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Online Communication and English Language Learners: Can Web-Based Tools Reduce Language Anxiety? Megan Taylor University of North Texas

,-./-0&1,223-/145/,-&4-6&0..7& Abstract Research has shown the English Language Learners (ELLs) with limited English proficiency (LEP) experience anxiety or apprehension when communicating in English. Studies have examined these students use of online/web-based technologies, their communicative competence, and comfort-level communicating in English. Some believe that online forums may help ESL students feel more comfortable using English than in a traditional face-to-face setting. This mixed method study will further explore if web-based communication tools increase ESL students participation in course discussions and decrease anxiety when using expressive language. Keywords: online communication, ESL, English Language Learners, discussion board, web-based education, language anxiety

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Online Communication and English Language Learners: Can Web-Based Tools Reduce Language Anxiety? English language learners (ELLs) face numerous obstacles that can affect their learning (Pappamihiel, 2002). Research shows language anxiety is one these, and some say it is the most pervasive obstruction to the learning process and central[among] factors contributing tolearner achievement (Mak, 2011). According to several studies cited in Mak (2011) speaking in class is one of the most prominent concerns of ELLs. Students anxiety can negatively impact their attitude about English, learning, and speaking. A connection between students achievement and acquisition of English has been linked to anxiety or language apprehension (Mak, 2011). Horwitz, Horwitz, and Cope (1986) wrote one of the foundational works on foreign language anxiety, describing it as a distinct variable in language learning, and developed the Foreign Language Classroom Anxiety Scale, which is still used today (Woodrow, 2006; Horwitz et al., 1986; Chakrabarti & Sengupta, 2012). Literature Review Because anxiety associated with speaking a second language can have an adverse affect on learning and mastering the second language, it is an important topic in the field of educational research (Chen & Lee, 2011; Mak, 2011). Chen and Lee further discuss the role emotions, and therefore anxiety, can negatively impact attention, memory, and schema building. Their study utilized various innovative technologies to gather data about students emotions in a web-based environment. They concluded that using an embedded human emotion recognition system to support teachers efforts to reduce language anxiety (Chen & Lee, 2011). Yildiz and Bichelmeyers study attempts to find the effect of computer-mediated communication on participation in classroom discussions. They cite work which proposes that web-based

,-./-0&1,223-/145/,-&4-6&0..7& instruction creates a leveling effect to equalize the students and instructor without worry of interruptions and similar etiquettes. Each of the studies consulted, dealt with small sample sizes which reduce generalizability (Ware, 2004; Yildiz & Bichelmeyer, 2003, Zha, et al., 2003). Significance of Study The rising accessibility and quality of web-based courses and supplemental resources increased the popularity of online instruction among many university students. While researchers have studied ELLs language anxiety for decades and suggestions have been made to ease students apprehension, they are still trying to determine the connection of students attitudes and achievement. Horwitz, Horwitz, and Cope emphasize the unique nature of the language learning process, which can produce feelings and apprehension that are complex and distinct (Woodrow, 2006). Language anxiety is different from other psychological student attitudes that affect learning, so additional research in this area is necessary to reach conclusions to help ESL students; and innovative technologies and progressive instructional designs will add new perspectives and questions to education research. This issue is also increasingly significant for United States universities as the rate of international students enrolled increases significantly each year (Yildiz & Bichelmeyer, 2003). Research Questions This study asks two research questions concerning ESL students use of online communication tools. Q1: Do web-based discussion settings increase ESL students participation in class discussions (in contrast to traditional classroom-based settings)? Q2: Do web-based discussion settings decrease ESL students language anxiety and apprehension?

,-./-0&1,223-/145/,-&4-6&0..7& Method This will be a mixed method study, utilizing both quantitative and qualitative measures to address the two research questions and gain a more comprehensive picture of relation in online communication and language anxiety. The first research questiondo web-based discussion settings increase ESL students participation in class discussions?will be studied with through quantitative data; and the seconddo web-based discussion settings decrease ESL students language anxiety and apprehensionwill be measured with qualitative methods. Design: Correlational study, survey and naturalistic observation Sample: ELL Students in a United States university, enrolled in requisite freshman course (mainstream). One section of course will be classroom-based and one section will be web-based. random; students with different language and educational backgrounds. Control group, students enrolled in traditional setting section; Experimental group, students enrolled in web-based section Independent variables: course student enrolled in, English proficiency Dependent variables: language anxiety, participation in discussion, course format Procedures: Students will participate in class discussions as part of their participation grade in course (classroom and web). Researcher will record each students number of contributions in both settings. Data will be collected throughout the entire semester. Students will also complete the Foreign Language Classroom Anxiety Scale (Horwitz, et al. 1986) at midterm and end-of-term. Analysis: Data will be analyzed to determine the correlations between participation and course format. FLCAS percentages will be synthesized within each group to determine if students in experimental group have lower percentages than control group.

,-./-0&1,223-/145/,-&4-6&0..7& Qualitative methods: Students will provide feedback in personal journals expressing their thoughts and feelings about their language anxiety and apprehension during discussions. This allows the researcher to ascertain students attitudes and perception of anxiety. Mixed method provides researcher with more comprehensive findings, which will more accurately reflect students feelings by obtaining their input. Students will report in journals during a short period after each discussion to reflect on their self-perceived language anxiety. To establish trustworthiness, researcher will conduct individual interviews (via, same format as class discussions) end-of-term to validate journal entry data. Anticipated Results Findings are expected to meaningfully support research questions. The correlational study will result in a positive correlation, or no correlation, among students in the web-based section and negative correlation with students in the classroom-based section. It is expected that web-based discussions will result in increase of students participation in class discussions, compared to traditional setting. In line with these findings, it is expected that there will be a significant difference in the responses on FLCAS, as students are expected to report less anxiety when participating in web-based discussions and higher levels of anxiety in face-to-face settings. Qualitative findings are expected to result similarly to FLCAS. It is hypothesized that students in web-based course will record fewer negative entries concerning their apprehension, more positive reflections of their comfort-levels, and report they felt lower levels of language anxiety throughout semester during final interview.

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References Chakrabarti, A., & Sengupta, M. (2012). Second Language Learning Anxiety and Its Effect on Achievement in the Language. Language In India, 12(8), 50-78. Retrieved from http://libproxy.library.unt.edu:2063/ehost/detail?sid=861fd30b-9e9f-4805-8b4c2f124991246b%40sessionmgr13&vid=2&hid=6&bdata=JnNjb3BlPXNpdGU%3d#db=uf h&AN=80037756 Chen, C.M., & Lee, T.H. (2011). Emotion recognition and communication for reducing secondlanguage anxiety in a web-based one-to-one synchronous learning environment. British Journal of Education Technology, 42(3), 417-440. doi: www.dx.doi.org/ 10.1111/j.14678535.2009.01035.x Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986) Foreign language classroom anxiety. The Modern Language Journal, 70(2). Retrieved from http://www.jstor.org/stable/327317. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese esl learners. System, 39(2), 202-214. doi: www.dx.doi.org/10.1016/j.system.2011.04.002 Pappamihiel, N.E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36(3), 327-355. Retrieved from http://libproxy.library.unt.edu:2055/docview/215358234 Ware, P.D. (2004). Confidence and competition online: Esl student perspectives on web-based discussions in the classroom. Computers and Composition, 21(4), 451-468. doi: www.dx.doi.org/10.1016/j.compcom.2004.08.004 Woodrow, L. (2006). Anxiety and Speaking English as a Second Language. RECL Journal, 37(3), 308-328. doi: www.dx.doi.org/10.1177/0033688206071315

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Zha, S., Kelly, P., Park, M.K., Fitzgerald, G. (2006). An investigation of communicative competence of esl students using electronic discussion board. Journal of Research on Technology in Education, 38(3), 349-367. Retrieved from http://libproxy.library.unt.edu:2055/docview/274693218 Yildiz, S. & Bichelmeyer, B.A. (2003). Exploring electronic forum participation and interaction by efl speakers in two web-based graduate-level courses. Distance Education, 24(2), 175-193. doi: www.dx.doi.org/10.1080/0158791032000127464