Journal of Studies in Language, Culture and Society (JSLCS)
Volume 9, Numéro 2, Pages 9-29
2026-06-30

Using Digital Games To Mitigate Efl Speaking Anxiety: Evidence From Algerian Undergraduates



Authors : Heguehag Nabila .

Abstract

Speaking anxiety is a recurring issue among English as a Foreign Language (EFL) learners, often preventing them from developing their speaking skills and overall communicative proficiency. To address this issue, researchers have explored different strategies to reduce anxiety within learners. In the same vein, the present study introduces digital game-based activities as a teaching strategy to alleviate learners’ anxiety. Accordingly, it aims to examine the effectiveness of using digital games as a pedagogical tool in EFL classrooms. To achieve this objective, a mixed-methods approach was adopted, combining a quasi-experimental design with semi-structured interviews. The study was conducted with first-year undergraduate EFL students at the University of Guelma. The experiment involved a control and an experimental group, with 186 participants completing an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) as a pre-test and post-test to measure their level of anxiety before and after the treatment. Following the experiment, twenty participants of the experimental group were later interviewed to explore their attitudes toward game-based learning and its impact on speaking anxiety and overall speaking proficiency. The quantitative data of the pre and post-tests were analyzed using descriptive and inferential statistics via the Statistical Package for the Social Sciences (SPSS), while qualitative data obtained from the semi-structured interviews were coded and analyzed through thematic analysis. The quantitative analysis of the pre and post-test revealed a significant difference between students’ speaking anxiety levels, shifting from a moderate level of anxiety before the intervention to a considerably lower level afterwards. The qualitative findings revealed that the interviewees confirmed that the use of games was both successful and effective in creating a supportive stress-free learning environment. Furthermore, participants indicated that the use of games helped change their attitudes toward speaking activities students, increased their willingness to participate reported reduced speaking anxiety and perceived improvements in their speaking skills and performance. Overall, this small-scale study demonstrated that digital games can be used as an effective pedagogical tool for reducing EFL anxiety and enhancing learners’ speaking abilities and performance.

Keywords

EFL learners ; foreign language pedagogy; game-based learning ; mixed methods approach ; speaking anxiety

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