抄録
Previous studies have found speaking activities can reduce learners’ speaking anxiety. However, few studies have explored the effects of English Mini-Bibliobattles on the speaking anxiety of high school students. In this activity, students briefly introduce their favorite books, engage in discussions, and vote to determine the best one. In the present study, 70 students from two classes, categorized by different proficiency levels, participated in English Mini-Bibliobattles over five days, which included a three-day preparation period. Pre- and post-survey results revealed that speaking anxiety could be categorized into four factors and was significantly reduced through the activity, with various changes observed across the factors. Furthermore, proficiency level had no significant influence on the reduction of speaking anxiety. The activity also stimulated students’ interest in books introduced by their peers, and many reported enjoying the experience. Pedagogical implications and limitations are discussed.
