BRIDGING IN-CLASS AND OUT-OF-CLASS LEARNING THROUGH PODCASTINTERTWINED COLLABORATIVE TASKS TO REDUCE EFL SPEAKING ANXIETY AMONG HIGHER PROFICIENCY LEARNERS

Abstract

Although speaking anxiety among foreign language learners at lower levels of proficiencyhas been extensively studied, far too little attention has been paid to learners at moreadvanced levels like student teachers enrolled in English Language Teaching (ELT)programs. However, speaking in the target language is a complicated mental processinfluenced by several other factors than proficiency. The present study has aptly beenundertaken due to considerable reticence on the part of student teachers in communicativeactivities. An action plan was initiated to identify the sources of student teachers’ avoidancebehaviors in oral production and address the concerns generated by these factors. An openended survey, journals, overall reflection papers and field notes were employed to gaininsights as to the research process. Analysis of qualitative data revealed that student teacherswere susceptible to experiencing anxiety in oral production due to personal and interpersonalissues, and they were positive in their perceptions of the planned intervention since it helpedthem build a sense of community in their classroom and enhance their self-esteem. Thesefindings suggest several courses of action for language practitioners and teacher traininginstitutions.