Foreign language speaking anxiety and discourse markers in face-to-face and online classes

Foreign language learners’ feelings such as speaking anxiety (FLSA) play a significant role in their overall gain pedagogically. In a similar vein, online and face-to-face contexts pose a distinct set of emotional and cognitive challenges in foreign language speaking. Considering the interconnectedness between heightened speaking anxiety and discourse markers, the aim of the study is to scrutinize how L2 learners regulate their FLSA by employing various Discourse Markers in different settings. An embedded mixed method design was conducted to collect both qualitative and quantitative data via FLCAS, Language Situations, English proficiency tests, and semi-structured group interviews. Conveniently sampled 80 adult L2 learners were recruited in face-to-face and online learning contexts. The data analysis revealed that the tension of L2 speaking showed no statistically significant differences for online and face-to-face learning. Moreover, structural DMs were found to be the most frequently employed type overall while online group used more referential and cognitive DMs. Hence, DM uses might be encouraged in foreign language classes to foster fluency and to handle emotional tensions in speaking.