Author(s)

Yunyao Zhang, Vahid Nimehchisalem^*

Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, Malaysia.

Speaking anxiety is considered one of the factors that affect language learning. However, studies that focus on learners from China under hybrid learning are severely limited and need to be further explored. This study sought to compare the difference in speaking anxiety levels of Chinese students who were taking online classes and those who were taking face-to-face classes under hybrid learning at a public University in Malaysia. The anxiety-provoking factors were also investigated through an explanatory case study. The quantitative phase employed a 17-item Public Speaking Class Anxiety Scale (PSCAS) adopted from Yaikhong and Usaha to examine the levels of Chinese students’ speaking anxiety. The qualitative phase was conducted through semi-structured interviews to examine the sources of Chinese learners’ speaking anxiety. The results demonstrated that different studying settings contribute to a significant difference in Chinese students’ speaking anxiety levels. Chinese students taking face-to-face classes generally experienced a higher level of speaking anxiety than those who were taking online classes. Apart from that, Classroom atmosphere and interaction, technical issues, environmental implications, psychological factors, and dynamic changing factors are considered anxiety-provoking sources by Chinese students.

Speaking Anxiety, Online Classes, Face-to-Face Classes, Hybrid Learning, Language Learning

Zhang, Y. and Nimehchisalem, V. (2023) Chinese International Students’ Speaking Anxiety in Online Classes and Face-to-Face Classes in a Hybrid Learning Context. Open Journal of Modern Linguistics, 13, 559-579. doi: 10.4236/ojml.2023.134034.