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The goal of this study is to have an analysis on the Turkish adaptation, validity and reliability of “the Scale for Second Language Speaking Anxiety” developed by Woodrow (2006) in order to measure speech anxieties of foreign students of Turkish language. The study group of the research consisted of 75 students studying in TÖMER, Gazi University. The rotated principal components factor analysis was done on the data collected to have an idea about the validity of the scale. At the end of the analysis, a structure of 2 sub-factor was reached as it was in the original scale. As an evidence for material validity, the total material correlations of tests were calculated. It was determined that material test correlations varied between 0,55 and 0,72. The internal consistency coefficient Cronbach alfa was calculated in order to measure the validity of the scale. It was seen that the scale consisted of two factors composed of speech anxiety within the classroom and speech anxiety outside the classroom. The speech anxiety inside the classroom was 90, and that outside the classroom was 93, which composed a validity of 91 in total. The retest reliability coefficient was found to be 0,90. Under the light of these findings, the scores got in the Turkish forum of “the Scale for Second Language Speaking Anxiety” were found to be valid and reliable. Moreover, the speech anxiety of learners of Turkish as a second language did not show a significant difference in accordance with their gender, country or age variables. This showed that speech anxiety had no relation to in

Made available in DSpace on 2021-07-14T10:34:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-02-01. Added 1 bitstream(s) on 2021-07-14T11:33:30Z : No. of bitstreams: 1 S1982-88372021000100108.pdf: 383407 bytes, checksum: 943cc9efc211508f63cbd3bc47b20fdd (MD5) With the advent of mobile technologies, the development of digital tools for learning a foreign language began to grow. However, most of the tools available emphasize vocabulary learning and grammatical features, in detriment of speaking skills. This article examines ChatClass app, which was developed to fill this gap. The data was collected from a questionnaire handed out to German students of a Brazilian university. During a semester, the students used the ChatClass Deutsch app in order to improve their speaking skills. Results from the study show that the tool was considered innovative and a valid way to encourage learning and speaking, since it enables a learner-learner-oral-authentic exchange without the interference of a teacher. The article concludes that the experience has motivated the learners to express themselves more freely in the foreign language outside the classroom. Universidade do Estado do Rio de Janeiro, Departamento de Letras Anglo-Germânicas Universidade Estadual Paulista Júlio de Mesquita, Faculdade de Ciências e Letras Universidade Estadual Paulista Júlio de Mesquita, Faculdade de Ciências e Letras

Zusammenfassung Mit der Entwicklung mobiler Technologien wird die Auswahl an digitalen Tools zum Erlernen einer Fremdsprache immer größer. Jedoch setzen die meisten Angebote einen Schwerpunkt auf das Wortschatzlernen sowie auf die Übung grammatischer Phänomene, sodass die Fertigkeit Sprechen in den aktuellen Angeboten seltener gefördert wird. Um diese Lücke zu füllen, wurde die App ChatClass entwickelt, die im vorliegenden Beitrag empirisch untersucht wird. Während eines Semesters nutzten angehende DaF-Lehrende einer brasilianischen Universität die App, um ihre eigene Sprechfertigkeit zu verbessern. Ergebnisse aus der Studie zeigen, dass die Übungen der hier untersuchten App nicht nur als innovativ betrachtet wurden, sondern sich zudem positiv auf den Lernprozess der Studierenden auswirkten, da sie sowohl das monologische Sprechen förderte als auch einen authentischen mündlichen Lerner-Lerner-Austausch ohne die Interferenz einer Lehrperson ermöglichten. Bemerkenswert ist, dass gerade dieser Austausch die Lernenden dazu motivierte und ermutigte, sich mehr in der Fremdsprache außerhalb des Unterrichts zu äußern. Abstract With the advent of mobile technologies, the development of digital tools for learning a foreign language began to grow. However, most of the tools available emphasize vocabulary learning and grammatical features, in detriment of speaking skills. This article examines ChatClass app, which was developed to fill this gap. The data was collected from a questionnaire handed out to German students of a Brazilian university. During a semester, the students used the ChatClass Deutsch app in order to improve their speaking skills. Results from the study show that the tool was considered innovative and a valid way to encourage learning and speaking, since it enables a learner-learner-oral-authentic exchange without the interference of a teacher. The article concludes that the experience has motivated the learners to express themselves more freely in the foreign language outside the classroom.