Video Tabanlı Bireysel Konuşma Görevlerinin Yabancı Dil Konuşma Kaygısı Üzerindeki Etkisi
The Effect of Video-Based Individual Speaking Tasks on Speaking Anxiety among Learners of French as a Foreign Language

Summary/Abstract: This study examined changes in the speaking anxiety levels of university students learning a foreign language following video-based individual speaking tasks. The study employed a one-group pretest-posttest preexperimental design within a quantitative research framework. The study group consisted of 25 first-year students at the Faculty of Tourism at Anadolu University who had just begun learning French. Over the course of one semester, the participants were assigned a total of eight video speaking tasks, each lasting approximately one minute and designed at the A1 proficiency level. Speaking anxiety was measured using an adapted version of the English Speaking Anxiety Scale originally developed by Woodrow (2006) and later translated into Turkish by Alkan, Bümen, and Uslu (2019), with the item wording adjusted to reflect the context of learning French. The findings indicated a significant decrease in posttest scores compared with pretest scores (t(24) = -7.96, p < .001; d = 1.59). The results suggest that video-based individual speaking tasks may be an effective practice for reducing speaking anxiety.

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