An Account of Iranian EFL Learners’ Speaking Complexity, Accuracy, and Fluency and Foreign Language Speaking Anxiety in a Computer-Assisted Language Learning Environmen

Abstract

The popularity of integrating language and technology in Computer-Assisted Language Learning (CALL) and its fundamental effect on English language speaking skills have been widely acknowledged. Learners’ anxiety is expected to be improved in a web-based computer-assisted language learning environment. This study examined the effects of CALL-based instruction on Iranian EFL learners’ speaking complexity, accuracy, and fluency (CAF) and Foreign Language Speaking Anxiety (FLSA). To this end, the Oxford Quick Placement Test (OQPT) was administered and those learners (n = 120) whose level of proficiency was intermediate were selected and assigned to an experimental group (N

= 60) and a control group (N = 60). Then, both groups took a speaking pretest, the experimental group received the treatment through CALL-based instruction while the control group was taught based on traditional approaches. Afterward, a speaking posttest and an FLSA questionnaire were administered. The findings of one-way ANCOVA revealed that the experimental group significantly outperformed the control group on the speaking CAF posttest. Moreover, the findings showed that Iranian EFL learners’ FLSA lowered significantly after the treatment. The findings of this study can encourage English teachers to use technology in their classes to reach better learning results.