Effects of Pre-Task Planning on Speaking Anxiety of Japanese EFL Learners

Abstract

　　The present study examined the effects of pre-task planning on Japanese EFL learners' speaking anxiety. Retelling was used in the present study as a speaking activity; 30 Japanese undergraduate students read texts and retold their contents in four different retelling conditions (L1, no planning; L2, no planning; L1, planning; L2, planning). In the no-planning conditions, participants retold soon after reading. In the planning conditions, participants had two minutes for pre-task planning before retelling. During the pre-task planning time, participants prepared their retelling by writing notes of keywords or figures on their worksheets, and then retold while looking at their worksheets. Participants completed a speaking anxiety questionnaire after each retelling. Results showed that pre-task planning reduced participants' speaking anxiety in both L1 and L2, and that participants felt high anxiety when required to speak in L2. The results of the questionnaire showed that pre-task planning contributed to anticipating participants' own retelling, before speaking. Reading proficiency of participants had no effect on speaking anxiety in the present study. The findings suggest that pre-task planning may have a positive effect in reducing speaking anxiety of Japanese EFL learners, based on which the present study offers suggestions for introducing speaking activities with pre-task planning.