Foreign language speaking anxiety online: Mitigating strategies and speaking practices

Abstract This article explores how online language learners encounter foreign language speaking anxiety (FLSA), what mitigating strategies they apply to manage synchronous online tutorials, and what their asynchronous speaking practices are. In a large-scale mixed methods study, we gathered survey data from 307 language learners at a UK online and distance learning university and conducted in-depth group interviews with 10 students focusing on their FLSA experience and perceptions regarding synchronous and asynchronous speaking activities. The results reveal that the triggers of FLSA and the mitigating strategies learners apply partly overlap with those in the face-to-face context but are partly specific to the online environment (e.g. breakout rooms, vicarious learning). The use of technology can be anxiety-inducing (e.g. cameras) as well as supportive (e.g. online translation tools and dictionaries). Novel findings of the study are that avoidance strategies are more nuanced in this context, ranging from complete avoidance of tutorials to full engagement via the chat, and that the use of breakout rooms magnifies learners’ emotions and is one of the main triggers of FLSA. This might be helpful for practitioners – also beyond language courses – in scaffolding and optimising their small group activities online.