This study investigates the causes and manifestations of foreign language speaking anxiety among Moroccan 2nd year baccalaureate students and the strategies that can help reduce it. It aims at examining students’ and teachers’ beliefs regarding the use of information communication technology (ICT henceforth) enhanced speaking activities as a possible strategy that can alleviate foreign language speaking anxiety. To achieve this aim, the study employed a convergent mixed method design in which two questionnaire surveys, focus-group interviews and direct classroom observations were used to collect data from a sample of 212 students and 34 teachers. The results obtained reveal that second year baccalaureate students demonstrate moderate levels of foreign language classroom anxiety (N: 218, Mean: 97.67, S D = 21.519), as measured by the Foreign Language Classroom Anxiety Scale (FLCAS), and a high level of speaking anxiety (N=218, Mean= 47.55). Moreover, the study yielded thorough lists of perceived causes of foreign language speaking anxiety and strategies which can help alleviate it. Different speaking anxiety manifestations were also identified. Additionally, this study revealed that teachers and students hold opposite beliefs regarding the use of ICT enhanced activities to reduce FL speaking anxiety.
Soumia Bouddage, Mohamed Elfatihi
English as a foreign language, EFL speaking anxiety, Moroccan students