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The Effect of Using Board Games in Reducing Language Anxiety and Improving Oral Performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of Using Board Games in Reducing Language Anxiety and Improving Oral Performance./
Author:	Cheng, Yi-Chun.
Description:	1 online resource (65 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9780438068407

The Effect of Using Board Games in Reducing Language Anxiety and Improving Oral Performance.
Cheng, Yi-Chun.

The Effect of Using Board Games in Reducing Language Anxiety and Improving Oral Performance. - 1 online resource (65 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.A.)--The University of Mississippi, 2018.

Includes bibliographical references

Many English as a second language (ESL) learners feel anxiety about speaking English, and their oral performance is affected in this situation. This study aims to determine the effect of using board games on the improvement of ESL students' oral performance. Task-based instruction and communicative approaches to pedagogy were used for the games. This is a descriptive method of research which intends to determine the correlation between the usage of educational board games and the level of learners' language anxiety as well as their improvement in oral performance. The pre-test and post-test which were adapted from the Speaking Proficiency English Assessment Kit (SPEAK; ETS, 1999), were designed to measure participants' oral proficiency in English. The pre-test and post-test questionnaires were modified from Woodrow (2006) with a five-point Likert scale ranging from 1 (not at all anxious) to 5 (extremely anxious) to measure participants' anxiety level concerning speaking English within and outside the classroom. Descriptive statistics such as mean and standard deviation, along with inferential statistics, which included Pearson r Correlation, were used. We found a significant relationship between sufficient board games and the improvement of oral performance. From the reports of the questionnaire, the participants perceived that they did not feel anxious while speaking English during board games. Moreover, the results of the post-test showed that the participants' oral proficiency improved while their language anxiety level was lower. These findings suggest that lowered participants' anxiety levels due to playing board games with other students in a group setting contribute to an overall increase in their oral performance scores.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438068407Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

The Effect of Using Board Games in Reducing Language Anxiety and Improving Oral Performance.
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500 $a Source: Masters Abstracts International, Volume: 57-06.
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502 $a Thesis (M.A.)--The University of Mississippi, 2018.
504 $a Includes bibliographical references
520 $a Many English as a second language (ESL) learners feel anxiety about speaking English, and their oral performance is affected in this situation. This study aims to determine the effect of using board games on the improvement of ESL students' oral performance. Task-based instruction and communicative approaches to pedagogy were used for the games. This is a descriptive method of research which intends to determine the correlation between the usage of educational board games and the level of learners' language anxiety as well as their improvement in oral performance. The pre-test and post-test which were adapted from the Speaking Proficiency English Assessment Kit (SPEAK; ETS, 1999), were designed to measure participants' oral proficiency in English. The pre-test and post-test questionnaires were modified from Woodrow (2006) with a five-point Likert scale ranging from 1 (not at all anxious) to 5 (extremely anxious) to measure participants' anxiety level concerning speaking English within and outside the classroom. Descriptive statistics such as mean and standard deviation, along with inferential statistics, which included Pearson r Correlation, were used. We found a significant relationship between sufficient board games and the improvement of oral performance. From the reports of the questionnaire, the participants perceived that they did not feel anxious while speaking English during board games. Moreover, the results of the post-test showed that the participants' oral proficiency improved while their language anxiety level was lower. These findings suggest that lowered participants' anxiety levels due to playing board games with other students in a group setting contribute to an overall increase in their oral performance scores.
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