Blended Learning and Foreign Language Anxiety: Examining the Role of Ecological Systems in K-12 Students’ Speaking Performance

Blended Learning and Foreign Language Anxiety: Examining the Role of Ecological Systems in K-12 Students’ Speaking Performance | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Blended Learning and Foreign Language Anxiety: Examining the Role of Ecological Systems in K-12 Students’ Speaking Performance Esra Dogan, Mustafa Kurt This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6898887/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study addresses the foreign language speaking anxiety of K-12 students within the framework of ecological systems theory and examines how the blended learning environment affects this anxiety. The study evaluates the impact of technology supported tools, such as Flipgrid, on students' anxiety levels during their language learning process. Using a quasi-experimental design, pre-test and post-test analyses were conducted between experimental and control groups. Additionally, student opinions were examined to determine the effects of ecosystem factors (micro, mesosystem, exosystem, macrosystem, and chronosystem) on anxiety. The results show that the blended learning model and ecological factors can significantly influence students' anxiety levels in the language learning process. Foreign language speaking anxiety blended learning ecological systems theory technology-assisted learning Flipgrid Figures Figure 1 1. Introduction Speaking a foreign language has become an essential skill in the 21st century, especially in a global society where cross-cultural communication and collaboration are increasingly important. However, FLSA a common problem among K-12 students. This anxiety can have a significant impact on students’ willingness to communicate, confidence, and overall language learning outcomes. Recently, the integration of TALL tools such as Flipgrid has attracted attention as a potential solution to reduce speaking anxiety. Blended learning offers a promising approach to addressing this issue. Educators can personalized nature of digital platforms to create suppportive environments that reduce anxiety and improve language learning outcomes. This study will be carried out with Samsun İbrahim Tanrıverdi Sosyal Bilimler Lisesi ninth-grade students. To measure the effectiveness of Flipgrid, the research subjects will be divided into two groups: experimental and control. Both groups of students will receive the English-Speaking Anxiety Scale, previously validated and tested for reliability (Orakçı, 2018). The research will be integrated with the book "Q-skills Reading & Writing," chosen by the classroom teacher to align with speaking skills activities. The activities designed for Flipgrid will be in line with the lesson expectations. experimental group's interactive activities will be conducted for 10 weeks, two days per week, totaling 80 hours. The prep classes' level is A2 according to the CEFR. It is expected that the experimental group will show a significant increase in their English as a Foreign Language (EFL) level and a decrease in their speech anxiety compared to the control group. 1.1 The Importance of Speaking Skills in Foreign Language Learning Oral communication skills lie at the heart of language proficiency and are considered essential for successful foreign language acquisition. Speaking, in particular, is often regarded as the most immediate and expressive mode of language use, requiring the integration of linguistic subskills such as vocabulary selection, grammatical accuracy, phonological control, and pragmatic appropriateness in real-time. According to Richards (2008), speaking competence plays a pivotal role not only in everyday communication but also in academic, professional, and intercultural contexts. In K–12 educational settings, where language learners are still developing their cognitive, emotional, and social capacities, fostering speaking skills is especially vital. It supports not only linguistic development but also enhances self-confidence, collaboration, creativity, and global awareness. However, despite its importance, speaking is frequently reported as the most anxiety-inducing skill among language learners, particularly in classroom environments where performance is often public and evaluative. 1.2 Speaking Anxiety in K-12 Students and Challenges Faced Foreign language speaking anxiety (FLSA) is a well-documented affective factor thatnegatively impacts learners’ willingness to communicate and overall language achievement. Defined by Horwitz et al. (1986) as a distinct anxiety associated with second language contexts, FLSA includes feelings of apprehension, nervousness, self-consciousness, and fear of negative evaluation. These affective responses are particularly pronounced in K–12 students, who are not only navigating the cognitive demands of learning a new language but are also subject to developmental vulnerabilities such as social comparison and peer pressure. In traditional classroom settings, where oral participation is typically spontaneous, assessed, and visible to peers, students may experience heightened anxiety, which can lead to avoidance behaviors, reduced speaking performance, and diminished language learning outcomes. Additional challenges such as limited opportunities for authentic communication, a focus on accuracy over fluency, and teacher-centered instructional methods further exacerbate this issue. Consequently, addressing FLSA is crucial for creating supportive and effective learning environments that promote speaking fluency and learner autonomy. 1.3 The Role of Blended Learning and Technology-Assisted Tools in Reducing Anxiety In response to the challenges posed by speaking anxiety, educators and researchers have increasingly turned to blended learning models and digital tools to create more inclusive and student-centered language learning environments. Blended learning, which integrates face-to-face instruction with online components, offers flexible, multimodal opportunities for language practice and interaction. Among the array of educational technologies, asynchronous video-based platforms such as Flipgrid have gained traction for their potential to mitigate the anxiety commonly associated with live speaking tasks. Flipgrid allows students to record short video responses to teacher prompts or peer discussions, enabling them to plan, revise, and self-monitor their oral production in a low-pressure setting. This process not only reduces the cognitive load associated with real-time speaking but also empowers learners to take ownership of their learning journey. Furthermore, Flipgrid facilitates meaningful peer and teacher feedback through a multimodal interface, encouraging social presence, reflection, and iterative improvement. By offering a more personalized, supportive, and less judgmental environment, such tools align with sociocultural and constructivist perspectives on language learning, which emphasize interaction, learner agency, and the co-construction of meaning. 1.4 Purpose of the Study and Research Questions In light of the growing emphasis on leveraging educational technology to support language learners, this study seeks to investigate the impact of Flipgrid on reducing foreign language speaking anxiety among K–12 students. Specifically, the study aims to explore how Flipgrid influences learners’ affective responses, engagement levels, confidence, and perceptions of their own speaking development. By adopting a mixed-methods approach that includes both quantitative and qualitative data, the research aspires to provide nuanced insights into how technology-mediated speaking activities can reshape classroom dynamics and learner experiences. Ultimately, this study contributes to the expanding literature on technology-enhanced language learning and offers practical implications for educators seeking to implement anxiety-reducing strategies in their instructional design. The study is guided by the following research questions: How does the use of Flipgrid affect students’ levels of foreign language speaking anxiety? What are students’ perceptions of Flipgrid as a tool for developing speaking skills in a foreign language? How does Flipgrid influence students’ confidence in speaking a foreign language? What are the observed changes, if any, in students’ participation and engagement in speaking activities after using Flipgrid? How do students compare Flipgrid to traditional speaking tasks in terms of comfort, motivation, and learning effectiveness? 2. Theoretical Framework This study draws upon a multidimensional theoretical framework that synthesizes Bronfenbrenner’s Ecological Systems Theory (1979), the principles of Blended Learning, and models of Technology-Assisted Language Learning (TALL), particularly the Technology Acceptance Model (TAM). Together, these frameworks offer a holistic lens through which to examine the complex interplay of psychological, social, institutional, and technological factors influencing students’ experiences with foreign language speaking anxiety in digitally mediated learning environments. 2.1. Ecological Systems Theory (Bronfenbrenner, 1979) Bronfenbrenner’s Ecological Systems Theory posits that individual development occurs within a nested set of environmental systems, each influencing the learner in distinct yet interrelated ways. Applied to foreign language learning, this theory enables a comprehensive understanding of how various contextual layers contribute to speaking anxiety and how digital tools like Flipgrid can mediate these effects. Microsystem: Student-Teacher Interactions and Classroom Dynamics The microsystem encompasses the immediate environments in which learners interact directly, such as the classroom. Within this context, the nature of student-teacher relationships, peer interactions, and the structure of speaking tasks significantly shapes students’ affective responses. A supportive and responsive classroom environment can reduce anxiety and encourage risk-taking in language production. Flipgrid, by modifying the structure of oral participation and creating a more personalized feedback loop, potentially alters these micro-level interactions in favor of learner comfort and engagement. • Mesosystem: Influence of School, Family, and Peer Relationships The mesosystem refers to the interconnections among various microsystems, such as the relationships between school experiences and home environments. Parental support, peer collaboration, and school culture surrounding technology and language learning can amplify or mitigate students’ anxiety levels. When Flipgrid use is encouraged both at school and at home, it may foster continuity in practice and increase student motivation and confidence. Exosystem: Educational Policies and Digital Media Exposure The exosystem includes settings that indirectly affect the learner, such as educational policies, teacher training programs, and broader exposure to digital media. Institutional support for blended learning, access to digital infrastructure, and policy endorsements of technology integration can influence how effectively platforms like Flipgrid are implemented. Additionally, students’ prior exposure to video-based communication in other settings may shape their comfort and familiarity with asynchronous speaking tools. Macrosystem: Cultural and Societal Perspectives on Language Learning The macrosystem reflects overarching cultural values, societal attitudes, and ideologies. In many educational contexts, speaking proficiency is closely associated with academic success, intelligence, or social status. Cultural norms regarding mistakes, public speaking, and the value of foreign language learning can either exacerbate or alleviate FLSA. Flipgrid’s low-stakes environment may counteract high-stakes cultural narratives by normalizing speaking practice and emphasizing communicative competence over perfection. Chronosystem: Longitudinal Development of Speaking Confidence The chronosystem considers the dimension of time, including life transitions and cumulative experiences. Over time, consistent use of Flipgrid may contribute to the gradual reduction of speaking anxiety and the development of speaking confidence. This temporal perspective is crucial for understanding the sustained effects of digital interventions in language education and the evolution of learner identity and self-efficacy. 2.2. Blended Learning and Foreign Language Anxiety Blended learning, characterized by the intentional integration of face-to-face and online instructional modes, has emerged as a transformative approach in language education. It allows for increased learner autonomy, differentiated pacing, and greater accessibility to learning resources. Importantly, blended environments provide alternative pathways for oral expression that can reduce the immediate social pressures of in-class speaking tasks. Asynchronous speaking tools like Flipgrid allow learners to rehearse, revise, and reflect on their spoken output, which can reduce the cognitive load and emotional stress commonly associated with real-time speaking. Research suggests that blended learning environments can foster more positive attitudes toward language learning and reduce anxiety by creating safer and more personalized communicative spaces (Pichette, 2009; Liu, 2013). 2.3. Technology-Assisted Language Learning (TALL) and the Technology Acceptance Model (TAM) Technology-Assisted Language Learning (TALL) refers to the use of digital tools and platforms to support language acquisition. Central to understanding the adoption and effectiveness of such tools is the Technology Acceptance Model (TAM), developed by Davis (1989), which identifies two primary factors influencing technology usage: perceived usefulness and perceived ease of use. In the context of language learning, students are more likely to engage with tools like Flipgrid if they believe the platform effectively enhances their speaking skills and is intuitive to use. Motivation, engagement, and reduced anxiety are further influenced by the degree to which the technology aligns with learners' needs, preferences, and prior digital literacy. Integrating TAM within the ecological framework highlights how individual learner characteristics and environmental conditions jointly shape technology acceptance and, consequently, learning outcomes. By combining these theoretical perspectives, this study positions Flipgrid not merely as a technological tool but as a mediating element within a broader ecological system that influences foreign language speaking anxiety. This integrated framework allows for a nuanced analysis of both the contextual factors and psychological mechanisms underlying student experiences in blended, digitally enriched language classrooms. 3. Methodology 3.1 Research Design This study employed a quasi-experimental pre-test/post-test control group design to evaluate the effects of Flipgrid on reducing foreign language speaking anxiety among K–12 students. Due to the ethical and logistical constraints of randomly assigning students in natural classroom settings, this design was selected as an appropriate alternative (Shadish, Cook, & Campbell, 2002). Two intact classes were assigned to the experimental and control groups, respectively. The experimental group engaged in speaking tasks using Flipgrid, while the control group completed equivalent speaking tasks through traditional classroom-based methods. By comparing changes in speaking anxiety scores and performance between pre-test and post-test across both groups, the design enabled the analysis of the intervention's impact while accounting for initial differences through baseline data (Dimitrov & Rumrill, 2003). Although this approach does not allow for full control over extraneous variables, it offers a practical and ethically sound framework for examining instructional innovations in real-world educational environments. 3.2 Participants The participants consisted of K–12 students enrolled in a foreign language course at a public school. A total of 53 students participated in the study, with 27 in the experimental group and 26 in the control group. All students were at a comparable language proficiency level, as determined by teacher evaluations and course history. Informed consent was obtained from parents or guardians, and assent was secured from all student participants, adhering to institutional ethical guidelines for research involving minors. The treatment group received instruction supplemented with Flipgrid-based speaking assignments and projects, while the control group followed standard instructional methods without technological intervention. The curriculum content for both groups was drawn from Units 4 to 8 of the Q Skills textbook (Oxford University Press), ensuring alignment with the study’s objectives. A structured plan based on the textbook’s themes and skills was integrated into the treatment group’s learning activities. Prior to implementation, both groups completed the Foreign Language Classroom Anxiety Scale (FLCAS) and a demographic questionnaire to establish baseline data. The same instruments were administered at the conclusion of the study to allow for comparative analysis. The study followed a quasi-experimental pre-test/post-test design. Data from the FLCAS and interviews were analyzed to determine the effectiveness of the Flipgrid intervention in reducing foreign language speaking anxiety and enhancing student engagement. The consistency in instruction across both groups ensured reliable comparisons of outcomes. 3.3 Data Collection Instruments To capture both quantitative and qualitative dimensions of foreign language speaking anxiety and performance, multiple data collection instruments were employed: • Foreign Language Classroom Anxiety Scale (FLCAS) The FLCAS, developed by Horwitz, Horwitz, and Cope (1986), was adapted to focus specifically on speaking-related anxiety. The scale consists of Likert-type items that assess learners' emotional responses to speaking tasks in a foreign language. It was administered at two points: before the intervention (pre-test) and after the intervention (post-test), in both the experimental and control groups. The FLCAS has been widely validated and is a reliable measure of affective variables in language learning. Student Reflections and Semi-Structured Interviews To gain deeper insight into student experiences and perceptions of Flipgrid, reflective journals and semi-structured interviews were conducted with a sample of students from the experimental group. These instruments explored perceived changes in confidence, engagement, and comfort with speaking tasks. Interview questions were open-ended and designed to elicit detailed responses regarding the learning process and affective reactions. • Video-Based Performance Analysis Students’ video submissions on Flipgrid were analyzed to assess changes in speaking fluency, pronunciation, and overall communicative competence. A performance rubric aligned with course objectives was used by two independent raters to evaluate the quality of oral production. This analysis allowed for an objective measure of student progress over time and served as a triangulation point for self-reported data. 3.4 Data Analysis Quantitative Analysis Quantitative data from the FLCAS were analyzed using paired-sample t-tests to identify significant within-group changes from pre-test to post-test. Additionally, independent-sample t-tests were conducted to compare the difference in gain scores between the experimental and control groups. Statistical significance was set at p < .05. Effect sizes (Cohen’s d) were also calculated to determine the practical significance of the observed changes. Qualitative Analysis To gather qualitative data, semi-structured interviews were conducted with selected students from the treatment group. These interviews were guided by pre-designed questions, audio-recorded, transcribed into tapescripts, and organized for thematic analysis. Qualitative data from student reflections and semi-structured interviews were analyzed using thematic coding. Responses were first open-coded to identify emergent themes related to confidence, anxiety, participation, and perceptions of Flipgrid. Axial coding was then employed to refine categories and identify patterns across participants. Trustworthiness was enhanced through triangulation with performance data and member-checking with selected interviewees to validate interpretations. 4. Results 4.1 Relationship Between Blended Learning and Speaking Anxiety The analysis of pre-test and post-test results from the Foreign Language Classroom Anxiety Scale (FLCAS) revealed a notable reduction in speaking anxiety among students in the experimental group who participated in Flipgrid-based activities. Quantitative data showed a statistically significant decrease in mean anxiety scores (p < .05), indicating that the integration of blended learning—specifically, asynchronous video-based speaking practice—had a positive impact on students’ emotional responses to oral language tasks. The findings suggest that the flexibility and reduced performance pressure inherent in Flipgrid contributed to a more comfortable speaking environment, thereby alleviating anxiety associated with traditional, synchronous speaking activities. Qualitative data supported these results. Student reflections and interview responses highlighted the reduced fear of negative evaluation, increased opportunities for rehearsal, and a greater sense of control over their speaking tasks. Many students reported feeling “less nervous” and “more prepared” when using Flipgrid, which allowed them to record at their own pace and express themselves without the immediate presence of peers. The data obtained from the research were transferred to a computer environment and organized using the Microsoft Excel package program. They were then analyzed using the SPSS (Statistical Package for Social Sciences) 29.0 software. The normality of the numerical data was examined using Skewness and Kurtosis tests, Histogram, and Q-Q Plot graphs. As a result of the analyses, it was determined that the data followed a normal distribution. Categorical data were presented with frequency and percentage values, while numerical data were expressed using mean and standard deviation values. An Independent Sample T-Test was used to compare two independent groups, and a Paired Sample T-Test was used for the comparison of two dependent groups. The relationship between two categorical variables was examined using the Chi-Square Test. A statistical significance level of p<0.05 was accepted for all tests. Table 1 presents the pre-test and post-test results of the English Speaking Anxiety Scale for the Observation and Application Groups. According to the pre-test results, the anxiety level of the Observation Group (44.50±16.62) was lower than that of the Application Group (50.78±15.89). In the post-test results, the anxiety level in the Observation Group decreased (37.23±12.45), while the decrease was more significant in the Application Group (32.37±12.06). The Skewness and Kurtosis values indicate that both groups meet the normal distribution assumption. The Cronbach's Alpha values were found to be 0.986, 0.984, 0.979, and 0.987, indicating high reliability of the scale 4.2 Differences Between the Experimental and Control Groups A comparative analysis between the treatment and control groups further confirmed the positive impact of the Flipgrid intervention. While both groups began the study with comparable FLCAS scores, only the experimental group exhibited a statistically significant decrease in post-test anxiety levels. In contrast, the control group’s anxiety scores remained relatively stable, with no meaningful change observed. Furthermore, video-based performance assessments showed marked improvement in fluency and confidence among students in the treatment group. Their oral submissions were generally longer, more coherent, and exhibited greater lexical variety than those observed in the control group. These findings suggest that the use of Flipgrid not only reduced anxiety but also supported measurable gains in speaking proficiency.Table 2 shows the distribution of Observation and Application Groups in terms of age, gender, and device access, along with the differences between groups. There was no significant difference in age distribution between the groups (p=0.901). Similarly, gender distribution was comparable, with female students being the majority in both groups (Observation Group 73.1%, Application Group 77.8%), and this difference was not statistically significant (p=0.691). Regarding the types of devices accessed, smartphones were commonly used in both groups (Observation Group 100%, Application Group 92.6%). No significant differences were found in the usage of other device types (laptop, desktop computer, tablet) (p>0.05). Overall, no statistically significant differences were observed between the groups in terms of these demographic and technological access variables. Groups during the pre-test and post-test periods. In the Observation Group, the difference between pre-test and post-test was statistically significant (t=3.793, p<0.001), with a decrease in anxiety scores (pre-post difference: 7.27 ± 9.77). The Application Group also showed a significant decrease in anxiety scores (t=4.799, p<0.001), with a greater reduction compared to the Observation Group (pre-post difference: 18.41 ± 19.93). Although the post-test difference between groups was not statistically significant (t=1.443, p=0.155), the pre-post difference was significant between groups (t=2.567, p=0.013), indicating that the Application Group may have been more effective in reducing anxiety levels. 4.3 Influence of Ecological Factors on Student Experiences Drawing on Bronfenbrenner’s Ecological Systems Theory, several external and interpersonal factors were found to influence students' language learning experiences and anxiety levels: • Microsystem-level factors, such as student-teacher rapport and classroom dynamics, played a significant role in shaping learners’ willingness to participate in speaking tasks. Students who reported strong support from teachers felt more comfortable taking linguistic risks. • Mesosystem factors, including peer interactions and parental encouragement, also influenced engagement. In some cases, students expressed that family members actively supported Flipgrid assignments, even participating in video creation, which enhanced motivation and reduced anxiety. • At the exosystem level, access to digital devices and stable internet connectivity affected the degree to which students could fully participate in the Flipgrid-based tasks. • Macrosystem influences, such as cultural attitudes toward making mistakes in public and the value placed on oral fluency in English, were also mentioned by students as sources of pressure or encouragement. • Over time (chronosystem), students in the treatment group described a progressive increase in speaking confidence, suggesting that repeated exposure to the tool helped shift long-standing attitudes toward language production in a foreign language. Overall, the results indicate that the combination of a supportive technological tool and consideration of ecological factors can create a more inclusive and emotionally secure environment for developing speaking skills in a foreign language. Table 4 presents the comparison of pre-post differences of English speaking anxiety scale according to age and gender between groups. In the 15-year-old group, the difference between observation and intervention groups was not found to be statistically significant (p = 0.337). In the 16-year-old group, the results of the intervention group showed a significantly more positive difference (p = 0.011). In the comparison according to gender, a significant difference was observed in the intervention group for female students (p = 0.014), while no significant difference was found among male students (p = 0.815). This shows that the intervention group was more effective especially on the 16-year-old students and female students. 4.4. Findings In this part of the research, as a result of the thematic analysis, positive experiences with Flipgrid, negative experiences with Flipgrid, Flipgrid's contribution to speaking skills, difficulties with Flipgrid, Flipgrid's effect on speaking anxiety, Flipgrid's alternative usage suggestions were analyzed. Subthemes and codes were included within the categories. In addition, the concept map for the use of Flipgrid and the cloud map for the use of Flipgrid were examined. 4.4.1. Quantitative Findings The quantitative analysis, conducted using SPSS 29.0, assessed English-speaking anxiety levels in two groups: the Control Group and the Treatment Group. The results indicate a statistically significant decrease in anxiety levels in both groups, with the Implementation Group showing a greater reduction. Key findings include: Pre-test Anxiety Levels: The Implementation Group had a higher initial anxiety score (50.78±15.89) compared to the Observation Group (44.50±16.62). Post-test Anxiety Levels: Anxiety decreased in both groups, with the Observation Group averaging 37.23±12.45 and the Implementation Group reducing further to 32.37±12.06. Effectiveness of Intervention: The Implementation Group showed a greater pre-post difference (18.41±19.93) compared to the Observation Group (7.27±9.77), indicating a more significant reduction in anxiety. Demographics & Technology Access: No significant differences were found between groups in terms of age, gender, or access to technology. Impact by Age and Gender: The intervention was more effective for 16-year-olds (p=0.011) and female students (p=0.014), while no significant impact was observed among male students (p=0.815). 4.4.2. Qualitative Insights The qualitative data provides deeper insights into students' experiences with English-speaking anxiety. Key themes that emerged include: Fear of Judgment: Many students expressed concerns about making mistakes and being judged by peers, leading to hesitation in speaking English. Confidence and Comfort: Those who participated in the intervention activities felt more comfortable and reported a boost in confidence, particularly due to interactive and engaging exercises. Supportive Learning Environment: The presence of supportive instructors and peers helped reduce anxiety, reinforcing the quantitative findings of improved scores. Practical vs. Theoretical Learning: Students preferred practical, conversation-based exercises over traditional grammar-focused learning, indicating that active participation played a key role in reducing anxiety. 4.4.3.Integration of Findings The statistical findings provide compelling evidence that the implemented intervention was effective in significantly reducing English-speaking anxiety among participants, with particularly notable effects observed in female students and those aged 16. This reduction in anxiety levels was substantiated through quantitative measures, which demonstrated a marked improvement in the participants’ comfort and confidence when engaging in spoken English activities. The qualitative data further enriches this interpretation by offering insights into the underlying mechanisms that contributed to the observed outcomes. Specifically, students reported that the intervention fostered a sense of increased self-assurance, largely attributed to the creation of a supportive and nonjudgmental learning environment, as well as the incorporation of interactive, student-centered speaking activities. These elements collectively appear to have played a pivotal role in alleviating the psychological barriers associated with language production. In contrast, although male students did not exhibit statistically significant reductions in anxiety levels, their qualitative responses suggest a more complex dynamic. Many male participants appeared less inclined to openly express or acknowledge their language-related anxieties. This muted response may reflect broader gender-related differences in emotional expression, which in turn suggests that male students may require distinct, perhaps more individualized or indirect, approaches to effectively address their language anxiety. These findings underscore the importance of considering gender and age-related differences when designing and implementing interventions aimed at reducing language anxiety. Taken together, the integrated analysis of both quantitative and qualitative data indicates that structured, interactive speaking exercises are particularly effective in mitigating English-speaking anxiety. The success of the intervention among female students and older adolescents highlights the potential of these methods to enhance language learning outcomes. Moving forward, future interventions should explore more nuanced, differentiated strategies that specifically target the needs of male students and younger learners, in order to ensure equitable and effective support for all participants in the language learning process. 5. Discussion 1. Effects of Flipgrid on students’ foreign language speaking anxiety One of the central findings of the study was Flipgrid’s role in alleviating speaking anxiety. The asynchronous format helped students gain control over their speech, eliminating the pressure of spontaneous performance. This is consistent with studies indicating that delayed speaking tasks can provide a less intimidating environment for anxious learners. Flipgrid effectively reduces speaking anxiety by allowing students time to prepare and reflect, thus creating a safer space for oral expression. 2. What were the students’ overall experiences with Flipgrid? Students generally viewed Flipgrid positively, highlighting its ability to foster creativity, support, and free expression. This aligns with constructivist principles that emphasize learner autonomy and active participation in meaning-making. Students had a favorable overall experience with Flipgrid, particularly appreciating its engaging and supportive environment. 3. How did Flipgrid impact students’ speaking skills? Flipgrid facilitated improvement in key speaking components—fluency, pronunciation, and expressive language use. Regular speaking practice, coupled with peer interaction, enhanced oral proficiency. These outcomes are supported by second language acquisition (SLA) research that underscores the value of repeated, contextualized practice. Flipgrid significantly contributed to the development of students' speaking skills through consistent and contextual practice. 4. Did Flipgrid help reduce speaking anxiety? Students repeatedly emphasized that their anxiety levels decreased. Flipgrid’s asynchronous nature, along with the opportunity to revise recordings, minimized performance pressure and promoted a sense of accomplishment. Yes, Flipgrid played a clear role in reducing speaking anxiety by giving students autonomy and time to prepare. 5. What challenges did students encounter while using Flipgrid? Despite its benefits, technical limitations such as poor connectivity, user interface issues, and data consumption affected the learning experience. These limitations may hinder access, particularly for students from under-resourced backgrounds. Technical difficulties and privacy concerns must be addressed to ensure equitable and effective use of Flipgrid. 6. What themes emerged most frequently in student feedback? Core themes such as practice, feedback, confidence, and anxiety emerged prominently. These reflect students’ focus on both the affective and cognitive dimensions of language learning. Thematic consistency across responses and visual tools indicates strong alignment between learner perception and research objectives. Students prioritize opportunities for practice, feedback, and anxiety management—core benefits Flipgrid offers. 7. How did students feel about Flipgrid’s collaborative features? Collaborative projects boosted peer interaction, motivation, and engagement. These interactions created a supportive community of practice, consistent with Vygotskian theories that emphasize the social nature of language development. Students valued Flipgrid’s collaborative aspects, which supported social learning and increased communicative competence. 8. What technical improvements did students suggest? Students offered practical suggestions such as integrating live chat features, enhancing interactivity, and simplifying video uploads. These suggestions reflect a desire for more seamless user experiences and real-time communication opportunities. Student feedback should guide technical enhancements to improve usability and engagement on Flipgrid. 9. Were alternative applications considered by students? While students were open to trying alternatives, they valued Flipgrid’s unique features—especially feedback and flexibility. This suggests that although students are technologically flexible, pedagogical utility remains a key concern. Alternative tools may complement Flipgrid, but its core benefits make it an irreplaceable component in language education. 10. How did students feel emotionally when using Flipgrid? Students expressed feelings of motivation, comfort, and enjoyment. Positive emotional responses are essential for long-term language learning, as affective factors greatly influence performance and retention. Flipgrid contributes positively to students’ emotional well-being, fostering motivation and willingness to communicate. 11. How did the visual elements (e.g., word clouds and concept maps) contribute to understanding student experiences? Visual tools offered a clear overview of dominant student perceptions and vocabulary. They reinforced key findings and facilitated a more intuitive understanding of thematic patterns. Word clouds and concept maps validated the thematic analysis and enhanced interpretation of student feedback. 12. Did students feel more confident in their speaking abilities after using Flipgrid? Repeated use of Flipgrid led to greater self-assurance. This development stemmed from frequent speaking practice, constructive feedback, and peer validation—factors known to support confidence-building in second language contexts. Yes, Flipgrid helped students develop greater confidence in their speaking abilities over time. 13. What role did feedback play in students' learning experiences? Feedback played a dual role—as a motivational and instructional tool. Students viewed peer and teacher comments as constructive, allowing them to recognize mistakes and make targeted improvements. Feedback through Flipgrid reinforced learning and served as a catalyst for both reflection and performance improvement. 14. How does Flipgrid impact students’ speaking anxiety in a foreign language? Anxiety reduction was consistently reported. Flipgrid’s flexible structure allowed learners to express themselves without the immediate stress of a live audience. This echoes research suggesting that reducing time pressure can mitigate language anxiety. Flipgrid meaningfully reduces speaking anxiety by creating a more flexible and non-threatening learning environment. 15. What is the overall conclusion regarding Flipgrid’s effectiveness? Flipgrid emerged as an effective digital platform for language learning. It supports skill development, lowers anxiety, enhances confidence, and promotes social interaction. However, technical refinements are needed to optimize its functionality. Flipgrid is an impactful tool for improving speaking skills and reducing language anxiety. With ongoing technical improvements, it holds strong potential for broader use in language education. 6. Conclusions The present study highlights that the use of Flipgrid within a blended learning framework significantly contributed to reducing students’ foreign language speaking anxiety. Blended learning, which merges face-to-face instruction with digital learning components, offers an adaptive learning ecosystem that supports both academic and affective development. In this context, Flipgrid served as the asynchronous digital platform that complemented in-person instruction, enabling students to practice speaking in a less pressurized environment. One of the most prominent affordances of the blended model is its ability to address the affective dimension of language learning, particularly anxiety, which has been widely recognized as one of the major obstacles to foreign language acquisition (Horwitz, Horwitz, & Cope, 1986). The findings of this study demonstrate that the asynchronous nature of Flipgrid allowed students to engage with speaking tasks at their own pace, with the opportunity to rehearse and revise their submissions. This reduced the immediate pressure typically associated with real-time speaking tasks and contributed to a heightened sense of control, autonomy, and self-efficacy—factors that are critical in mitigating language anxiety (MacIntyre & Gardner, 1991). Simultaneously, the face-to-face component of the blended environment offered the social and instructional scaffolding necessary for building rapport, clarifying misunderstandings, and maintaining a sense of classroom community. Students benefitted from interpersonal support during in-person sessions, which created a foundation of psychological safety. This was further reinforced in the online component, where students could practice expressive language use more freely. The cyclical interaction between classroom and digital spaces created a safe zone for experimentation, where students could make mistakes without the fear of immediate judgment or social embarrassment—two common triggers of speaking anxiety. Moreover, the blended format supports the principles of constructivist learning theory, where learners construct meaning through active engagement, reflection, and social interaction. By using Flipgrid in tandem with face-to-face interactions, students experienced multimodal engagement—verbal, visual, and reflective—which has been shown to promote deeper learning and reduce affective barriers. The ability to receive delayed but meaningful feedback—whether from peers or instructors—within this blended system also helped students internalize progress, notice patterns in their performance, and gradually reduce their apprehension about speaking. The asynchronous video format, embedded in a broader pedagogical structure that values both personalization and collaboration, allowed students to experience less fear of negative evaluation—a key component of foreign language anxiety. Furthermore, the digital records of their performance provided a tangible measure of progress, fostering a sense of achievement and confidence over time. In summary, the blended learning environment played an instrumental role in reducing students’ speaking anxiety by combining the emotional reassurance of face-to-face interaction with the flexibility and autonomy of asynchronous digital tools like Flipgrid. This dual approach catered to diverse learner needs and temperaments, creating a holistic environment conducive to both language development and emotional well-being. The findings underscore the importance of pedagogical models that integrate synchronous and asynchronous modes, particularly when addressing the affective challenges of language learning. Therefore, it is recommended that language educators consider implementing blended learning frameworks that incorporate video-based speaking platforms to maximize student engagement, reduce anxiety, and foster communicative competence. Abbreviations The following abbreviations are used in this manuscript: FLSA Foreign Language Speaking Anxiety TALL Technology-Assisted Language Learning TAM Technology Acceptance Model K-12 Kindergarten through 12th grade CEFR Common European Framework of Reference FLCAS Foreign Language Classroom Anxiety Scale Declarations Ethical approval The study was ethically approved by the Scientific Research and Publication Ethics Committee (BAEK) of a private university under reference NEU/EB/2023/979 before the survey was conducted.Written consent was obtained from the Samsun Director of National Education, the school principal of Samsun İbrahim Tanrıverdi Sosyal Bilimler High School, participants, and their parents. Consent to participate Informed consent was obtained from all participants involved in the study. For student participants under the age of 18, written consent was also secured from their parents or legal guardians. All participants were informed about the purpose of the study, the voluntary nature of participation, the right to withdraw at any stage without penalty, and the measures taken to ensure anonymity and confidentiality. Consent to publish Esra Doğan has been given permission by the school principal after the approval mail from the provincial Directorate of National Education to do her doctoral study titled "The effects of technology-assisted language learning tool on K-12 students' foreign language anxiety in a blended learning environment" in our school in the 2023-2024 academic year; I submit for your information. Availability of data and materials The datasets generated and/or analyzed during the current study are not publicly available due to privacy and ethical restrictions involving K-12 students but can be made available from the corresponding author upon reasonable request. Any requests for access to the data will be carefully evaluated to ensure compliance with institutional guidelines and the protection of participants’ confidentiality. Competing interests The authors declare that they have no financial or non-financial competing interests that could have influenced the research, authorship, or publication of this manuscript. There are no affiliations or relationships that may be perceived as potential conflicts of interest in relation to this work. Funding This study was conducted without external funding or financial support. The authors carried out the research independently as part of their academic roles and personal scholarly interests. Any related expenses were covered by the authors or their institution. No commercial or public grants contributed to the completion of this work. Authors’ Contributions Esra Dogan conceptualized the research idea, conducted the literature review, designed the study framework, collected and analyzed the data, and wrote the initial draft of the manuscript. She was responsible for coordinating the research process and ensuring the integrity of data collection and interpretation. Prof. Dr. Mustafa Kurt provided academic supervision and guidance throughout all stages of the study. He contributed to the development of the theoretical framework, reviewed and revised the manuscript critically for important intellectual content, and ensured methodological rigor. He also assisted in the refinement of the final version of the paper for publication. Both authors read and approved the final manuscript and agreed to be accountable for all aspects of the work, ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved. Acknowledgements The authors express their sincere gratitude to all K-12 students and educators who participated in the study and made this research possible. Special thanks are extended to the Near East University for providing academic support and resources that facilitated this study. The authors also appreciate the constructive feedback from peer reviewers and colleagues who contributed to improving the quality of this manuscript. Authors' information (optional) Esra Dogan is a doctoral candidate at Near East University specializing in English Language Education, with a particular focus on blended learning environments and foreign language anxiety among young learners. She is dedicated to exploring innovative pedagogical approaches to enhance speaking performance in K-12 education. Prof. Dr. Mustafa Kurt serves as a professor of English Language Education at Near East University. 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The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017 Kelsen, B. A. (2020). Exploring the use of video-based assignments as a tool for engaging students in English language learning. Computer Assisted Language Learning, 33(8), 934–955. https://doi.org/10.1080/09588221.2019.1667486 Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press. Lai, C., Wang, Q., & Lei, X. (2012). What do we know about using mobile technologies for language learning? ReCALL, 24(3), 270–288. https://doi.org/10.1017/S095834401200018X Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish–American telecollaboration. Computer Assisted Language Learning, 22(5), 425–443. https://doi.org/10.1080/09588220903345184 Lee, S. K. (2020). Using Flipgrid for promoting oral communication: Perceptions of EFL students. The JALT CALL Journal, 16(2), 35–48. https://doi.org/10.29140/jaltcall.v16n2.304 Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4 Mellati, M., Khademi, M., & Ataei, M. (2021). Do feedback types affect EFL learners’ anxiety and success in writing? International Journal of Instruction, 14(1), 991–1006. https://doi.org/10.29333/iji.2021.14159a Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417–442. https://doi.org/10.1111/j.1467-9922.2007.00421.x Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge University Press. Pan, Y. C. (2020). Technology-enhanced speaking tasks for EFL junior high school students in Taiwan: Task design and student perceptions. Asia-Pacific Education Researcher, 29(3), 235–244. https://doi.org/10.1007/s40299-019-00490-w Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76(1), 14–26. https://doi.org/10.1111/j.1540-4781.1992.tb02573.x Ravichandran, N. (2021). Reducing ESL learners’ speaking anxiety using video blogs (Vlogs). Advances in Language and Literary Studies, 12(3), 45–51. https://doi.org/10.7575/aiac.alls.v.12n.3.p.45 Reinders, H., & White, C. (2010). The theory and practice of technology in materials development and task design. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 58–80). Cambridge University Press. Sadiq, D. A. (2017). Investigating the effect of anxiety on speaking performance of EFL learners. Journal of Literature, Languages and Linguistics, 33, 45–53. Shamsuddin, N. H., & Kaur, M. (2020). Flipgrid: Engaging third language learners in speaking activities. International Journal of Modern Languages and Applied Linguistics, 4(4), 34–43. https://doi.org/10.24191/ijmal.v4i4.14309 Wang, Y., & Zhan, Y. (2020). Investigating university students’ perceptions of and engagement with asynchronous video-based oral communication in online environments. Australasian Journal of Educational Technology, 36(6), 36–50. https://doi.org/10.14742/ajet.5619 Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308–328. https://doi.org/10.1177/0033688206071315 Yaman, İ. (2016). The effects of blogging in enhancing writing skills of EFL students. Procedia - Social and Behavioral Sciences, 232, 642–648. https://doi.org/10.1016/j.sbspro.2016.10.088 Yeh, Y.-C., & Lan, Y.-J. (2018). Fostering student autonomy in English learning through creations of video materials. Interactive Learning Environments, 26(5), 607–620. https://doi.org/10.1080/10494820.2017.1337033 Tables Tables 1 to 4 are available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files tables1234.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6898887","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":515591819,"identity":"a7e844ed-553d-4d80-88a7-183c7fbcf3f5","order_by":0,"name":"Esra Dogan","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABC0lEQVRIiWNgGAWjYBCDBDYgwfzzj00ChFtArBbGhrQEBhArwYAILQwQLYchWhjwaOHnP/vwA8Mfuzw+6eZjnwt3nM/jl+9O/PDAgEGeX+wAVi2SM9KNJRjbkovZZI4lz5555naxZBvvZgmgwwxnzk7AqsXgBhuDBGMDc2KbRI4xAw/b7cQNx3g3gLQkGNzGrsX+/DHmHwx/6oFa8j8DtZwDadn8A58WA4Y0NgkGtsMgW5iZedsOgLRsw2uLxI00NovEtuNALWnGjDPOJCfObMvdZpFgIIHTL/z9x5hvfPhTnTh/RvJjhg8Vdon9zGc33/xRYSPPL41dCxhgk5LArXwUjIJRMApGAUEAANbmW+zrAKpCAAAAAElFTkSuQmCC","orcid":"","institution":"Near East University","correspondingAuthor":true,"prefix":"","firstName":"Esra","middleName":"","lastName":"Dogan","suffix":""},{"id":515591821,"identity":"b3887d25-184b-41c7-b8b1-4d8fcf8a3a5c","order_by":1,"name":"Mustafa Kurt","email":"","orcid":"","institution":"Near East University","correspondingAuthor":false,"prefix":"","firstName":"Mustafa","middleName":"","lastName":"Kurt","suffix":""}],"badges":[],"createdAt":"2025-06-15 14:38:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6898887/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6898887/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":91628581,"identity":"9e00a837-7a63-4079-875b-fe4540882f86","added_by":"auto","created_at":"2025-09-18 12:37:53","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":55402,"visible":true,"origin":"","legend":"\u003cp\u003eUnnumbered image in the Results section.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6898887/v1/fd059b75d9012bd5dd6cb836.png"},{"id":97664498,"identity":"6785658a-8a95-483b-b509-8144798ce16d","added_by":"auto","created_at":"2025-12-08 09:06:07","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":766784,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6898887/v1/05a5d143-51df-4e5d-abfd-f34064eb4714.pdf"},{"id":91628582,"identity":"6fd408dc-f994-4e87-a90f-51b45d8ed685","added_by":"auto","created_at":"2025-09-18 12:37:53","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":41464,"visible":true,"origin":"","legend":"","description":"","filename":"tables1234.docx","url":"https://assets-eu.researchsquare.com/files/rs-6898887/v1/f161e06d4c3742b28e58ba4d.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eBlended Learning and Foreign Language Anxiety: Examining the Role of Ecological Systems in K-12 Students’ Speaking Performance\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eSpeaking a foreign language has become an essential skill in the 21st century, especially in a global society where cross-cultural communication and collaboration are increasingly important. However, FLSA a common problem among K-12 students. This anxiety can have a significant impact on students\u0026rsquo; willingness to communicate, confidence, and overall language learning outcomes. Recently, the integration of TALL tools such as Flipgrid has attracted attention as a potential solution to reduce speaking anxiety. Blended learning offers a promising approach to addressing this issue. Educators can personalized nature of digital platforms to create suppportive environments that reduce anxiety and improve language learning outcomes. This study will be carried out with Samsun İbrahim Tanrıverdi Sosyal Bilimler Lisesi ninth-grade students.\u003c/p\u003e\n\u003cp\u003eTo measure the effectiveness of Flipgrid, the research subjects will be divided into two groups: experimental and control. Both groups of students will receive the English-Speaking Anxiety Scale, previously validated and tested for reliability (Orak\u0026ccedil;ı, 2018). The research will be integrated with the book \u0026quot;Q-skills Reading \u0026amp; Writing,\u0026quot; chosen by the classroom teacher to align with speaking skills activities. The activities designed for Flipgrid will be in line with the lesson expectations. experimental group\u0026apos;s interactive activities will be conducted for 10 weeks, two days per week, totaling 80 hours. The prep classes\u0026apos; level is A2 according to the CEFR. It is expected that the experimental group will show a significant increase in their English as a Foreign Language (EFL) level and a decrease in their speech anxiety compared to the control group.\u003c/p\u003e\n\u003cp\u003e1.1 The Importance of Speaking Skills in Foreign Language Learning\u003c/p\u003e\n\u003cp\u003eOral communication skills lie at the heart of language proficiency and are considered essential for successful foreign language acquisition. Speaking, in particular, is often regarded as the most immediate and expressive mode of language use, requiring the integration of linguistic subskills such as vocabulary selection, grammatical accuracy, phonological control, and pragmatic appropriateness in real-time. According to Richards (2008), speaking competence plays a pivotal role not only in everyday communication but also in academic, professional, and intercultural contexts. In K\u0026ndash;12 educational settings, where language learners are still developing their cognitive, emotional, and social capacities, fostering speaking skills is especially vital. It supports not only linguistic development but also enhances self-confidence, collaboration, creativity, and global awareness. However, despite its importance, speaking is frequently reported as the most anxiety-inducing skill among language learners, particularly in classroom environments where performance is often public and evaluative.\u003c/p\u003e\n\u003cp\u003e1.2 Speaking Anxiety in K-12 Students and Challenges Faced\u003c/p\u003e\n\u003cp\u003eForeign language speaking anxiety (FLSA) is a well-documented affective factor thatnegatively impacts learners\u0026rsquo; willingness to communicate and overall language achievement. Defined by Horwitz et al. (1986) as a distinct anxiety associated with second language contexts, FLSA includes feelings of apprehension, nervousness, self-consciousness, and fear of negative evaluation. These affective responses are particularly pronounced in K\u0026ndash;12 students, who are not only navigating the cognitive demands of learning a new language but are also subject to developmental vulnerabilities such as social comparison and peer pressure. In traditional classroom settings, where oral participation is typically spontaneous, assessed, and visible to peers, students may experience heightened anxiety, which can lead to avoidance behaviors, reduced speaking performance, and diminished language learning outcomes. Additional challenges such as limited opportunities for authentic communication, a focus on accuracy over fluency, and teacher-centered instructional methods further exacerbate this issue. Consequently, addressing FLSA is crucial for creating supportive and effective learning environments that promote speaking fluency and learner autonomy.\u003c/p\u003e\n\u003cp\u003e1.3 The Role of Blended Learning and Technology-Assisted Tools in Reducing Anxiety\u003c/p\u003e\n\u003cp\u003eIn response to the challenges posed by speaking anxiety, educators and researchers have increasingly turned to blended learning models and digital tools to create more inclusive and student-centered language learning environments. Blended learning, which integrates face-to-face instruction with online components, offers flexible, multimodal opportunities for language practice and interaction. Among the array of educational technologies, asynchronous video-based platforms such as Flipgrid have gained traction for their potential to mitigate the anxiety commonly associated with live speaking tasks. Flipgrid allows students to record short video responses to teacher prompts or peer discussions, enabling them to plan, revise, and self-monitor their oral production in a low-pressure setting. This process not only reduces the cognitive load associated with real-time speaking but also empowers learners to take ownership of their learning journey. Furthermore, Flipgrid facilitates meaningful peer and teacher feedback through a multimodal interface, encouraging social presence, reflection, and iterative improvement. By offering a more personalized, supportive, and less judgmental environment, such tools align with sociocultural and constructivist perspectives on language learning, which emphasize interaction, learner agency, and the co-construction of meaning.\u003c/p\u003e\n\u003cp\u003e1.4 Purpose of the Study and Research Questions\u003c/p\u003e\n\u003cp\u003eIn light of the growing emphasis on leveraging educational technology to support language learners, this study seeks to investigate the impact of Flipgrid on reducing foreign language speaking anxiety among K\u0026ndash;12 students. Specifically, the study aims to explore how Flipgrid influences learners\u0026rsquo; affective responses, engagement levels, confidence, and perceptions of their own speaking development. By adopting a mixed-methods approach that includes both quantitative and qualitative data, the research aspires to provide nuanced insights into how technology-mediated speaking activities can reshape classroom dynamics and learner experiences. Ultimately, this study contributes to the expanding literature on technology-enhanced language learning and offers practical implications for educators seeking to implement anxiety-reducing strategies in their instructional design.\u003c/p\u003e\n\u003cp\u003eThe study is guided by the following research questions:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eHow does the use of Flipgrid affect students\u0026rsquo; levels of foreign language speaking anxiety?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eWhat are students\u0026rsquo; perceptions of Flipgrid as a tool for developing speaking skills in a foreign language?\u003c/li\u003e\n \u003cli\u003eHow does Flipgrid influence students\u0026rsquo; confidence in speaking a foreign language?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eWhat are the observed changes, if any, in students\u0026rsquo; participation and engagement in speaking activities after using Flipgrid?\u003c/li\u003e\n \u003cli\u003eHow do students compare Flipgrid to traditional speaking tasks in terms of comfort, motivation, and learning effectiveness?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"2. Theoretical Framework","content":"\u003cp\u003eThis study draws upon a multidimensional theoretical framework that synthesizes Bronfenbrenner\u0026rsquo;s Ecological Systems Theory (1979), the principles of Blended Learning, and models of Technology-Assisted Language Learning (TALL), particularly the Technology Acceptance Model (TAM). Together, these frameworks offer a holistic lens through which to examine the complex interplay of psychological, social, institutional, and technological factors influencing students\u0026rsquo; experiences with foreign language speaking anxiety in digitally mediated learning environments.\u003c/p\u003e\n\u003cp\u003e2.1. Ecological Systems Theory (Bronfenbrenner, 1979)\u003c/p\u003e\n\u003cp\u003eBronfenbrenner\u0026rsquo;s Ecological Systems Theory posits that individual development occurs within a nested set of environmental systems, each influencing the learner in distinct yet interrelated ways. Applied to foreign language learning, this theory enables a comprehensive understanding of how various contextual layers contribute to speaking anxiety and how digital tools like Flipgrid can mediate these effects.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eMicrosystem: Student-Teacher Interactions and Classroom Dynamics\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe microsystem encompasses the immediate environments in which learners interact directly, such as the classroom. Within this context, the nature of student-teacher relationships, peer interactions, and the structure of speaking tasks significantly shapes students\u0026rsquo; affective responses. A supportive and responsive classroom environment can reduce anxiety and encourage risk-taking in language production. Flipgrid, by modifying the structure of oral participation and creating a more personalized feedback loop, potentially alters these micro-level interactions in favor of learner comfort and engagement.\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Mesosystem: Influence of School, Family, and Peer Relationships\u003c/p\u003e\n\u003cp\u003eThe mesosystem refers to the interconnections among various microsystems, such as the relationships between school experiences and home environments. Parental support, peer collaboration, and school culture surrounding technology and language learning can amplify or mitigate students\u0026rsquo; anxiety levels. When Flipgrid use is encouraged both at school and at home, it may foster continuity in practice and increase student motivation and confidence.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eExosystem: Educational Policies and Digital Media Exposure\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe exosystem includes settings that indirectly affect the learner, such as educational policies, teacher training programs, and broader exposure to digital media. Institutional support for blended learning, access to digital infrastructure, and policy endorsements of technology integration can influence how effectively platforms like Flipgrid are implemented. Additionally, students\u0026rsquo; prior exposure to video-based communication in other settings may shape their comfort and familiarity with asynchronous speaking tools.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eMacrosystem: Cultural and Societal Perspectives on Language Learning\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe macrosystem reflects overarching cultural values, societal attitudes, and ideologies. In many educational contexts, speaking proficiency is closely associated with academic success, intelligence, or social status. Cultural norms regarding mistakes, public speaking, and the value of foreign language learning can either exacerbate or alleviate FLSA. Flipgrid\u0026rsquo;s low-stakes environment may counteract high-stakes cultural narratives by normalizing speaking practice and emphasizing communicative competence over perfection.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eChronosystem: Longitudinal Development of Speaking Confidence\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe chronosystem considers the dimension of time, including life transitions and cumulative experiences. Over time, consistent use of Flipgrid may contribute to the gradual reduction of speaking anxiety and the development of speaking confidence. This temporal perspective is crucial for understanding the sustained effects of digital interventions in language education and the evolution of learner identity and self-efficacy.\u003c/p\u003e\n\u003cp\u003e2.2. Blended Learning and Foreign Language Anxiety\u003c/p\u003e\n\u003cp\u003eBlended learning, characterized by the intentional integration of face-to-face and online instructional modes, has emerged as a transformative approach in language education. It allows for increased learner autonomy, differentiated pacing, and greater accessibility to learning resources. Importantly, blended environments provide alternative pathways for oral expression that can reduce the immediate social pressures of in-class speaking tasks. Asynchronous speaking tools like Flipgrid allow learners to rehearse, revise, and reflect on their spoken output, which can reduce the cognitive load and emotional stress commonly associated with real-time speaking. Research suggests that blended learning environments can foster more positive attitudes toward language learning and reduce anxiety by creating safer and more personalized communicative spaces (Pichette, 2009; Liu, 2013).\u003c/p\u003e\n\u003cp\u003e2.3. Technology-Assisted Language Learning (TALL) and the Technology Acceptance Model (TAM)\u003c/p\u003e\n\u003cp\u003eTechnology-Assisted Language Learning (TALL) refers to the use of digital tools and platforms to support language acquisition. Central to understanding the adoption and effectiveness of such tools is the Technology Acceptance Model (TAM), developed by Davis (1989), which identifies two primary factors influencing technology usage: perceived usefulness and perceived ease of use. In the context of language learning, students are more likely to engage with tools like Flipgrid if they believe the platform effectively enhances their speaking skills and is intuitive to use. Motivation, engagement, and reduced anxiety are further influenced by the degree to which the technology aligns with learners\u0026apos; needs, preferences, and prior digital literacy. Integrating TAM within the ecological framework highlights how individual learner characteristics and environmental conditions jointly shape technology acceptance and, consequently, learning outcomes.\u003c/p\u003e\n\u003cp\u003eBy combining these theoretical perspectives, this study positions Flipgrid not merely as a technological tool but as a mediating element within a broader ecological system that influences foreign language speaking anxiety. This integrated framework allows for a nuanced analysis of both the contextual factors and psychological mechanisms underlying student experiences in blended, digitally enriched language classrooms.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003e3.1 Research Design\u003c/p\u003e\n\u003cp\u003eThis study employed a quasi-experimental pre-test/post-test control group design to evaluate the effects of Flipgrid on reducing foreign language speaking anxiety among K\u0026ndash;12 students. Due to the ethical and logistical constraints of randomly assigning students in natural classroom settings, this design was selected as an appropriate alternative (Shadish, Cook, \u0026amp; Campbell, 2002). Two intact classes were assigned to the experimental and control groups, respectively. The experimental group engaged in speaking tasks using Flipgrid, while the control group completed equivalent speaking tasks through traditional classroom-based methods.\u003c/p\u003e\n\u003cp\u003eBy comparing changes in speaking anxiety scores and performance between pre-test and post-test across both groups, the design enabled the analysis of the intervention\u0026apos;s impact while accounting for initial differences through baseline data (Dimitrov \u0026amp; Rumrill, 2003). Although this approach does not allow for full control over extraneous variables, it offers a practical and ethically sound framework for examining instructional innovations in real-world educational environments.\u003c/p\u003e\n\u003cp\u003e3.2 Participants\u003c/p\u003e\n\u003cp\u003eThe participants consisted of K\u0026ndash;12 students enrolled in a foreign language course at a public school. A total of 53 students participated in the study, with 27 in the experimental group and 26 in the control group. All students were at a comparable language proficiency level, as determined by teacher evaluations and course history. Informed consent was obtained from parents or guardians, and assent was secured from all student participants, adhering to institutional ethical guidelines for research involving minors.\u003c/p\u003e\n\u003cp\u003eThe treatment group received instruction supplemented with Flipgrid-based speaking assignments and projects, while the control group followed standard instructional methods without technological intervention. The curriculum content for both groups was drawn from Units 4 to 8 of the Q Skills textbook (Oxford University Press), ensuring alignment with the study\u0026rsquo;s objectives.\u003c/p\u003e\n\u003cp\u003eA structured plan based on the textbook\u0026rsquo;s themes and skills was integrated into the treatment group\u0026rsquo;s learning activities. Prior to implementation, both groups completed the Foreign Language Classroom Anxiety Scale (FLCAS) and a demographic questionnaire to establish baseline data. The same instruments were administered at the conclusion of the study to allow for comparative analysis.\u003c/p\u003e\n\u003cp\u003eThe study followed a quasi-experimental pre-test/post-test design. Data from the FLCAS and interviews were analyzed to determine the effectiveness of the Flipgrid intervention in reducing foreign language speaking anxiety and enhancing student engagement. The consistency in instruction across both groups ensured reliable comparisons of outcomes.\u003c/p\u003e\n\u003cp\u003e3.3 Data Collection Instruments\u003c/p\u003e\n\u003cp\u003eTo capture both quantitative and qualitative dimensions of foreign language speaking anxiety and performance, multiple data collection instruments were employed:\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Foreign Language Classroom Anxiety Scale (FLCAS)\u003c/p\u003e\n\u003cp\u003eThe FLCAS, developed by Horwitz, Horwitz, and Cope (1986), was adapted to focus specifically on speaking-related anxiety. The scale consists of Likert-type items that assess learners\u0026apos; emotional responses to speaking tasks in a foreign language. It was administered at two points: before the intervention (pre-test) and after the intervention (post-test), in both the experimental and control groups. The FLCAS has been widely validated and is a reliable measure of affective variables in language learning.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eStudent Reflections and Semi-Structured Interviews\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTo gain deeper insight into student experiences and perceptions of Flipgrid, reflective journals and semi-structured interviews were conducted with a sample of students from the experimental group. These instruments explored perceived changes in confidence, engagement, and comfort with speaking tasks. Interview questions were open-ended and designed to elicit detailed responses regarding the learning process and affective reactions.\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Video-Based Performance Analysis\u003c/p\u003e\n\u003cp\u003eStudents\u0026rsquo; video submissions on Flipgrid were analyzed to assess changes in speaking fluency, pronunciation, and overall communicative competence. A performance rubric aligned with course objectives was used by two independent raters to evaluate the quality of oral production. This analysis allowed for an objective measure of student progress over time and served as a triangulation point for self-reported data.\u003c/p\u003e\n\u003cp\u003e3.4 Data Analysis\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuantitative Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuantitative data from the FLCAS were analyzed using paired-sample t-tests to identify significant within-group changes from pre-test to post-test. Additionally, independent-sample t-tests were conducted to compare the difference in gain scores between the experimental and control groups. Statistical significance was set at p \u0026lt; .05. Effect sizes (Cohen\u0026rsquo;s d) were also calculated to determine the practical significance of the observed changes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQualitative Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo gather qualitative data, semi-structured interviews were conducted with selected students from the treatment group. These interviews were guided by pre-designed questions, audio-recorded, transcribed into tapescripts, and organized for thematic analysis.\u003c/p\u003e\n\u003cp\u003eQualitative data from student reflections and semi-structured interviews were analyzed using thematic coding. Responses were first open-coded to identify emergent themes related to confidence, anxiety, participation, and perceptions of Flipgrid. Axial coding was then employed to refine categories and identify patterns across participants. Trustworthiness was enhanced through triangulation with performance data and member-checking with selected interviewees to validate interpretations.\u003c/p\u003e"},{"header":"4. Results","content":"\u003cp\u003e4.1 Relationship Between Blended Learning and Speaking Anxiety\u003c/p\u003e\n\u003cp\u003eThe analysis of pre-test and post-test results from the Foreign Language Classroom Anxiety Scale (FLCAS) revealed a notable reduction in speaking anxiety among students in the experimental group who participated in Flipgrid-based activities. Quantitative data showed a statistically significant decrease in mean anxiety scores (p \u0026lt; .05), indicating that the integration of blended learning\u0026mdash;specifically, asynchronous video-based speaking practice\u0026mdash;had a positive impact on students\u0026rsquo; emotional responses to oral language tasks. The findings suggest that the flexibility and reduced performance pressure inherent in Flipgrid contributed to a more comfortable speaking environment, thereby alleviating anxiety associated with traditional, synchronous speaking activities.\u003c/p\u003e\n\u003cp\u003eQualitative data supported these results. Student reflections and interview responses highlighted the reduced fear of negative evaluation, increased opportunities for rehearsal, and a greater sense of control over their speaking tasks. Many students reported feeling \u0026ldquo;less nervous\u0026rdquo; and \u0026ldquo;more prepared\u0026rdquo; when using Flipgrid, which allowed them to record at their own pace and express themselves without the immediate presence of peers.\u003c/p\u003e\n\u003cp\u003eThe data obtained from the research were transferred to a computer environment and organized using the Microsoft Excel package program. They were then analyzed using the SPSS (Statistical Package for Social Sciences) 29.0 software. The normality of the numerical data was examined using Skewness and Kurtosis tests, Histogram, and Q-Q Plot graphs. As a result of the analyses, it was determined that the data followed a normal distribution. Categorical data were presented with frequency and percentage values, while numerical data were expressed using mean and standard deviation values. An Independent Sample T-Test was used to compare two independent groups, and a Paired Sample T-Test was used for the comparison of two dependent groups. The relationship between two categorical variables was examined using the Chi-Square Test. A statistical significance level of p\u0026lt;0.05 was accepted for all tests.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Table 1 presents the pre-test and post-test results of the English Speaking Anxiety Scale for the Observation and Application Groups. According to the pre-test results, the anxiety level of the Observation Group (44.50\u0026plusmn;16.62) was lower than that of the Application Group (50.78\u0026plusmn;15.89). In the post-test results, the anxiety level in the Observation Group decreased (37.23\u0026plusmn;12.45), while the decrease was more significant in the Application Group (32.37\u0026plusmn;12.06). The Skewness and Kurtosis values indicate that both groups meet the normal distribution assumption. The Cronbach\u0026apos;s Alpha values were found to be 0.986, 0.984, 0.979, and 0.987, indicating high reliability of the scale\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e4.2 Differences Between the Experimental and Control Groups\u003c/p\u003e\n\u003cp\u003eA comparative analysis between the treatment and control groups further confirmed the positive impact of the Flipgrid intervention. While both groups began the study with comparable FLCAS scores, only the experimental group exhibited a statistically significant decrease in post-test anxiety levels. In contrast, the control group\u0026rsquo;s anxiety scores remained relatively stable, with no meaningful change observed.\u003c/p\u003e\n\u003cp\u003eFurthermore, video-based performance assessments showed marked improvement in fluency and confidence among students in the treatment group. Their oral submissions were generally longer, more coherent, and exhibited greater lexical variety than those observed in the control group. These findings suggest that the use of Flipgrid not only reduced anxiety but also supported measurable gains in speaking proficiency.Table 2 shows the distribution of Observation and Application Groups in terms of age, gender, and device access, along with the differences between groups.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThere was no significant difference in age distribution between the groups (p=0.901). Similarly, gender distribution was comparable, with female students being the majority in both groups (Observation Group 73.1%, Application Group 77.8%), and this difference was not statistically significant (p=0.691). Regarding the types of devices accessed, smartphones were commonly used in both groups (Observation Group 100%, Application Group 92.6%). No significant differences were found in the usage of other device types (laptop, desktop computer, tablet) (p\u0026gt;0.05). Overall, no statistically significant differences were observed between the groups in terms of these demographic and technological access variables.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eGroups during the pre-test and post-test periods. In the Observation Group, the difference between pre-test and post-test was statistically significant (t=3.793, p\u0026lt;0.001), with a decrease in anxiety scores (pre-post difference: 7.27 \u0026plusmn; 9.77). The Application Group also showed a significant decrease in anxiety scores (t=4.799, p\u0026lt;0.001), with a greater reduction compared to the Observation Group (pre-post difference: 18.41 \u0026plusmn; 19.93). Although the post-test difference between groups was not statistically significant (t=1.443, p=0.155), the pre-post difference was significant between groups (t=2.567, p=0.013), indicating that the Application Group may have been more effective in reducing anxiety levels.\u003c/p\u003e\n\u003cp\u003e4.3 Influence of Ecological Factors on Student Experiences\u003c/p\u003e\n\u003cp\u003eDrawing on Bronfenbrenner\u0026rsquo;s Ecological Systems Theory, several external and interpersonal factors were found to influence students\u0026apos; language learning experiences and anxiety levels:\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Microsystem-level factors, such as student-teacher rapport and classroom dynamics, played a significant role in shaping learners\u0026rsquo; willingness to participate in speaking tasks. Students who reported strong support from teachers felt more comfortable taking linguistic risks.\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Mesosystem factors, including peer interactions and parental encouragement, also influenced engagement. In some cases, students expressed that family members actively supported Flipgrid assignments, even participating in video creation, which enhanced motivation and reduced anxiety.\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; At the exosystem level, access to digital devices and stable internet connectivity affected the degree to which students could fully participate in the Flipgrid-based tasks.\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Macrosystem influences, such as cultural attitudes toward making mistakes in public and the value placed on oral fluency in English, were also mentioned by students as sources of pressure or encouragement.\u003c/p\u003e\n\u003cp\u003e\u0026bull; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Over time (chronosystem), students in the treatment group described a progressive increase in speaking confidence, suggesting that repeated exposure to the tool helped shift long-standing attitudes toward language production in a foreign language.\u003c/p\u003e\n\u003cp\u003eOverall, the results indicate that the combination of a supportive technological tool and consideration of ecological factors can create a more inclusive and emotionally secure environment for developing speaking skills in a foreign language.\u003c/p\u003e\n\u003cp\u003eTable 4 presents the comparison of pre-post differences of English speaking anxiety scale according to age and gender between groups. In the 15-year-old group, the difference between observation and intervention groups was not found to be statistically significant (p = 0.337). In the 16-year-old group, the results of the intervention group showed a significantly more positive difference (p = 0.011). In the comparison according to gender, a significant difference was observed in the intervention group for female students (p = 0.014), while no significant difference was found among male students (p = 0.815). This shows that the intervention group was more effective especially on the 16-year-old students and female students.\u003c/p\u003e\n\u003cp\u003e4.4. Findings\u003c/p\u003e\n\u003cp\u003eIn this part of the research, as a result of the thematic analysis, positive experiences with Flipgrid, negative experiences with Flipgrid, Flipgrid\u0026apos;s contribution to speaking skills, difficulties with Flipgrid, Flipgrid\u0026apos;s effect on speaking anxiety, Flipgrid\u0026apos;s alternative usage suggestions were analyzed. Subthemes and codes were included within the categories. In addition, the concept map for the use of Flipgrid and the cloud map for the use of Flipgrid were examined.\u003c/p\u003e\n\u003cp\u003e4.4.1. Quantitative Findings\u003c/p\u003e\n\u003cp\u003eThe quantitative analysis, conducted using SPSS 29.0, assessed English-speaking anxiety levels in two groups: the Control Group and the Treatment Group. The results indicate a statistically significant decrease in anxiety levels in both groups, with the Implementation Group showing a greater reduction. Key findings include:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePre-test Anxiety Levels:\u003c/strong\u003e The Implementation Group had a higher initial anxiety score (50.78\u0026plusmn;15.89) compared to the Observation Group (44.50\u0026plusmn;16.62).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePost-test Anxiety Levels:\u003c/strong\u003e Anxiety decreased in both groups, with the Observation Group averaging 37.23\u0026plusmn;12.45 and the Implementation Group reducing further to 32.37\u0026plusmn;12.06.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEffectiveness of Intervention:\u003c/strong\u003e The Implementation Group showed a greater pre-post difference (18.41\u0026plusmn;19.93) compared to the Observation Group (7.27\u0026plusmn;9.77), indicating a more significant reduction in anxiety.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDemographics \u0026amp; Technology Access:\u003c/strong\u003e No significant differences were found between groups in terms of age, gender, or access to technology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImpact by Age and Gender:\u003c/strong\u003e The intervention was more effective for 16-year-olds (p=0.011) and female students (p=0.014), while no significant impact was observed among male students (p=0.815).\u003c/p\u003e\n\u003cp\u003e4.4.2. Qualitative Insights\u003c/p\u003e\n\u003cp\u003eThe qualitative data provides deeper insights into students\u0026apos; experiences with English-speaking anxiety. Key themes that emerged include:\u003c/p\u003e\n\u003cp\u003eFear of Judgment: Many students expressed concerns about making mistakes and being judged by peers, leading to hesitation in speaking English.\u003c/p\u003e\n\u003cp\u003eConfidence and Comfort: Those who participated in the intervention activities felt more comfortable and reported a boost in confidence, particularly due to interactive and engaging exercises.\u003c/p\u003e\n\u003cp\u003eSupportive Learning Environment: The presence of supportive instructors and peers helped reduce anxiety, reinforcing the quantitative findings of improved scores.\u003c/p\u003e\n\u003cp\u003ePractical vs. Theoretical Learning: Students preferred practical, conversation-based exercises over traditional grammar-focused learning, indicating that active participation played a key role in reducing anxiety.\u003c/p\u003e\n\u003cp\u003e4.4.3.Integration of Findings\u003c/p\u003e\n\u003cp\u003eThe statistical findings provide compelling evidence that the implemented intervention was effective in significantly reducing English-speaking anxiety among participants, with particularly notable effects observed in female students and those aged 16. This reduction in anxiety levels was substantiated through quantitative measures, which demonstrated a marked improvement in the participants\u0026rsquo; comfort and confidence when engaging in spoken English activities. The qualitative data further enriches this interpretation by offering insights into the underlying mechanisms that contributed to the observed outcomes. Specifically, students reported that the intervention fostered a sense of increased self-assurance, largely attributed to the creation of a supportive and nonjudgmental learning environment, as well as the incorporation of interactive, student-centered speaking activities. These elements collectively appear to have played a pivotal role in alleviating the psychological barriers associated with language production.\u003c/p\u003e\n\u003cp\u003eIn contrast, although male students did not exhibit statistically significant reductions in anxiety levels, their qualitative responses suggest a more complex dynamic. Many male participants appeared less inclined to openly express or acknowledge their language-related anxieties. This muted response may reflect broader gender-related differences in emotional expression, which in turn suggests that male students may require distinct, perhaps more individualized or indirect, approaches to effectively address their language anxiety. These findings underscore the importance of considering gender and age-related differences when designing and implementing interventions aimed at reducing language anxiety.\u003c/p\u003e\n\u003cp\u003eTaken together, the integrated analysis of both quantitative and qualitative data indicates that structured, interactive speaking exercises are particularly effective in mitigating English-speaking anxiety. The success of the intervention among female students and older adolescents highlights the potential of these methods to enhance language learning outcomes. Moving forward, future interventions should explore more nuanced, differentiated strategies that specifically target the needs of male students and younger learners, in order to ensure equitable and effective support for all participants in the language learning process.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003e1. Effects of Flipgrid on students\u0026rsquo; foreign language speaking anxiety\u003c/p\u003e\n\u003cp\u003eOne of the central findings of the study was Flipgrid\u0026rsquo;s role in alleviating speaking anxiety. The asynchronous format helped students gain control over their speech, eliminating the pressure of spontaneous performance. This is consistent with studies indicating that delayed speaking tasks can provide a less intimidating environment for anxious learners.\u003c/p\u003e\n\u003cp\u003eFlipgrid effectively reduces speaking anxiety by allowing students time to prepare and reflect, thus creating a safer space for oral expression.\u003c/p\u003e\n\u003cp\u003e2. What were the students\u0026rsquo; overall experiences with Flipgrid?\u003c/p\u003e\n\u003cp\u003eStudents generally viewed Flipgrid positively, highlighting its ability to foster creativity, support, and free expression. This aligns with constructivist principles that emphasize learner autonomy and active participation in meaning-making.\u003c/p\u003e\n\u003cp\u003eStudents had a favorable overall experience with Flipgrid, particularly appreciating its engaging and supportive environment.\u003c/p\u003e\n\u003cp\u003e3. How did Flipgrid impact students\u0026rsquo; speaking skills?\u003c/p\u003e\n\u003cp\u003eFlipgrid facilitated improvement in key speaking components\u0026mdash;fluency, pronunciation, and expressive language use. Regular speaking practice, coupled with peer interaction, enhanced oral proficiency. These outcomes are supported by second language acquisition (SLA) research that underscores the value of repeated, contextualized practice.\u003c/p\u003e\n\u003cp\u003eFlipgrid significantly contributed to the development of students\u0026apos; speaking skills through consistent and contextual practice.\u003c/p\u003e\n\u003cp\u003e4. Did Flipgrid help reduce speaking anxiety?\u003c/p\u003e\n\u003cp\u003eStudents repeatedly emphasized that their anxiety levels decreased. Flipgrid\u0026rsquo;s asynchronous nature, along with the opportunity to revise recordings, minimized performance pressure and promoted a sense of accomplishment.\u003c/p\u003e\n\u003cp\u003eYes, Flipgrid played a clear role in reducing speaking anxiety by giving students autonomy and time to prepare.\u003c/p\u003e\n\u003cp\u003e5. What challenges did students encounter while using Flipgrid?\u003c/p\u003e\n\u003cp\u003eDespite its benefits, technical limitations such as poor connectivity, user interface issues, and data consumption affected the learning experience. These limitations may hinder access, particularly for students from under-resourced backgrounds.\u003c/p\u003e\n\u003cp\u003eTechnical difficulties and privacy concerns must be addressed to ensure equitable and effective use of Flipgrid.\u003c/p\u003e\n\u003cp\u003e6. What themes emerged most frequently in student feedback?\u003c/p\u003e\n\u003cp\u003eCore themes such as practice, feedback, confidence, and anxiety emerged prominently. These reflect students\u0026rsquo; focus on both the affective and cognitive dimensions of language learning. Thematic consistency across responses and visual tools indicates strong alignment between learner perception and research objectives.\u003c/p\u003e\n\u003cp\u003eStudents prioritize opportunities for practice, feedback, and anxiety management\u0026mdash;core benefits Flipgrid offers.\u003c/p\u003e\n\u003cp\u003e7. How did students feel about Flipgrid\u0026rsquo;s collaborative features?\u003c/p\u003e\n\u003cp\u003eCollaborative projects boosted peer interaction, motivation, and engagement. These interactions created a supportive community of practice, consistent with Vygotskian theories that emphasize the social nature of language development.\u003c/p\u003e\n\u003cp\u003eStudents valued Flipgrid\u0026rsquo;s collaborative aspects, which supported social learning and increased communicative competence.\u003c/p\u003e\n\u003cp\u003e8. What technical improvements did students suggest?\u003c/p\u003e\n\u003cp\u003eStudents offered practical suggestions such as integrating live chat features, enhancing interactivity, and simplifying video uploads. These suggestions reflect a desire for more seamless user experiences and real-time communication opportunities.\u003c/p\u003e\n\u003cp\u003eStudent feedback should guide technical enhancements to improve usability and engagement on Flipgrid.\u003c/p\u003e\n\u003cp\u003e9. Were alternative applications considered by students?\u003c/p\u003e\n\u003cp\u003eWhile students were open to trying alternatives, they valued Flipgrid\u0026rsquo;s unique features\u0026mdash;especially feedback and flexibility. This suggests that although students are technologically flexible, pedagogical utility remains a key concern.\u003c/p\u003e\n\u003cp\u003eAlternative tools may complement Flipgrid, but its core benefits make it an irreplaceable component in language education.\u003c/p\u003e\n\u003cp\u003e10. How did students feel emotionally when using Flipgrid?\u003c/p\u003e\n\u003cp\u003eStudents expressed feelings of motivation, comfort, and enjoyment. Positive emotional responses are essential for long-term language learning, as affective factors greatly influence performance and retention.\u003c/p\u003e\n\u003cp\u003eFlipgrid contributes positively to students\u0026rsquo; emotional well-being, fostering motivation and willingness to communicate.\u003c/p\u003e\n\u003cp\u003e11. How did the visual elements (e.g., word clouds and concept maps) contribute to understanding student experiences?\u003c/p\u003e\n\u003cp\u003eVisual tools offered a clear overview of dominant student perceptions and vocabulary. They reinforced key findings and facilitated a more intuitive understanding of thematic patterns.\u003c/p\u003e\n\u003cp\u003eWord clouds and concept maps validated the thematic analysis and enhanced interpretation of student feedback.\u003c/p\u003e\n\u003cp\u003e12. Did students feel more confident in their speaking abilities after using Flipgrid?\u003c/p\u003e\n\u003cp\u003eRepeated use of Flipgrid led to greater self-assurance. This development stemmed from frequent speaking practice, constructive feedback, and peer validation\u0026mdash;factors known to support confidence-building in second language contexts.\u003c/p\u003e\n\u003cp\u003eYes, Flipgrid helped students develop greater confidence in their speaking abilities over time.\u003c/p\u003e\n\u003cp\u003e13. What role did feedback play in students\u0026apos; learning experiences?\u003c/p\u003e\n\u003cp\u003eFeedback played a dual role\u0026mdash;as a motivational and instructional tool. Students viewed peer and teacher comments as constructive, allowing them to recognize mistakes and make targeted improvements.\u003c/p\u003e\n\u003cp\u003eFeedback through Flipgrid reinforced learning and served as a catalyst for both reflection and performance improvement.\u003c/p\u003e\n\u003cp\u003e14. How does Flipgrid impact students\u0026rsquo; speaking anxiety in a foreign language?\u003c/p\u003e\n\u003cp\u003eAnxiety reduction was consistently reported. Flipgrid\u0026rsquo;s flexible structure allowed learners to express themselves without the immediate stress of a live audience. This echoes research suggesting that reducing time pressure can mitigate language anxiety.\u003c/p\u003e\n\u003cp\u003eFlipgrid meaningfully reduces speaking anxiety by creating a more flexible and non-threatening learning environment.\u003c/p\u003e\n\u003cp\u003e15. What is the overall conclusion regarding Flipgrid\u0026rsquo;s effectiveness?\u003c/p\u003e\n\u003cp\u003eFlipgrid emerged as an effective digital platform for language learning. It supports skill development, lowers anxiety, enhances confidence, and promotes social interaction. However, technical refinements are needed to optimize its functionality.\u003c/p\u003e\n\u003cp\u003eFlipgrid is an impactful tool for improving speaking skills and reducing language anxiety. With ongoing technical improvements, it holds strong potential for broader use in language education.\u003c/p\u003e"},{"header":"6. Conclusions","content":"\u003cp\u003eThe present study highlights that the use of Flipgrid within a blended learning framework significantly contributed to reducing students\u0026rsquo; foreign language speaking anxiety. Blended learning, which merges face-to-face instruction with digital learning components, offers an adaptive learning ecosystem that supports both academic and affective development. In this context, Flipgrid served as the asynchronous digital platform that complemented in-person instruction, enabling students to practice speaking in a less pressurized environment.\u003c/p\u003e\n\u003cp\u003eOne of the most prominent affordances of the blended model is its ability to address the affective dimension of language learning, particularly anxiety, which has been widely recognized as one of the major obstacles to foreign language acquisition (Horwitz, Horwitz, \u0026amp; Cope, 1986). The findings of this study demonstrate that the asynchronous nature of Flipgrid allowed students to engage with speaking tasks at their own pace, with the opportunity to rehearse and revise their submissions. This reduced the immediate pressure typically associated with real-time speaking tasks and contributed to a heightened sense of control, autonomy, and self-efficacy\u0026mdash;factors that are critical in mitigating language anxiety (MacIntyre \u0026amp; Gardner, 1991).\u003c/p\u003e\n\u003cp\u003eSimultaneously, the face-to-face component of the blended environment offered the social and instructional scaffolding necessary for building rapport, clarifying misunderstandings, and maintaining a sense of classroom community. Students benefitted from interpersonal support during in-person sessions, which created a foundation of psychological safety. This was further reinforced in the online component, where students could practice expressive language use more freely. The cyclical interaction between classroom and digital spaces created a safe zone for experimentation, where students could make mistakes without the fear of immediate judgment or social embarrassment\u0026mdash;two common triggers of speaking anxiety.\u003c/p\u003e\n\u003cp\u003eMoreover, the blended format supports the principles of constructivist learning theory, where learners construct meaning through active engagement, reflection, and social interaction. By using Flipgrid in tandem with face-to-face interactions, students experienced multimodal engagement\u0026mdash;verbal, visual, and reflective\u0026mdash;which has been shown to promote deeper learning and reduce affective barriers. The ability to receive delayed but meaningful feedback\u0026mdash;whether from peers or instructors\u0026mdash;within this blended system also helped students internalize progress, notice patterns in their performance, and gradually reduce their apprehension about speaking.\u003c/p\u003e\n\u003cp\u003eThe asynchronous video format, embedded in a broader pedagogical structure that values both personalization and collaboration, allowed students to experience less fear of negative evaluation\u0026mdash;a key component of foreign language anxiety. Furthermore, the digital records of their performance provided a tangible measure of progress, fostering a sense of achievement and confidence over time.\u003c/p\u003e\n\u003cp\u003eIn summary, the blended learning environment played an instrumental role in reducing students\u0026rsquo; speaking anxiety by combining the emotional reassurance of face-to-face interaction with the flexibility and autonomy of asynchronous digital tools like Flipgrid. This dual approach catered to diverse learner needs and temperaments, creating a holistic environment conducive to both language development and emotional well-being. The findings underscore the importance of pedagogical models that integrate synchronous and asynchronous modes, particularly when addressing the affective challenges of language learning. Therefore, it is recommended that language educators consider implementing blended learning frameworks that incorporate video-based speaking platforms to maximize student engagement, reduce anxiety, and foster communicative competence.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eThe following abbreviations are used in this manuscript:\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"417\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eFLSA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 368px;\"\u003e\n \u003cp\u003eForeign Language Speaking Anxiety\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eTALL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 368px;\"\u003e\n \u003cp\u003eTechnology-Assisted Language Learning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eTAM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 368px;\"\u003e\n \u003cp\u003eTechnology Acceptance Model\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eK-12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 368px;\"\u003e\n \u003cp\u003eKindergarten through 12th grade\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eCEFR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 368px;\"\u003e\n \u003cp\u003eCommon European Framework of Reference\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eFLCAS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 368px;\"\u003e\n \u003cp\u003eForeign Language Classroom Anxiety Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was ethically approved by the Scientific Research and Publication Ethics Committee (BAEK) of a private university under reference \u0026nbsp;NEU/EB/2023/979 before the survey was conducted.Written consent was obtained from the Samsun Director of National Education, the school principal of Samsun İbrahim Tanrıverdi Sosyal Bilimler High School, \u0026nbsp;participants, and their parents.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants involved in the study. For student participants under the age of 18, written consent was also secured from their parents or legal guardians. All participants were informed about the purpose of the study, the voluntary nature of participation, the right to withdraw at any stage without penalty, and the measures taken to ensure anonymity and confidentiality.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEsra Doğan has been given permission by the school principal after the approval mail from the provincial Directorate of National Education to do her doctoral study titled \u0026quot;The effects of technology-assisted language learning tool on K-12 students\u0026apos; foreign language anxiety in a blended learning environment\u0026quot; in our school in the 2023-2024 academic year; I submit for your information.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are not publicly available due to privacy and ethical restrictions involving K-12 students but can be made available from the corresponding author upon reasonable request. Any requests for access to the data will be carefully evaluated to ensure compliance with institutional guidelines and the protection of participants\u0026rsquo; confidentiality.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no financial or non-financial competing interests that could have influenced the research, authorship, or publication of this manuscript. There are no affiliations or relationships that may be perceived as potential conflicts of interest in relation to this work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted without external funding or financial support. The authors carried out the research independently as part of their academic roles and personal scholarly interests. Any related expenses were covered by the authors or their institution. No commercial or public grants contributed to the completion of this work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEsra Dogan\u003c/strong\u003e conceptualized the research idea, conducted the literature review, designed the study framework, collected and analyzed the data, and wrote the initial draft of the manuscript. She was responsible for coordinating the research process and ensuring the integrity of data collection and interpretation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProf. Dr. Mustafa Kurt\u003c/strong\u003e provided academic supervision and guidance throughout all stages of the study. He contributed to the development of the theoretical framework, reviewed and revised the manuscript critically for important intellectual content, and ensured methodological rigor. He also assisted in the refinement of the final version of the paper for publication.\u003c/p\u003e\n\u003cp\u003eBoth authors read and approved the final manuscript and agreed to be accountable for all aspects of the work, ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors express their sincere gratitude to all K-12 students and educators who participated in the study and made this research possible. Special thanks are extended to the Near East University for providing academic support and resources that facilitated this study. The authors also appreciate the constructive feedback from peer reviewers and colleagues who contributed to improving the quality of this manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; information (optional)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEsra Dogan is a doctoral candidate at Near East University specializing in English Language Education, with a particular focus on blended learning environments and foreign language anxiety among young learners. She is dedicated to exploring innovative pedagogical approaches to enhance speaking performance in K-12 education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProf. Dr. Mustafa Kurt serves as a professor of English Language Education at Near East University. His research interests include second language acquisition, applied linguistics, and integrating technology in language teaching. Prof. Kurt has supervised numerous graduate students and contributed extensively to the field through his scholarly publications.\u003cbr\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAida, Y. (1994). Examination of Horwitz, Horwitz, and Cope\u0026apos;s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155\u0026ndash;168. https://doi.org/10.2307/329005\u003c/li\u003e\n \u003cli\u003eArdi, P. (2021). Flipgrid for EFL speaking practice: Students\u0026apos; voices. JEELS (Journal of English Education and Linguistics Studies), 8(2), 399\u0026ndash;421. https://doi.org/10.30762/jeels.v8i2.1477\u003c/li\u003e\n \u003cli\u003eBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.\u003c/li\u003e\n \u003cli\u003eBotes, E., Dewaele, J.-M., \u0026amp; Greiff, S. (2020). 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Educational Psychology, 37(6), 745\u0026ndash;756. https://doi.org/10.1080/01443410.2016.1165799\u003c/li\u003e\n \u003cli\u003eGreen, J., Camilli, G., \u0026amp; Elmore, P. (Eds.). (2006). Handbook of complementary methods in education research. Routledge.\u003c/li\u003e\n \u003cli\u003eHuang, H. Y. (2018). The effects of using video technology on EFL students\u0026rsquo; speaking anxiety and pronunciation performance. The Asian EFL Journal, 20(7), 48\u0026ndash;68.\u003c/li\u003e\n \u003cli\u003eHorwitz, E. K. (2017). On the misreading of Horwitz, Horwitz, and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In G. J. Dewaele (Ed.), Psychological perspectives on the foreign language learner (pp. 31\u0026ndash;48). Multilingual Matters.\u003c/li\u003e\n \u003cli\u003eHorwitz, E. K., Horwitz, M. B., \u0026amp; Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125\u0026ndash;132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x\u003c/li\u003e\n \u003cli\u003eJiang, Y., \u0026amp; Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13\u0026ndash;25. https://doi.org/10.1016/j.system.2019.02.017\u003c/li\u003e\n \u003cli\u003eKelsen, B. A. (2020). Exploring the use of video-based assignments as a tool for engaging students in English language learning. Computer Assisted Language Learning, 33(8), 934\u0026ndash;955. https://doi.org/10.1080/09588221.2019.1667486\u003c/li\u003e\n \u003cli\u003eKrashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.\u003c/li\u003e\n \u003cli\u003eLai, C., Wang, Q., \u0026amp; Lei, X. (2012). What do we know about using mobile technologies for language learning? ReCALL, 24(3), 270\u0026ndash;288. https://doi.org/10.1017/S095834401200018X\u003c/li\u003e\n \u003cli\u003eLee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish\u0026ndash;American telecollaboration. Computer Assisted Language Learning, 22(5), 425\u0026ndash;443. https://doi.org/10.1080/09588220903345184\u003c/li\u003e\n \u003cli\u003eLee, S. K. (2020). Using Flipgrid for promoting oral communication: Perceptions of EFL students. The JALT CALL Journal, 16(2), 35\u0026ndash;48. https://doi.org/10.29140/jaltcall.v16n2.304\u003c/li\u003e\n \u003cli\u003eLiu, M., \u0026amp; Jackson, J. (2008). An exploration of Chinese EFL learners\u0026rsquo; unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71\u0026ndash;86. https://doi.org/10.1111/j.1540-4781.2008.00687.x\u003c/li\u003e\n \u003cli\u003eMacIntyre, P. D., \u0026amp; Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85\u0026ndash;117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x\u003c/li\u003e\n \u003cli\u003eMacIntyre, P. D., \u0026amp; Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193\u0026ndash;213. https://doi.org/10.14746/ssllt.2012.2.2.4\u003c/li\u003e\n \u003cli\u003eMellati, M., Khademi, M., \u0026amp; Ataei, M. (2021). Do feedback types affect EFL learners\u0026rsquo; anxiety and success in writing? International Journal of Instruction, 14(1), 991\u0026ndash;1006. https://doi.org/10.29333/iji.2021.14159a\u003c/li\u003e\n \u003cli\u003eMills, N., Pajares, F., \u0026amp; Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417\u0026ndash;442. https://doi.org/10.1111/j.1467-9922.2007.00421.x\u003c/li\u003e\n \u003cli\u003eOxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58\u0026ndash;67). Cambridge University Press.\u003c/li\u003e\n \u003cli\u003ePan, Y. C. (2020). Technology-enhanced speaking tasks for EFL junior high school students in Taiwan: Task design and student perceptions. Asia-Pacific Education Researcher, 29(3), 235\u0026ndash;244. https://doi.org/10.1007/s40299-019-00490-w\u003c/li\u003e\n \u003cli\u003ePhillips, E. M. (1992). The effects of language anxiety on students\u0026rsquo; oral test performance and attitudes. The Modern Language Journal, 76(1), 14\u0026ndash;26. https://doi.org/10.1111/j.1540-4781.1992.tb02573.x\u003c/li\u003e\n \u003cli\u003eRavichandran, N. (2021). Reducing ESL learners\u0026rsquo; speaking anxiety using video blogs (Vlogs). Advances in Language and Literary Studies, 12(3), 45\u0026ndash;51. https://doi.org/10.7575/aiac.alls.v.12n.3.p.45\u003c/li\u003e\n \u003cli\u003eReinders, H., \u0026amp; White, C. (2010). The theory and practice of technology in materials development and task design. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 58\u0026ndash;80). Cambridge University Press.\u003c/li\u003e\n \u003cli\u003eSadiq, D. A. (2017). Investigating the effect of anxiety on speaking performance of EFL learners. Journal of Literature, Languages and Linguistics, 33, 45\u0026ndash;53.\u003c/li\u003e\n \u003cli\u003eShamsuddin, N. H., \u0026amp; Kaur, M. (2020). Flipgrid: Engaging third language learners in speaking activities. International Journal of Modern Languages and Applied Linguistics, 4(4), 34\u0026ndash;43. https://doi.org/10.24191/ijmal.v4i4.14309\u003c/li\u003e\n \u003cli\u003eWang, Y., \u0026amp; Zhan, Y. (2020). Investigating university students\u0026rsquo; perceptions of and engagement with asynchronous video-based oral communication in online environments. Australasian Journal of Educational Technology, 36(6), 36\u0026ndash;50. https://doi.org/10.14742/ajet.5619\u003c/li\u003e\n \u003cli\u003eWoodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308\u0026ndash;328. https://doi.org/10.1177/0033688206071315\u003c/li\u003e\n \u003cli\u003eYaman, İ. (2016). The effects of blogging in enhancing writing skills of EFL students. Procedia - Social and Behavioral Sciences, 232, 642\u0026ndash;648. https://doi.org/10.1016/j.sbspro.2016.10.088\u003c/li\u003e\n \u003cli\u003eYeh, Y.-C., \u0026amp; Lan, Y.-J. (2018). Fostering student autonomy in English learning through creations of video materials. Interactive Learning Environments, 26(5), 607\u0026ndash;620. https://doi.org/10.1080/10494820.2017.1337033\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTables 1 to 4 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Foreign language speaking anxiety, blended learning, ecological systems theory, technology-assisted learning, Flipgrid","lastPublishedDoi":"10.21203/rs.3.rs-6898887/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6898887/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study addresses the foreign language speaking anxiety of K-12 students within the framework of ecological systems theory and examines how the blended learning environment affects this anxiety. The study evaluates the impact of technology supported tools, such as Flipgrid, on students' anxiety levels during their language learning process. Using a quasi-experimental design, pre-test and post-test analyses were conducted between experimental and control groups. Additionally, student opinions were examined to determine the effects of ecosystem factors (micro, mesosystem, exosystem, macrosystem, and chronosystem) on anxiety. The results show that the blended learning model and ecological factors can significantly influence students' anxiety levels in the language learning process.\u003c/p\u003e","manuscriptTitle":"Blended Learning and Foreign Language Anxiety: Examining the Role of Ecological Systems in K-12 Students’ Speaking Performance","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-18 12:37:49","doi":"10.21203/rs.3.rs-6898887/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"88fa4a64-4ea1-4f23-a84f-fa19df1167ae","owner":[],"postedDate":"September 18th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-03T08:39:41+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-18 12:37:49","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6898887","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6898887","identity":"rs-6898887","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}