Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments
Studies have explored strategies to reduce speaking anxiety; however, the role of teacher and peer support in influencing speaking anxiety and proficiency in online settings remains understudied. These issues are particularly significant in online education, where students may experience isolation...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Latvia Press
2025-04-01
|
| Series: | Baltic Journal of English Language, Literature and Culture |
| Subjects: | |
| Online Access: | https://journal.lu.lv/bjellc/article/view/2556 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849709901027213312 |
|---|---|
| author | Ahmad Tauchid |
| author_facet | Ahmad Tauchid |
| author_sort | Ahmad Tauchid |
| collection | DOAJ |
| description |
Studies have explored strategies to reduce speaking anxiety; however, the role of teacher and peer support in influencing speaking anxiety and proficiency in online settings remains understudied. These issues are particularly significant in online education, where students may experience isolation and decreased interaction, making supportive teaching practices essential. To address this gap, this study aims to investigate how teacher and peer support affect English as a Foreign Language learners’ speaking anxiety and proficiency. A true experimental design was employed, involving 26 students from a private university in Indonesia. Data were collected from speaking test scores and a closed-ended questionnaire administered before and after the intervention. Performed via IBM SPSS 22, the results of the paired sample t-test analysis revealed that learners who received both teacher support and peer support experienced a significant reduction in speaking anxiety, with a large effect size. Additionally, there was a significant improvement in speaking proficiency, with an exceptionally large effect size, highlighting the importance of teacher and peer support in enhancing speaking skills. These findings imply the importance of integrating teacher and peer support in language learning environments, particularly online settings, to foster a supportive and stress-reduced atmosphere that promotes learners’ psychological well-being, their speaking proficiency, and overall language acquisition success.
|
| format | Article |
| id | doaj-art-dbbaaea8834d4a08bed0a6a5d5cf1eaa |
| institution | DOAJ |
| issn | 1691-9971 2501-0395 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | University of Latvia Press |
| record_format | Article |
| series | Baltic Journal of English Language, Literature and Culture |
| spelling | doaj-art-dbbaaea8834d4a08bed0a6a5d5cf1eaa2025-08-20T03:15:05ZengUniversity of Latvia PressBaltic Journal of English Language, Literature and Culture1691-99712501-03952025-04-011510.22364/BJELLC.15.2025.09Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning EnvironmentsAhmad Tauchid0https://orcid.org/0000-0002-8216-7263Nahdlatul Ulama Sunan Giri University Studies have explored strategies to reduce speaking anxiety; however, the role of teacher and peer support in influencing speaking anxiety and proficiency in online settings remains understudied. These issues are particularly significant in online education, where students may experience isolation and decreased interaction, making supportive teaching practices essential. To address this gap, this study aims to investigate how teacher and peer support affect English as a Foreign Language learners’ speaking anxiety and proficiency. A true experimental design was employed, involving 26 students from a private university in Indonesia. Data were collected from speaking test scores and a closed-ended questionnaire administered before and after the intervention. Performed via IBM SPSS 22, the results of the paired sample t-test analysis revealed that learners who received both teacher support and peer support experienced a significant reduction in speaking anxiety, with a large effect size. Additionally, there was a significant improvement in speaking proficiency, with an exceptionally large effect size, highlighting the importance of teacher and peer support in enhancing speaking skills. These findings imply the importance of integrating teacher and peer support in language learning environments, particularly online settings, to foster a supportive and stress-reduced atmosphere that promotes learners’ psychological well-being, their speaking proficiency, and overall language acquisition success. https://journal.lu.lv/bjellc/article/view/2556teacher supportpeer supportspeaking anxietyspeaking proficiencyonline learning |
| spellingShingle | Ahmad Tauchid Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments Baltic Journal of English Language, Literature and Culture teacher support peer support speaking anxiety speaking proficiency online learning |
| title | Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments |
| title_full | Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments |
| title_fullStr | Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments |
| title_full_unstemmed | Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments |
| title_short | Teacher and Peer Support as Key Factors in EFL Learners’ Speaking Anxiety and Proficiency in Online Learning Environments |
| title_sort | teacher and peer support as key factors in efl learners speaking anxiety and proficiency in online learning environments |
| topic | teacher support peer support speaking anxiety speaking proficiency online learning |
| url | https://journal.lu.lv/bjellc/article/view/2556 |
| work_keys_str_mv | AT ahmadtauchid teacherandpeersupportaskeyfactorsinefllearnersspeakinganxietyandproficiencyinonlinelearningenvironments |