Effects Of Video-based Formative Practices On Learners’ English Public Speaking Anxiety And Competence

This mixed-methods research explored the effects of different sequences of video-based formative practices on learners’ English public speaking anxiety and competence.First,it conducted a quantitative study with a quasi-experiment.51 students in an English public speaking course were randomly divided into two groups.Following two different sequences of formative practices,both groups were required to complete three formal English public speeches in class.The first group followed the sequence of self-assessment,peer assessment and teacher assessment,whereas,the second group conducted peer assessment,self-assessment and teacher assessment.One-way ANCOVA analysis was conducted to explore the effects of different sequences of formative practices on learners’English public speaking anxiety and competence.The quantitative results indicated that learners in the first group showed significantly lower public speaking anxiety compared with those in the second group in the final speech,whereas learners in second group significantly outperformed public speaking competence in the final speech than those in the first group.Then,learners’reflection journals and interview transcripts were collected as qualitative data to probe learners’ perceptions of and suggestions for video-based formative practices in English public speaking courses.The results showed that learners had positive perceptions of video-based formative practices on alleviating their English public speaking anxiety and improving English public speaking competence.What’s more,they also provided handsome constructive suggestions for video-based formative practices in English public speaking courses.The study explored the potential of different sequences of video-based formative practices for alleviating learners’ English public speaking anxiety and improving their English public speaking competence.It also provided important pedagogical implications for the instructional design and applications of formative practices in English public speaking courses.