1 Voices of Elementary-Level ELLs: Examining Speaking Anxiety and Potential Strategies for Support by Bailey Winter A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in Instruction and Curriculum Planning WEBER STATE UNIVERSITY Ogden, Utah August 21, 2023 Approved Katarina Pantic, Ph.D. Jadelyn Abbott, Ed.D. David Byrd David Byrd (May 20, 2024 15:04 MDT) David Byrd, Ph.D. 2 3 Introduction One significant problem that persists within the educational landscape is the prevalence of foreign language speaking anxiety (FLSA) among English Language Learners (ELL) (Horwitz et al., 1986). A study conducted by Horwitz et al. (1986) reported that approximately 63% of foreign language learners experienced some level of speaking anxiety. This phenomenon, often characterized by fear of speaking and lack of confidence in oral communication, poses a considerable obstacle to the language acquisition process for ELL students (Yashima, 2002). Research indicates that speaking anxiety can significantly impede language acquisition (Yashima, 2002) and restrict students' participation in classroom discussions and collaborative learning activities (Horwitz et al., 1986). The same authors also reported that the social and emotional well-being of ELL students is also impacted, as speaking anxiety can lead to feelings of isolation, low self-esteem, and limited opportunities for authentic language practice. It is crucial to address speaking anxiety by implementing strategies that not only alleviate speaking anxiety but also empower ELL students to confidently engage in oral communication. This fosters their overall linguistic development and promotes their integration within academic and social contexts. Significant research has been conducted to investigate the issue of speaking anxiety among ELL students. Numerous studies have examined the causes, factors, and possible interventions to alleviate this problem. Some research has focused on identifying individual factors, such as language proficiency (e.g., Binti et al., 2018; Debreli & Demirkan, 2015), gender (e.g., Debreli & Demirkan, 2015; Öztürk & Gürbüz, 2013), and learner motivation (e.g., Debreli & Demirkan, 2015; Mede & Karairmak, 2017; Öztürk & Gürbüz, 2013), all of which contribute to speaking anxiety. Other studies have explored the role of classroom environments (e.g., Aliyu 4 et al., 2019; Chahrazad & Kamel, 2022; He, 2017), and teaching methodologies (e.g., Aliyu et al., 2019; Balgos, 2020; Chen & Hwang, 2020; Hamzaoğlu & Koçoğlu, 2016; Ramamuruthy, 2019) as well as how those exacerbate and or mitigate speaking anxiety among ELL students. While previous research has shed light on the complexities of this issue, most of the studies are done on the secondary or college level. There is a need to expand our understanding of elementary level ELLs and explore innovative approaches to address speaking anxiety comprehensively. In order to address the existing gap in the literature and contribute to a comprehensive understanding of FLSA, this study aims to investigate the factors contributing to speaking anxiety among ELLs at the elementary level. Specifically, the research will focus on identifying the causes and some sources of speaking anxiety from the perspective of elementary school students. By focusing on the elementary school level, this research seeks to shed light on the unique challenges and experiences that young ELL students encounter in relation to speaking anxiety. This is particularly crucial, as the early stages of language acquisition and development can significantly impact a student's future language learning trajectory. Research Questions 1. What are some factors contributing to speaking anxiety among ELLs at the elementary level? 2. What are the students’ ideas and suggestions on strategies that could potentially alleviate or eliminate speaking anxiety? Literature Review Many studies show that ELL students expressed anxiety about speaking in front of others, particularly their peers (e.g., Debreli & Demirkan, 2015; Horwitz et al., 1986; Tsiplakides et al., 5 2009). College students often reported experiencing confusion and apprehension when faced with the task of speaking in their second language (e.g., Ataiefar & Sadighi, 2017; Horwitz et al., 1986). Some prominent causes of FLSA were found to be the fear of negative evaluation, which encompasses concerns about being judged by both peers and teachers (e.g., Ansari, 2015; Ataiefar & Sadighi, 2017; Balemir, 2009; Chahrazad, 2022; Mak, 2011; Pabro-Maquidato, 2021; Tsiplakides et al., 2009) and the fear of being laughed at by peers (e.g., Ansari, 2015; Ataiefar & Sadighi, 2017; Chahrazad, 2022; Debreli & Demirkan, 2015; Hadziosmanovic, 2012; PabroMaquidato, 2021). Research has also found that students' lack of proficiency in English (e.g., Hadziosmanovic, 2012; Pabro-Maquidato, 2021) and fear of failure have the potential to induce or exacerbate anxiety in language learners (e.g., Balemir, 2009; Horwitz et al., 1986; Mak, 2011). Finally, several studies found that the fear of making mistakes is a common source of anxiety for ELLS identified in the literature (e.g., Chahrazad, 2022; Debreli & Demirkan, 2015; Hadziosmanovic, 2012; Ozkan, 2019; Pabro-Maquidato, 2021; Tsiplakides et al., 2009). Some Factors Affecting Anxiety Levels We know that males and females learn and grow physically and mentally at different rates. This raises questions for many researchers on whether or not gender can affect something like speaking anxiety. Gender differences in FLSA have been investigated in several studies (e.g., Debreli & Demirkan, 2015; Hwa & Peck, 2017; Marzec-Stawiarska, 2014; Öztürk & Gürbüz, 2013). Marzec-Stawiarska (2014) found that while there were no significant gender differences in the overall level of speaking anxiety, certain factors, patterns of interaction, and speaking activities showed gender-related variations in the anxiety levels of these college students. Hwa and Peck (2017) reported that college females experienced higher levels of 6 speaking anxiety than college males among English as a second language learners in a Malaysian context. However, Debreli and Demirkan (2015) found that the majority of university students, regardless of gender, experienced a low level of speaking anxiety. Öztürk and Gürbüz (2013) observed that female college students had higher levels of speaking anxiety compared to male students, while both genders had moderate levels of motivation. These findings suggest that gender can influence speaking anxiety to some extent, with females generally exhibiting higher anxiety levels. Several studies have investigated the relationship between motivation and self-efficacy which refers to students' beliefs in their ability to succeed in language learning tasks, on FLSA (e.g., Debreli & Demirkan, 2015; Bensalem, 2018; Mede & Karairmak, 2017; Öztürk, 2012). Debreli and Demirkan (2015), for example, found that the role of self-esteem and a positive attitude toward making mistakes as part of the learning process helped reduce anxiety levels. In the study by Bensalem (2018), higher self-efficacy levels were associated with lower anxiety, while greater proficiency in English was linked to reduced anxiety levels. These findings suggest that students who have a positive attitude towards making mistakes as part of the learning process and believe in their language skills are likely to experience lower levels of anxiety. In Mede and Karairmak's (2017) study, they found that higher levels of English self-efficacy were associated with lower levels of FLSA. This suggests that students with greater confidence in their English-speaking abilities are less likely to experience anxiety in the foreign language classroom. Motivation also plays a significant role in FLSA. Öztürk (2012) found that as students' motivation to learn a foreign language increased, their level of speaking anxiety tended to decrease. Silent Period 7 In the realm of second language acquisition (SLA), the concept of the "silent period" has drawn significant attention. The silent period refers to a phase during language acquisition where learners, particularly young children, engage in active listening and comprehension before transitioning into verbal production (Krashen, 1981). During this phase, learners build up their acquired competence by actively listening to the target language. The silent period may extend for several months, allowing learners to internalize linguistic patterns, vocabulary, and pronunciation (Krashen, 1981). This pressure to speak prematurely, before the acquired competence is fully developed, can lead to heightened speaking anxiety (Krashen, 1981). Classroom Environment Several studies have emphasized the importance of creating a supportive and interactive classroom environment to alleviate students' FLSA (e.g., Aliyu et al., 2019; He, 2017). Aliyu et al. (2019), for instance, found that class interactions significantly reduced speaking anxiety among participants. The study highlighted the role of a supportive environment in promoting positive learning outcomes and reducing anxiety. Similarly, He (2017) found that a relaxed and friendly atmosphere, along with various teaching strategies employed by the teacher, helped college students cope with FLSA. These findings underline the significance of a conducive classroom atmosphere in alleviating anxiety. The role of teachers was also found to be crucial in shaping students' anxiety levels (e.g., Chahrazad & Kamel, 2022; He, 2017). He (2017), for example, found that teachers who exhibited supportive characteristics, such as being friendly, humorous, knowledgeable, patient, and lively, have been identified as beneficial in reducing FLSA. In the same study, college students were also found to appreciate teachers who enhanced their interest in the subject, employ different teaching strategies, and create a positive learning environment. Chahrazad and 8 Kamel (2022) additionally found that teachers' assistance and support, including providing words of guidance, were essential in boosting students' confidence in speaking. In other words, the teacher's role in nurturing students' situational self-esteem and self-confidence was emphasized by the college students in their study. Teaching Methodologies One approach that has shown promise in reducing speaking anxiety is the use of class interactions (discussions) and oral presentations (Aliyu et al., 2019). Aliyu et al. (2019), in their study with undergraduates, found that class interactions and oral presentations significantly reduced participants' speaking anxiety levels. Another technology-enhanced approach that has yielded positive results is the use of podcasts (Hamzaoğlu & Koçoğlu, 2016). In their study with high school students, these authors found that the students who created podcasts demonstrated higher oral performance and experienced lower levels of speaking anxiety compared to those who did not create podcasts. Drama-based workshops have also shown promise in alleviating speaking anxiety (Balgos, 2020). Balgos (2020) found that college students benefited from participating in drama activities, as they became more relaxed, confident, and motivated to improve their English-speaking skills. While some studies have explored the impact of specific methodologies, such as concept mapping-based flipped learning (Chen & Hwang, 2020) or the task-based approach (Ramamuruthy, 2019), the findings of those studies have been mixed. Concept mapping-based flipped learning combines the flipped classroom approach with the use of concept maps. Students review instructional materials before class and create concept maps to visualize key concepts and relationships. In class, these maps serve as a foundation for active learning activities and discussions. Chen and Hwang (2020) found that a concept mapping-based flipped 9 learning approach did not significantly reduce speaking anxiety. Task-based approaches simulate real-world language use, encouraging learners to communicate and problem-solve authentically. Ramamuruthy (2019) found that although the task-based approach was effective in decreasing anxiety in the ESL classroom, it did not result in a significant reduction. These findings suggest that the effectiveness of teaching methodologies in reducing speaking anxiety may vary and depend on multiple factors, including individual differences among learners. Incorporating mindfulness techniques in language instruction has also shown promise in reducing speaking anxiety. Charoensukmongkol (2019) found that higher levels of trait mindfulness and state mindfulness were associated with lower levels of ESL public speaking anxiety. Additionally, the use of technology, such as virtual reality (VR) and artificial intelligence (AI), has shown the potential in reducing speaking anxiety. Chen (2022) found that the use of VR and instructional feedback generated by AI decreased participants' reports of public speaking anxiety. In summary, the literature reviewed underscores the prevalence and complexity of speaking anxiety among English Language Learners (ELLs). Studies highlight factors like fear of negative evaluation, lack of English proficiency, fear of failure, and gender differences in anxiety levels. Motivation, self-efficacy, classroom environment, and teaching methodologies also play crucial roles. While interventions such as class interactions, technology use, dramabased workshops, and mindfulness techniques show promise in reducing speaking anxiety, their effectiveness varies based on individual and contextual factors. Future research should focus on developing tailored strategies to effectively address speaking anxiety and enhance language learning experiences for ELLs. Methodology 10 As a reminder, this study aims to investigate factors contributing to speaking anxiety among ELLs at the elementary level, with a specific focus on identifying some of the causes and sources of speaking anxiety and their ideas on what can help. By examining the unique challenges and experiences that young ELLs encounter in relation to speaking anxiety, this research seeks to address the existing gap in literature and contribute to a comprehensive understanding of FLSA within the context of elementary education. Participants This study involved elementary-level ELLs from a school in Northern Utah who are part of the Newcomer program. This program is for students who are new to the United States and come from a country where their native language is not English. They are eligible for this program during their first two years in the United States. For this study, I recruited students from the Newcomer program. During the 2023/2024 academic year, 88% (40) of the 45 students in this program consisted of native Spanish speakers. Since native Spanish speakers made up most of the group, and since I am fluent in Spanish myself, I decided to primarily focus on them. This choice was made for practical reasons, ensuring clear communication and understanding for all participants. To be more specific, 24 students participated in this study. These 24 students (see Table 1) were chosen for a variety of reasons. First reason, as I mentioned above, was my fluency in their native language, Spanish. Second, only students whose parents and or guardians provided permissions (i.e., informed consent) for their child to participate were included. Finally, using 24 students allowed me to use 6 students from each of the following grades third, fourth, fifth and sixth from the Elementary Newcomer program. Their ages range from eight to twelve years old. With the total being 12 11 females and 12 males. The participants for this study come from multiple different nationalities to ensure a diverse representation of cultural backgrounds. Table 1 Participant Characteristics Participant Pseudonym Gender Grade Nationality Interview Participation Ailene Female 3 Mexican Felicia Female 3 Mexican Sandy Female 3 Mexican x Alvin Male 3 Mexican x Eden Male 3 Peruvian x Steven Male 3 Venezuelan Calvin Male 4 Mexican Albert Male 4 Mexican Marshall Male 4 Venezuelan Sadie Female 4 Venezuelan x Bianca Female 4 Mexican x Nora Female 4 Bolivian Savannah Female 5 Venezuelan Katherine Female 5 Indian Dorathy Female 5 Colombian Jeremy Male 5 Venezuelan Alec Male 5 Bolivian John Male 5 Mexican x Samson Male 6 Salvadorean x Carl Male 6 Honduran x x x 12 Andrew Male 6 Venezuelan x Heather Female 6 Guatemalan x Vanessa Female 6 Venezuelan Elena Female 6 Guatemalan Data Collection After receiving an IRB approval from both Weber State University and the school district, I distributed informed consents to the Newcomers group. Out of 45 students in this group, 27 returned their informed consents. Out of those 27 I chose 24 to create a balance between gender and grade level. To examine the factors contributing to speaking anxiety among ELLs, two primary data collection methods were employed: a survey adapted from the Horwitz Speaking Anxiety Scale (see Appendix A) and semi-structured interviews (see Appendix B). First, the Horwitz Speaking Anxiety Scale (Horwitz et al., 1986), a well-validated instrument widely used in language learning (e.g. Altin & Saracaoglu, 2019; Ataiefar & Sadighi, 2017; Balgos, 2020; Bensalem, 2018; Debreli & Demirkan, 2015; Enisa & Karairmak & Karairmak, 2017; Marzec-Stawiarska, 2014; Öztürk, 2012) and English as a Second Language research (e.g. Binti et al., 2018; Hwa & Peck, 2017; Mak, 2011; Ramamuruthy, 2019; Pabro-Maquidato, 2021) even today, was administered to all 24 participants. The scale assesses anxiety related to speaking in the target language and is designed to help identify specific triggers and manifestations of anxiety in language learners (Horwitz et al., 1986). I translated this scale into Spanish in order to read it to the participants in their native language to ensure that they understand the questions. This quantitative data collection technique provided valuable insights into the levels of speaking anxiety that elementary ELL students experience. 13 Next, interview data (see Appendix B for the interview protocol) was collected through semi-structured interviews with 12 of the 24 participants (see Table 1). Three students from each grade were chosen with the requirement that one student had high anxiety, one had moderate anxiety, and one had low anxiety, according to their survey results. The interviews were conducted in a comfortable and supportive environment in their native language, allowing the students to express their thoughts and feelings openly. The interview questions were carefully designed to encourage participants to share their ideas and suggestions on strategies that could potentially alleviate or eliminate speaking anxiety. Interviews were audio recorded and transcribed verbatim. The participants’ confidentiality and anonymity were strictly maintained throughout the research process, with pseudonyms being used to protect their identities. All of the data has been stored securely. Data Analysis A mixed-methods approach was utilized to analyze the collected data, combining both quantitative and qualitative data analysis techniques. The quantitative data adapted from the Horwitz Speaking Anxiety Scale was subjected to statistical analysis. Descriptive statistics, such as means and frequency distributions, were calculated to determine the overall levels of speaking anxiety experienced by the ELL participants in this study. The qualitative data from the interviews were analyzed using a mixture of open and In Vivo coding (Patton, 2002). The transcripts were thoroughly reviewed to identify utterances related to the causes and sources of speaking anxiety. In this phase, I identified ten codes for RQ1, which focuses on factors contributing to speaking anxiety, and 36 codes for RQ2, which focuses on identifying strategies that helped with speaking anxiety. These codes were organized into two categories for RQ1 (Performance and Cognitive/Communication) and four categories 14 for RQ2 (What others can do, What the student can do, Activities to do, and Other) to gain a deeper understanding of the ELL students' experiences with speaking anxiety and their suggestions for coping mechanisms. Results Demographics The participants in this study were drawn from a diverse range of nationalities and grade levels, reflecting the multicultural composition of the elementary-level English Language Learners (ELLs) enrolled in the Newcomer program at a school in Northern Utah. The participant sample included individuals from various nationalities, such as Honduran (4.17%), Mexican (33.33%), Guatemalan (8.33%), Venezuelan (29.17%), Bolivian (8.33%), Salvadoran (4.17%), Peruvian (4.17%), Indian (4.17%), and Colombian (4.17%) backgrounds. Additionally, the participants were evenly split across the 3rd (25%), 4th (25%), 5th (25%), and 6th (25%) grade levels, as well as male (50%) and female (50%) (see Table 1 for more details). Questionnaire Based on the results of the questionnaire administered to the 24 students in the study, it was found that speaking anxiety levels varied among the participants. Analysis revealed that 16.66% of the students tested high for speaking anxiety, while 33.33% tested moderate and 50% tested low. Further analysis of the data by gender revealed no discernible pattern, as there was an equal distribution of speaking anxiety across genders (see Table 2). Additionally, the analysis by grade level showed varying patterns of speaking anxiety (see Table 3). These findings highlight the variability in speaking anxiety levels among elementary-level English Language Learners (ELLs), with different gender and grade-level distributions. Table 2 15 Anxiety Differences Among Genders Anxiety Level Male Female High 3 1 Moderate 2 6 Low 7 5 Table 3 Percentage Of Speaking Anxiety Among Grade Levels Grade Low Anxiety % Moderate Anxiety % High anxiety % 3rd 50 33.33 16.67 4th 16.67 66.66 16.67 5th 66.66 16.67 16.67 6th 50 33.33 16.67 Interview Data Research Question 1 (RQ1) Research question one focused on identifying the factors contributing to speaking anxiety among English Language Learners (ELLs). It examines the specific situations or contexts in which ELL students experienced heightened anxiety when speaking in English. Even though the findings for this RQ were limited (n=10 codes), I did get some insight into ELLs’ thoughts on this matter. Findings for RQ1 were organized into two groups: Performance and Cognitive/Communicative. Performance. In this study, the "performance" category referred to the anxiety that rose from the pressure or expectation of speaking in front of others or speaking aloud. It encompassed situations where individuals were required to communicate verbally in a public or semi-public 16 setting, such as delivering presentations, participating in discussions, or performing tasks that involved speaking. One student in particular stated, “Cuando necesito hacer un trabajo enfrente de todos, me pongo nerviosa que ya me falta hasta el aire” [English translation (by Author): “When I need to perform a task in front of others, I get so nervous that I can barely breathe.”] (Vanessa, 6th). For this student, it did not matter what kind of work she had to do in front of people. The performance itself made her so nervous she felt like she could not breathe. Other students reported that anxiety arose when they had to present in front of others, had to speak out loud to a teacher, do an assignment on TV, or when they had to practice the phrases they learned in front of other people. Something that all of these situations have in common is that the students are required to speak the foreign language (English) in front of other people. Whether it is in front of the whole class, or in front of a couple of their peers, the anxiety was still there. Cognitive/Communicative. In this study, the "Cognitive/Communicative" category referred to instances where speaking anxiety arose due to cognitive challenges or communication breakdowns experienced by students. Many students reported feeling anxious when they encountered confusion, struggled to understand something, or experienced difficulty in being understood by others while speaking. A common scenario contributing to anxiety was the students' first day at school in America, as expressed by Alvin, who said, “La vez que llegué a la escuela porque no entendí nada.” [English translation: “The first time I came to school because I didn't understand anything.”] (Alvin, 3rd). Alvin's response echoed that of several other students who similarly experienced anxiety during their initial school days, often attributing it to their lack of comprehension and the absence of familiar peers. Research Question 2 (RQ2) 17 Research Question 2 focused on the student’s ideas and suggestions for strategies that could potentially alleviate or eliminate speaking anxiety. The results of RQ2 were not as limited (n=36 codes), creating a better idea of what may be able to help these students. Findings for RQ2 were organized into four groups: What others can do, What they can do, Activities to do, and Other. What Others Can Do. Participants expressed several ways that other people can help alleviate speaking anxiety among English Language Learners (ELLs). Many emphasized the importance of teacher support, asking for assistance and understanding from teachers in navigating linguistic challenges. Additionally, participants shared the importance of parental involvement, highlighting the significance of parental efforts to teach English and provide encouragement. Creating an environment of acceptance and respect was also mentioned. As one student stated, “cuando la gente no se burla de mí me siento más cómodo.” [English translation: When people don’t laugh at me I feel more comfortable.”] (Carl, 6th). Moreover, participants emphasized the importance of promoting English language usage and minimizing reliance on Spanish, thereby facilitating language memorization and proficiency. Finally, participants acknowledged the value of mentorship and friendship within the classroom, citing instances where a teacher's gesture of friendship or mentor's guidance positively influenced their sense of belonging and confidence in expressing themselves: “La maestra me dijo que me ayudaría y sería mi amiga y me sentí mejor cuando llegué aquí.” [English translation: “The teacher told me she would help me and be my friend and I felt better when I got here.”] (Bianca, 4th). What They Can Do. In terms of what students can do to manage speaking anxiety, participants shared a variety of effective coping strategies. Many emphasized the importance of self-awareness and calmness, such as breathing and trying to relax. Additionally, participants 18 highlighted the value of mental preparation, “Primero pienso en las cosas que voy a decir y después lo digo.” [English translation; “First I think about what I am going to say and then I say it.”] (Samson, 6th). Engaging in regular practice sessions, whether with family members or independently, was also identified as a key strategy for building confidence and fluency in English. Activities To Do. When it comes to activities that help decrease anxiety, multiple ideas were talked about. The biggest idea had to do with using games while learning and speaking English. Interactive games like Blooket, GimKit, or a modified version of GoFish provided a fun and engaging way to learn and use their English while decreasing anxiety levels. Similarly, utilizing language learning apps like Imagine Learning offered participants a structured platform for improving language proficiency at their own pace. Some students found it beneficial to write down their thoughts before speaking, allowing them to articulate their ideas more effectively. While a couple of them also mentioned that they would prefer to read their writing instead of remembering what to say. Additionally, participants highlighted the value of social support, noting that conversing with friends in English was less intimidating and provided a supportive environment for language practice. “Hablar con amigos. Si estoy con mis amigos, solo estoy con una persona y me entiende.” [English translation: “Talk with friends. If I'm with my friends, I'm only with one person and they understand me.” (Sadie, 4th). Other. Alternative strategies, although not fitting neatly into the established categories, were nonetheless valued by participants for their ability to help them manage their anxiety. For instance, speaking in front of a smaller group was less anxiety provoking for some students. Some students felt better when they could use a translator when trying to communicate in the 19 foreign language (English). The most repeated strategy for this category was the use of water. The students felt less nervous when they could get a drink of water before having to speak. Discussion Both the results from this project and the literature review show the importance of a supportive environment in managing speaking anxiety. Participants in this study emphasized the role of teachers, parents, and peers in creating an accepting and encouraging atmosphere, similar to findings in previous studies which found that classroom interactions, a friendly atmosphere, and a teachers’ assistance/guidance can alleviate anxiety (Aliyu et al., 2019; He, 2017; Chahrazad & Kamel, 2022). This suggests that social support and positive relationships play a crucial role in managing anxiety of ELL students in elementary settings. Performance anxiety among language learners was another similarity that could be found. Students in this study reported feeling anxious when speaking in front of others, similar to findings in previous studies which also found that anxiety arose when asked to speak in front of others (e.g., Horwitz et al., 1986; Tsiplakides et al., 2009). This suggests that the pressure of speaking in front of others is a common source of anxiety amongst all ages. There was a study conducted on whether or not oral presentations helped decrease foreign language speaking anxiety among undergraduate students (Aliyu et al., 2019). The practice and repetition of speaking in front of others eventually decreased some of their speaking anxiety but a project like this has not been done on the elementary level. However, we do know that speaking in front of others is a major cause of speaking anxiety. Marzec-Stawiarska (2014) discussed preparation before speaking showing that it can decrease anxiety levels. Data from the interview helped confirm that preparation before speaking was a form of managing anxiety. Something unique to the participants in this study is that they 20 expressed their form of preparation was writing what they wanted to say before having to say it. One of the students even enjoyed taking a video of herself before speaking in front of others. This helped us realize that there are many forms of preparation that can be unique to each individual. While both sources discuss coping strategies for managing speaking anxiety, this research project introduced a unique insight not mentioned in the literature review: the use of water. This suggests that language learners may use a variety of strategies to manage anxiety, including unconventional methods like drinking water to alleviate nervousness. Limitations One of the bigger limitations of this study is that it does not fully encompass ELLs as a whole. With the participants in this study being drawn from a specific program at a school in Northern Utah there could be differences from ELLs in other regions. The participants were also selected from the grades 3rd to 6th which is also a small portion of the ELL population. Using a bigger range of ELL students would provide a more comprehensive understanding of speaking anxiety and the effectiveness of coping strategies among ELLs from varied contexts. Another limitation of this study pertains to the data received during the interviews. While conducting the interviews, participants often responded with brief, single answers to the questions asked. Encouraging participants to provide more elaborate responses or multiple answers was challenging, resulting in a limited depth of qualitative data. An idea to help the students elaborate a little more is to give them some examples to help them think deeper about the questions. Application 21 The findings of this research project provide important insights into strategies that can help alleviate foreign language speaking anxiety. Based on the results from the participants it is important for teachers to remember that speaking in front of others brings anxiety to elementary level students. Because of this it can be beneficial to limit the amount of people they have to speak in front of until they are more confident. You can do this by creating small group discussions/presentations or having them speak in front of only you. Again this does not have to be permanent but can help alleviate anxiety until they are more confident in their ability to speak English in front of others. Teachers should do their best to create a supportive learning environment, one where students can feel safe, comfortable, and accepted while learning this new language. They need to be in a classroom where making mistakes is okay and no one laughs or makes fun of people's mistakes. This kind of environment will help alleviate speaking anxiety and help the student feel more confident to speak and try. While creating this environment, teachers need to remember to provide linguistic support to the ELLs facing speaking anxiety. Be patient with them and have them hear what they are supposed to say and then repeat it. If a student freezes, you can help them find the words they are forgetting. Practicing out loud with these students ahead of time can also boost their confidence. There are many activities for teachers to try in order to help their ELLs. Incorporating different interactive learning games will help enhance motivation and engagement while helping them learn the foreign language in a less stressful way. Some examples of these games are GimKit, Blooket, GoFish, etc. Using language learning apps like Imagine Learning or Duolingo is also a good way for students to learn the foreign language at their own pace based on where they are at. This will help increase their confidence in their ability to speak English, which will 22 help decrease anxiety. 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The Modern Language Journal, 86(1), 54-66. https://doi.org/10.1111/15404781.00136 28 Appendix A: Anxiety Scale (English Version) Yes Sometimes No 1. I never feel quite sure of myself when I am speaking in my foreign language class. 2. I don't worry about making mistakes in language class. 3. I tremble when I know that I'm going to be called on in language class. 4. It frightens me when I don't understand what the teacher is saying. 5. I start to panic when I have to speak without preparation in language class. 6. In language class, I can get so nervous I forget things I know. 7. It embarrasses me to volunteer answers in my language class. 8. I would not be nervous speaking the foreign language with native speakers. 9. I feel confident when I speak in foreign language class. 10. I am afraid that my language teacher is ready to correct every mistake I make. 11. I can feel my heart pounding when I'm going to be called on in language class. 12. I always feel that the other students speak the foreign language better than I do. 13. I feel very self‐conscious about speaking the foreign language in front of other students. 14. I get nervous and confused when I am speaking in my language class. 15. I get nervous when I don't understand every word the language teacher says. 16. I feel overwhelmed by the number of rules you have to learn to speak a foreign language. 17. I am afraid that the other students will laugh at me when I speak the foreign language. 18. I would probably feel comfortable around native speakers of the foreign language. 19. I get nervous when the language teacher asks questions which I haven't prepared in advance. 29 Appendix A: Anxiety Scale (Spanish Version) Sí A veces No 1. Nunca me siento muy seguro de mí mismo cuando hablo en mi clase de lengua extranjera. 2. No me preocupo por cometer errores en la clase de idiomas. 3. Tiemblo cuando sé que me van a llamar a la clase de idiomas. 4. Me asusta cuando no entiendo lo que dice el profesor. 5. Empiezo a sentir pánico cuando tengo que hablar sin preparación en una clase de idioma. 6. En la clase de idiomas, puedo ponerme tan nervioso que olvido cosas que sé. 7. Me da vergüenza ofrecer respuestas voluntarias en mi clase de idioma. 8. No me pondría nervioso hablar el idioma extranjero con hablantes nativos. 9. Me siento seguro cuando hablo en clase de lengua extranjera. 10. Temo que mi profesor de idiomas esté dispuesto a corregir cada error que cometa. 11. Puedo sentir los latidos de mi corazón cuando me van a llamar a una clase de idiomas. 12. Siempre siento que los demás estudiantes hablan el idioma extranjero mejor que yo. 13. Me siento muy cohibido al hablar un idioma extranjero frente a otros estudiantes. 14. Me pongo nervioso y confundido cuando hablo en mi clase de idioma. 15. Me pongo nervioso cuando no entiendo cada palabra que dice el profesor de idiomas. 16. Me siento abrumado por la cantidad de reglas que hay que aprender para hablar un idioma extranjero. 17. Tengo miedo de que los demás estudiantes se rían de mí cuando hablo el idioma extranjero. 18. Probablemente me sentiría cómodo con hablantes nativos de la lengua extranjera. 19. Me pongo nervioso cuando el profesor me hace preguntas que no he preparado en avance. 30 Appendix B: Interview Questions (English) 1. Tell me about a time when you felt nervous speaking in front of your classmates or teachers? How did you handle that situation? 2. What are some things that could help you feel more comfortable and less nervous when speaking in front of others? 3. Are there any things you've tried in the past to feel less nervous when speaking? Did any of them work well for you? 4. Can you think of any activities or experiences that you enjoy that involve speaking? What makes those situations different from the ones that make you anxious? 5. What do you think your teachers or parents could do to support you and help you feel more confident when you need to speak in public? 31 Appendix B: Interview Questions (English) 1. ¿Cuentame de una vez en la que te sentiste nervioso al hablar frente a tus compañeros o profesores? ¿Cómo manejaste esa situación? 2. ¿Cuál cosas pueden ayudarte a sentirte más cómodo y menos nervioso al hablar frente a otros? 3. ¿Hay alguna cosa que hayas probado en el pasado para sentirte menos nervioso al hablar? ¿Alguno de ellos funcionó bien para ti? 4. ¿Puedes pensar en alguna actividad o experiencia que disfrutes y que implique hablar? ¿Qué diferencia esas situaciones de las que te provocan ansiedad? 5. ¿Qué crees que podrían hacer tus profesores o tus padres para apoyarte y ayudarte a sentirte más seguro cuando necesites hablar en público? 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