東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Anxiety in Presentational and Interp...

Leydic, Angus.

Linked to FindBook

Google Book

Amazon

博客來

Anxiety in Presentational and Interpersonal Oral Tasks Face-to-face and Online.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Anxiety in Presentational and Interpersonal Oral Tasks Face-to-face and Online./
Author:	Leydic, Angus.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	102 p.
Notes:	Source: Masters Abstracts International, Volume: 82-02.
Contained By:	Masters Abstracts International82-02.
Subject:	Linguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832352
ISBN:	9798664726633

Anxiety in Presentational and Interpersonal Oral Tasks Face-to-face and Online.
Leydic, Angus.

Anxiety in Presentational and Interpersonal Oral Tasks Face-to-face and Online. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 102 p.

Source: Masters Abstracts International, Volume: 82-02.

Thesis (M.A.)--Illinois State University, 2020.

This item must not be sold to any third party vendors.

Within computer mediated communication, there has been a large focus on synchronous and asynchronous text-based methods and how it can be used to help oral proficiency and lower anxiety but very few studies have looked at how audio computer mediated communicative tasks affect anxiety. This study sets out to seek whether using audio computer mediated communication helps lower anxiety for beginner Spanish language students. In order to do so, three research questions are suggested: (1) How do participants' levels of FLA differ between presentational oral tasks completed in the classroom and presentational tasks completed in an online interface? (2) How do participants' levels of FLA differ between interpersonal oral tasks completed in the classroom and interpersonal tasks completed in an online interface? (3) What factors are associated with different levels of FLA in oral tasks completed in the classroom and oral tasks completed in an online interface? To answer these questions, two first-semester first-year Spanish classes completed one presentational oral task in the classroom and online, one interpersonal oral task in the classroom and online and completed an anxiety survey as well as answered open-ended questions after each task in order to better understand their thought processes. The overall results showed that when looking at fear of negative evaluation and communication apprehension, the participants indicated lower anxiety when completing online tasks. However, when looking at general anxiety, participants reported higher levels of anxiety.

ISBN: 9798664726633Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Computer mediated communication

Anxiety in Presentational and Interpersonal Oral Tasks Face-to-face and Online.
LDR:02705nmm a2200361 4500 001 2279530
005 20210823080238.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798664726633
035 $a (MiAaPQ)AAI27832352
035 $a AAI27832352
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leydic, Angus. $0 (orcid)0000-0003-1666-8809 $3 3557988
245 1 0 $a Anxiety in Presentational and Interpersonal Oral Tasks Face-to-face and Online.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 102 p.
500 $a Source: Masters Abstracts International, Volume: 82-02.
500 $a Advisor: Mir, Montserrat.
502 $a Thesis (M.A.)--Illinois State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Within computer mediated communication, there has been a large focus on synchronous and asynchronous text-based methods and how it can be used to help oral proficiency and lower anxiety but very few studies have looked at how audio computer mediated communicative tasks affect anxiety. This study sets out to seek whether using audio computer mediated communication helps lower anxiety for beginner Spanish language students. In order to do so, three research questions are suggested: (1) How do participants' levels of FLA differ between presentational oral tasks completed in the classroom and presentational tasks completed in an online interface? (2) How do participants' levels of FLA differ between interpersonal oral tasks completed in the classroom and interpersonal tasks completed in an online interface? (3) What factors are associated with different levels of FLA in oral tasks completed in the classroom and oral tasks completed in an online interface? To answer these questions, two first-semester first-year Spanish classes completed one presentational oral task in the classroom and online, one interpersonal oral task in the classroom and online and completed an anxiety survey as well as answered open-ended questions after each task in order to better understand their thought processes. The overall results showed that when looking at fear of negative evaluation and communication apprehension, the participants indicated lower anxiety when completing online tasks. However, when looking at general anxiety, participants reported higher levels of anxiety.
590 $a School code: 0092.
650 4 $a Linguistics. $3 524476
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language learning. $3 3436780
653 $a Computer mediated communication
653 $a Educational technology
653 $a Foreign language anxiety
653 $a Spanish
690 $a 0290
690 $a 0444
690 $a 0710
710 2 $a Illinois State University. $b Department of Languages, Literatures, and Cultures. $3 3276996
773 0 $t Masters Abstracts International $g 82-02.
790 $a 0092
791 $a M.A.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832352