Çevrimiçi oyunların yabancı dil konuşma kaygısı üzerindeki etkisi

Foreign language speaking anxiety (FLSA) has been a common issue in English as a foreign language (EFL) study for decades. With new technologies, this issue can be addressed differently outside of the formal education systems. From this perspective, the current study focuses on exploring the influence of the digital environment, specifically video games on FLSA, in EFL Turkish context. A mixed-methods study design was employed. Quantitative data were collected using an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS), and qualitative data were gathered using semi-structured interviews. The participants included pre-service teachers and preparatory program students from a public university in Türkiye. They were categorized based on their gaming habits and labeled as gamers or non-gamers. This study explored not just the influence of video games, specifically online gaming on foreign language speaking anxiety but also the dynamics and nature of digital interactions in gaming environments. The results of this study indicate that participants who play online games show lower levels of foreign language speaking anxiety. Contributing factors to these results were found to be the anonymous nature of video games, reduced fear of negative evaluation, immersive gaming mechanics that prioritize gaming performance, and communicative collaborations over language accuracy. Grounded on the findings of the study, pedagogical implications were identified, and suggestions for further research were proposed.