Affiliation:
1. Suzhou Wuzhong District Yi Jian He Experimental Primary School, China
2. Xi'an Jiaotong-Liverpool University, China
Abstract
This study explores student perceptions of synchronous online oral English classes, focusing on how the functionalities of digital platforms influence their language anxiety and the development of speaking skills. To gather both quantitative and qualitative insights, the study employs questionnaires and semi-structured interviews, involving 91 higher education students from various majors, all of whom have experienced synchronous online oral classes. Analysis reveals a notable trend: students with lower levels of oral English proficiency tend to perceive greater improvement in their speaking abilities in these classes compared to their more proficient counterparts. Interestingly, the camera feature is identified as the primary source of language anxiety, while tools such as microphones, breakout rooms, text chatboxes, and individual text/voice/video chat functions are deemed most effective for fostering speaking skills. Besides presenting student perspectives on online speaking courses, this paper acknowledges its limitations and suggests avenues for future research.