スピーキング不安の変容タイプと変容を引き起こす要因の研究

This research is an attempt to describe how high school students’ anxiety changes over time through the English instruction including the procedural repetition of speaking tasks. Conducting 12 sessions of 15-minute speaking module over 2 months, we analyzed the change of learners' anxiety preceding each task, qualitative changes in speaking performance tests, and learners' unwillingness to speak English. Results from data analysis indicate that the repetition of similar tasks effectively reduces learners' anxiety towards the assigned tasks, while the results of cluster analysis suggest the presence of learners in the classroom whose anxiety level remains high despite their improvement in speaking performance.