The Effect of Task-Based Speaking Language Program on the English Language Anxiety Among STEM Students in China

Suijiaozi Sui

doi:10.63313/LLCS.9139

Authors

Suijiaozi Sui Graduate School, Emilio Aguinaldo College, Manila, Philippines Author

DOI:

https://doi.org/10.63313/LLCS.9139

Keywords:

Task-Based Language Teaching (TBLT), foreign language anxiety (FLA), speak-ing anxiety, English as a Foreign Language (EFL), STEM undergraduates, Chinese higher education, task-based speaking program

Abstract

This study investigates the impact of a Task-Based Speaking Language Program (TBSLP) on English language anxiety (FLA) among STEM undergraduates in China, addressing the prevalent issue of "deaf-mute English" where students excel in reading but struggle with oral communication. Drawing on Task-Based Language Teaching (TBLT) principles, the 12-week program was implemented with 50 sophomore and junior STEM students at a Chinese University, utilizing pre- and post-program surveys (adapted from the Foreign Language Classroom Anxiety Scale), and attendance tracking to measure changes in anxiety levels, speaking confidence, and willingness to communicate. Results indicated a significant reduction in FLA (p < 0.05), with participants reporting increased comfort in real-world speaking tasks and enhanced motivation for English use in STEM contexts. The findings underscore TBLT's efficacy in mitigating anxiety through authentic, collaborative activities, offering practical implications for EFL curriculum reform in Chinese higher education to better prepare STEM graduates for global collaboration.

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