The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language

This study investigated the influence of asynchronous computer voice conferencing on learners' anxiety when speaking in a foreign language. The technology chosen was the voice board powered by Wimba. Three research questions guided this study: Research Question 1: What is the learners' perception of their language anxiety when speaking in the asynchronous computer voice conferencing environment?, Research Questions 2: How empowered do the learners feel to take risks in the asynchronous computer voice conferencing environment?, and Research Question 3: How concerned are the learners about being evaluated by others when making oral mistakes in the foreign language in the asynchronous computer voice conferencing environment?; The study involved both quantitative and qualitative research methods. The population for the quantitative component of this study consisted of 35 students enrolled in two sections of college-level Intermediate Spanish 2 (Spanish 204). Four questionnaires were used to gather the quantitative data of this study: A demographic survey, the Computer Anxiety Index (CAIN), the Foreign Language Classroom Anxiety Scale (FLCAS), and the Wimba Anxiety Scale. Using purposeful sampling methods, four participants were interviewed for the qualitative component of this investigation. In addition, a rubric was designed and used for the evaluation of risk-taking in student contributions to the Wimba and classroom discussions.; Results indicate that there was a strong potential for the reduction of anxiety associated with the voice board. A number of students experienced a reduction of their level of anxiety due to the elimination of the time pressure of the classroom and opportunity to edit their contributions. The conditions of the point of access to the technology were found to have a negative effect on student anxiety on the voice board. A negative attitude towards going to the language laboratory, technical difficulties during the Wimba activities, and instructional time had a negative effect on the level of anxiety. Increased risk-taking in oral contributions and reduced fear of negative evaluation were also found in the Wimba environment.