The Impact of Using Video Games on Reducing Algerian EFL Learners’ Speaking Anxiety

Abstract

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.