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Conference Paper: The effects of social skills training on L2 speaking proficiency and foreign language anxiety in language minority children

TitleThe effects of social skills training on L2 speaking proficiency and foreign language anxiety in language minority children
Other TitlesEffects of Social Skills Training on Oracy and Foreign Language Anxiety of Language-Minority Children
Authors
Cheung, WMKong, NK
Issue Date2019
PublisherAll Academic, Inc.
Citation
American Educational Research Association (AERA) 2019 Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, 5-9 April 2019 How to Cite?
AbstractExisting literature remains unclear about the relationship between social competence, second language (L2) speaking proficiency, and foreign language anxiety (FLA) in young learners. To address this gap, we developed a social skills training (SST) program for language minority students (N=30) in elementary schools and measured its effectiveness by pre-, post-, and follow-up test comparisons of social competence, L2 speaking proficiency and FLA with comparison group (N=22). The experimental group showed significantly higher social competence after the training than the comparison group. An improvement in L2 speaking proficiency was observed in experimental group only. FLA was negatively related to speaking proficiency. SST was supported as a promising intervention to improve social competence and speaking proficiency among language minority students.
Description81.032 - MTCC Roundtable Session 37: 81.032-9 - Supporting Multilingual Learners Across Diverse Teaching Contexts
Persistent Identifierhttp://hdl.handle.net/10722/277856

 

DC FieldValueLanguage
dc.contributor.authorCheung, WM-
dc.contributor.authorKong, NK-
dc.date.accessioned2019-10-04T08:02:43Z-
dc.date.available2019-10-04T08:02:43Z-
dc.date.issued2019-
dc.identifier.citationAmerican Educational Research Association (AERA) 2019 Annual Meeting: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, 5-9 April 2019-
dc.identifier.urihttp://hdl.handle.net/10722/277856-
dc.description81.032 - MTCC Roundtable Session 37: 81.032-9 - Supporting Multilingual Learners Across Diverse Teaching Contexts-
dc.description.abstractExisting literature remains unclear about the relationship between social competence, second language (L2) speaking proficiency, and foreign language anxiety (FLA) in young learners. To address this gap, we developed a social skills training (SST) program for language minority students (N=30) in elementary schools and measured its effectiveness by pre-, post-, and follow-up test comparisons of social competence, L2 speaking proficiency and FLA with comparison group (N=22). The experimental group showed significantly higher social competence after the training than the comparison group. An improvement in L2 speaking proficiency was observed in experimental group only. FLA was negatively related to speaking proficiency. SST was supported as a promising intervention to improve social competence and speaking proficiency among language minority students.-
dc.languageeng-
dc.publisherAll Academic, Inc.-
dc.relation.ispartofAmerican Educational Research Association (AERA) 2019 Annual Meeting-
dc.titleThe effects of social skills training on L2 speaking proficiency and foreign language anxiety in language minority children-
dc.title.alternativeEffects of Social Skills Training on Oracy and Foreign Language Anxiety of Language-Minority Children-
dc.typeConference_Paper-
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hk-
dc.identifier.authorityCheung, WM=rp00896-
dc.identifier.hkuros306358-

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