Overrunning speaking anxiety through audio journals

A lot of research stretching from the mid-1970s onward has consistently drawn attention to the close relationship between language learning and anxiety, underlying the fact that anxiety may negatively influence foreign language production and achievement. Motivated by observation, the authors noted that classroom anxiety has been a topic of continuous investigation. Coupled with students’ deprivation of practicing the language outside the classroom, the problem intensifies and sometimes causes insurmountable helplessness for students. Driven by this reality and in the hope of shedding some light on the issue, this study examined the impact of audio dialog journal on easing students’ speaking anxiety. The data of the study originated from Foreign Language Classroom Anxiety Scale (FLCAS), which was administered to preparatory school students. The results indicated that audio dialog journal has a positive influence in overcoming speaking anxiety and serves a number of functions including cognitive, linguistic, pedagogical, psychological, and social ones.