Résumé:
This study aimed at investigating the impact of using video games on reducing Algerian EFL
learners' foreign language speaking anxiety (FLSA). In order to conduct the study, the one group pretest-posttest method was used to obtain quantitative data. In this research, the
participants' population was third-year EFL students at the University of Mohamed Seddik Ben
Yahia, Jijel. The 26 volunteers were engaged in 10 gaming sessions over five weeks, in which
they played “Among Us” and “Deceit”. The instrument applied in this study was a portion of
the original foreign language classroom anxiety scale (FLCAS) containing eleven (11) items
related to the factor of communicative apprehension as described in Pérez-Paredes and Martnez Sánchez (2000-2001) model. To have a general and genuine reflection of the impact of using
video games on EFL learners' FLSA, a pre-test and post-test took place before and after the
treatment to assess the participants' FLSA levels and compare the recorded results. The findings
revealed that implementing video games as a learning tool can reduce EFL learners' speaking
anxiety. These results confirmed our initial hypothesis.
