Technological impact on language anxiety dynamic

• Published in: Computers and education Vol. 150; p. 103839
• Main Authors: Xiangming, Li, Liu, Meihua, Zhang, Chengping
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.06.2020
• Subjects: Improving classroom teaching; Interactive learning environments; Post-secondary education; Teaching/learning strategies; Teaching/learning strategies; Interactive learning environments; Improving classroom teaching; Post-secondary education
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2020.103839

Insufficient information was generated from the existing literature of cross-sectional studies about the changes of language learning anxiety, especially in technology-assisted language settings. This paper filled the gap by designing a longitudinal study of 10 weeks in which the mobile learning apps of Rain Classroom was administered to 158 postgraduate students in language class. Quantitative results were generated, using paired samples T-test and one-way repeated measures ANOVA, from the 5-point Likert scale of English Language Class Anxiety Scale, 7-point scale recall of anxiety changes across 4 weeks, pre- and post-test language performance, combined with the qualitative interview transcripts administered before and after the learning process. In consistency with prior findings, the study results produced a significant decrease in anxiety in general, corroborating the interview and the self-recalling measure results. Further, the self-recalled scale revealed a more complex pattern of anxiety with the general decreasing tendency mixed with the increasing trend between the last two weeks. This study implied that the binary approach of anxiety reduction was not sufficient for the big picture of fluctuations and variations of language anxiety. The combination of language outcome data reinforced the explanatory forces than a single-dimensional dataset. •Significant anxiety reduction throughout the technology-assisted learning process.•Anxiety variations of falling-and-rising patterns across 4 temporal learning units.•Combination of behavioral, affective, and cognitive dimensions in reducing anxiety.•Ten-week longitudinal study with 158 postgraduate students using Rain Classroom.