Reflective practice and foreign language classroom anxiety: video-stimulated recall at work. Issue 6 (1st November 2016)

• Record Type: Journal Article
• Authors: Cinkara, Emrah
• Is Part Of: Reflective practice. Volume 17:Issue 6(2016)
• Page Start: 694
• Page End: 707
• Publication Date: 2016-11-01
• Subjects: Video stimulated recall -- reflective practice -- foreign language classroom anxiety -- reflection -- English as a foreign language learning; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2016.1206880
• Languages: English
• ISSNs: 1462-3943

Abstract

Abstract: Reflective practices have been shown to improve the effectiveness of learning and teaching processes. In this study, video-stimulated recall technique was employed as a method of motivating language learners to reflect on their oral production tasks. In this experimental study, the Foreign Language Classroom Anxiety Scale (FLCAS) was administered to control and treatment groups before and after an eight-week module during which video-stimulated recall interviews were conducted with students in the treatment group. Statistical analyses revealed that pre- and post-test FLCAS scores differed within the treatment group but not within the control group. The results also suggested that stimulated recall is an effective reflective tool which assists students in noticing and reflecting upon the symptoms and causes of anxiety in the classroom.