Speaking-related Anxiety in Computer-Assisted Language Testing Settings

Abstract

This study conducted an investigation of 263 students’ (172 male and 91 female) speaking-related anxiety when they are involved in computer-assisted oral tests at a comprehensive university in northern China. The authors collected data through two questionnaires, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Speakingrelated Anxiety in Computer-assisted Tests (SACAT). Results showed that the two instruments had sufficient reliability and high validity. Moreover, significant correlations between FLCAS and SACAT were disclosed. Results of regression analyses also revealed that learners’ fear of negative classroom feedback was the most positive predictor for learners’ speaking-related anxiety in computer-assisted tests. Besides, learners’ classroom communication apprehension also played a positive role for predicting learners’ fear in the process of taking computer-assisted oral tests.