A Study on the Acquisition Mechanism of Mitigating Chinese Oral Anxiety with Digital Short Video Resources
Abstract
Speaking anxiety is a major affective constraint on the oral production of second language (L2) Chinese learners. Short videos are a
popular digital tool for self-directed learning and have become increasingly popular among international students learning Chinese. This paper
examines how short videos reduce L2 Chinese speaking anxiety, based on Krashen's "Input Hypothesis" and "Affective Filter Hypothesis",
and Bandura's "Self-Efficacy Theory". The analysis shows that short •offer comprehensible, contextualized and repeated language input; this
reduces learners' affective filters and enhances their self-efficacy in learning Chinese, thus increasing their motivation to speak and reducing
speaking anxiety. This research builds a theoretical model of applying short videos to Chinese speaking practice and provides pedagogical
suggestions, offering a theoretical basis for incorporating digital media into international Chinese teaching and learning, as well as a foundation for further research.
popular digital tool for self-directed learning and have become increasingly popular among international students learning Chinese. This paper
examines how short videos reduce L2 Chinese speaking anxiety, based on Krashen's "Input Hypothesis" and "Affective Filter Hypothesis",
and Bandura's "Self-Efficacy Theory". The analysis shows that short •offer comprehensible, contextualized and repeated language input; this
reduces learners' affective filters and enhances their self-efficacy in learning Chinese, thus increasing their motivation to speak and reducing
speaking anxiety. This research builds a theoretical model of applying short videos to Chinese speaking practice and provides pedagogical
suggestions, offering a theoretical basis for incorporating digital media into international Chinese teaching and learning, as well as a foundation for further research.
Keywords
Short-form videos; L2 speaking anxiety; Self-efficacy; International Chinese Language Education
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PDFReferences
[1] Bandura A. Self-efficacy: The exercise of control[M]. Macmillan, 1997.
[2] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
[3] Krashen S. Principles and practice in second language acquisition[J]. 1982.
DOI: http://dx.doi.org/10.70711/wef.v4i5.10135
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