Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
Author:
Affiliation:
1. Guangdong University of Foreign Studies , Guangzhou , China
2. Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies , 2 Baiyun Avenue , Baiyun District , Guangzhou 510420 , China
Abstract
Funder
National Social Science Fund of China
Publisher
Walter de Gruyter GmbH
Subject
Linguistics and Language,Language and Linguistics
Link
https://www.degruyter.com/document/doi/10.1515/iral-2023-0161/pdf
Reference47 articles.
1. Amirian, Seyed Mohammad Reza & Elaheh Tavakoli. 2016. Academic oral presentation self-efficacy: Across-sectional interdisciplinary comparative study. Higher Education Research and Development 35(6). 1095–1110. https://doi.org/10.1080/07294360.2016.1160874.
2. Bankowski, Elizabeth. 2010. Developing skills for effective academic presentations in EAP. The International Journal of Teaching and Learning in Higher Education 22(2). 187–196.
3. Barrett, Neil E. & Gi-Zen Liu. 2016. Global trends and research aims for English academic oral presentations: Changes, challenges, and opportunities for learning technology. Review of Educational Research 86(4). 1227–1271. https://doi.org/10.3102/0034654316628296.
4. Barrett, Neil E. & Gi-Zen Liu. 2019. Factors that influence the development and performance of academic oral presentations using a blended learning environment. Journal of Computer Assisted Learning 35(6). 708–720. https://doi.org/10.1111/jcal.12376.
5. Bielak, Jakub. 2022. To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task. Language Teaching Research. https://doi.org/10.1177/13621688221079319.
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