Speaker
Presenter bio(s) 40-50 words each 略歴(全員) 各60-80字
Bio: Emily Choong is a lecturer at Utsunomiya University and a Master’s candidate. Her research interests include language anxiety, identity in language learning, and inclusive curriculum design. She has been actively engaged in JALT since 2019, serving in local and national roles and contributing as a conference volunteer.
Abstract (150-300 words) 要旨 (300-500字)
As English language classrooms continue to change (Gurney & Michaud, 2024), understanding learners’ emotional and communicative experiences has become increasingly important. Grounded in Foreign Language Anxiety (Horwitz et al., 1986), this qualitative study investigates how Japanese undergraduates experience English speaking anxiety and negotiate their voices across in-person and online learning environments. Eight semi-structured interviews were conducted following a larger survey. Data were analyzed through thematic analysis to identify emerging themes in learners’ English speaking experiences. The findings revealed a persistent tension: while students reported higher anxiety in face-to-face speaking classes, they still preferred in-person learning for clearer communication, natural conversational flow, and stronger interpersonal connection. At the same time, online classes provided emotional comfort and reduced performance pressure, yet technical issues, limited non-verbal cues, and difficulties following peer contributions often constrained meaningful participation. These findings highlight how learning modes shape students’ opportunities to express themselves and develop confidence in speaking. The study calls for educators to design learning environments that actively support the growth of learner voice by fostering psychological safety, meaningful interaction, and inclusive participation, enabling students to engage more fully and authentically as they navigate the complexities of communicating in another language.
| What type of student are you? 当てはまるものを選んでください | Full-time MA 全日課程修士学生 |
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