148-155. https://doi.org/10.1111/1468-5884.t01-1-00171
• Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety (pp. 101-108). Prentice Hall.
• *Punar, N., & Uzun, L. (2019). The effect of the Skype [TM] conference call on english speaking anxiety. International Online Journal of Education and Teaching, 6(2), 393-403.
• Ratanasiripong, P., Sverduk, K., Prince, J., & Hayashino, D. (2012). Biofeedback and counseling for stress and anxiety among college students. Journal of College Student Development, 53(5), 742-749. https://doi.org/10.1353/csd.2012.0070
• Reeves, R., Curran, D., Gleeson, A., & Hanna, D. (2022). A meta-analysis of the efficacy of virtual reality and in vivo exposure therapy as psychological interventions for public speaking anxiety. Behavior Modification, 46(4), 937-965. https://doi.org/10.1177/0145445521991102
• Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338-352. https://doi.org/10.1111/flan.12461
• *Salem, A. A. (2019). A Sage on a stage, to express and impress: TED talks for improving oral presentation skills, vocabulary retention and its impact on reducing speaking anxiety in ESP settings. English Language Teaching, 12(6), 146-160. https://doi.org/10.5539/elt.v12n6p146
• Santhanasamy, C., & Yunus, M. M. (2022). A systematic review of flipped learning approach in improving speaking skills. European Journal of Educational Research, 11(1), 127-139. https://doi.org/10.12973/eu-jer.11.1.127
• Sánchez, A. (2014). Spanish as a foreign language in Europe: Six centuries of teaching materials. Language & History, 57(1), 59-74. https://doi.org/10.1179/1759753614Z.00000000027
• Sarpourian, F., Samad‐Soltani, T., Moulaei, K., & Bahaadinbeigy, K. (2022). The effect of virtual reality therapy and counseling on students' public speaking anxiety. Health Science Reports, 5(5), e816. https://doi.org/10.1002/hsr2.816
• *Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613. https://doi.org/10.1111/j.1540-4781.2008.00789.x
• Shan, Z., & Xu, H. (2023). Teacher beliefs about teaching French as a foreign language in a Chinese university: a multilingual perspective. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 8, 169-182. https://doi.org/10.30827/portalin.viVIII.29247
• *Siyli, N. A., & Kafes, H. (2015). Overrunning speaking anxiety through audio journals. International Journal of Language Studies, 9(1), 23-40.
• Sudarmo, S. (2021). The importance of speaking in English as a foreign language between skillful and thoughtful competencies: studying sociolinguistics perspectives. Linguistics and Culture Review, 5(S1), 113-124. https://doi.org/10.21744/lingcure.v5nS1.1321
• *Sukmana, N., Koamriah, A., Bazarov, B., Patra, I., Hashim Alghazali, T. A., Ali Hussein Al-Khafaji, F., & Farhangi, F. (2023). Examining the effects of cue cards on EFL learners’ speaking fluency, accuracy, and speaking anxiety. Education Research International, 2023(1), 8428325. https://doi.org/10.1155/2023/8428325
• Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia-social and Behavioral Sciences, 93, 1860-1868. https://doi.org/10.1016/j.sbspro.2013.10.131
• Tanveer, M. (2007). Investigations of the factors that cause language anxiety for ESL/EFLlearners in learning speaking skills and the influence it casts on communication in the target language [Unpublished master’s thesis]. University of Glasgow, Scotland.
• Temizyürek, F., Erdem, İ., & Temizkan, M. (2016). Konuşma eğitimi: Sözlü anlatım [Speech training Oral expression]. Pegem.
• Tien, C. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Studies, 4(2), 21-34. https://doi.org/10.5281/zenodo.1473161
• Tok, M., & Yıgın, M. (2013). Foreign students reasons for learning Turkish: A case study. Journal of Language and Literature Education, 2(8), 132-147.
• Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
• *Turgut, M. (2019). The effects of teaching through drama on English speaking anxiety of 6th grade students (Publication no. 543200) [Master’s thesis, Necmettın Erbakan University]. Council of Higher Education Thesis Center.
• *Türkben, T. (2019). The effects of interactive teaching strategies on speaking skills of students learning Turkish as a second language. Journal of Language and Linguistic Studies, 15(3), 1011-1031. https://doi.org/10.17263/jlls.631546
• Uztosun, M. S. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. The Language Learning Journal, 48(2), 213-225. https://doi.org/10.1080/09571736.2017.1335766
• Vekli, G. S., & Çalik, M. (2023). The effect of web-based biology learning environment on academic performance: a meta-analysis study. Journal of Science Education and Technology, 32(3), 365-378. https://doi.org/10.1007/s10956-023-10033-4
• Yalçın, Ö., & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia-Social and Behavioral Sciences, 116, 2620-2624. https://doi.org/10.1016/j.sbspro.2014.01.623
• * Yangın-Ersanli, C., & Ünal, T. (2022). Impact of mindfulness training on EFL learners’ willingness to speak, speaking anxiety levels and mindfulness awareness levels. Education Quarterly Reviews, 5(2), 429-448.
• *Yusof, A. (2018). Desensitizing speaking anxiety of English as a second language among students via an intervention based on static animated virtual reality and mobile technology [Unpublished doctoral dissertation]. Uiversity of New South Wales, Sydney.
• *Yürük, S. E. (2022). The effect of video content generation on speaking skills of prospective English teachers (Publication no. 748747) [Master’s thesis, Atatürk University]. Council of Higher Education Thesis Center.
• *Zahran, F., & Qoura, Y. (2022). The impact of using picture narrating strategy on primary school pupils' speaking skills and anxiety. Journal of the Faculty of Education, Damietta University, 37(83.03), 16–54. https://doi.org/10.21608/jsdu.2022.264912
• Zarei, A.A., & Rezadoust, H. (2020). The effects of scaffolded and unscaffolded feedback on speaking anxiety and self-efficacy. Journal of Modern Research in English Language Studies, 7(4), 111-132. https://doi.org/10.30479/jmrels.2020.13464.1655
• *Zarrinabadi, N., Lou, N. M., & Darvishnezhad, Z. (2023). To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms. Innovation in Language Learning and Teaching, 17(1), 88-101. https://doi.org/10.1080/17501229.2021.1938079
• Zeidner, M., & Matthews, G. (2010). Anxiety 101. Springer.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.