Japanese EFL Learners’ Speaking Practice Utilizing Text-to-Speech Technology Within a Team-Based Flipped Learning Framework

This study investigated the following hypothesis. Speaking practice using text-to-speech (TTS) technology decreases students’ anxiety and increases their self-efficacy toward making presentations in English in front of their classmates. It was conducted in a university EFL flipped learning course in which a team-based framework was implemented. First-year students who were enrolled in the EFL flipped learning courses at a university in Japan voluntarily participated in this study. A control group and an experimental group were created. Pre- and post-investigation questionnaires on students’ anxiety and self-efficacy about making class presentations in English were conducted. A two-factor analysis of variance (two-way ANOVA) with a mixed design of time period (pre and post) and group (experimental and control groups), and a correlation analysis between the number of times they practiced, and the length of each practice (in seconds) were conducted to validate the above hypothesis. As for presentation anxiety, the main effect of timing was significant (p < .05, partial η2 = .14). There was a decrease in the mean value from pre- to post-questionnaire. Second, as for the presentation self-efficacy, the interaction effect was significant (p < .01, partial η2 = .25). Based on the results of the analyses, it was revealed that that speaking practice using the TTS technology decreased the students’ anxiety and increased their self-efficacy toward making presentations in English. It is anticipated that speaking practice in this manner would lead to students’ increased confidence in the delivery of their presentations.