말하기 교육에서 글쓰기의 효과와 연계방안

황성근 ( Seong Keun Hwang ) 한국작문학회 2009 작문연구 Vol.0 No.8

현재 대학에서 말하기와 글쓰기 교육 프로그램이 많이 개설되고 있다. 그러나 말하기와 글쓰기 교과목이 서로 연계되어 개설되기 보다는 서로 분리되어 개설되는 경우가 많다. 그로 인해 학생들의 교육 또한 말하기와 글쓰기가 연관성상에서 이뤄지기 보다는 분리된 채 행해지고 있는 실정이다. 말하기와 글쓰기 교육의 연계는 학생들의 교육을 효과적으로 하기 위해 그리고 통합적으로 행하기 위해 필요하다. 말하기와 글쓰기의 통합모델은 현재 말하기 교육이 대표적이다. 말하기 교육은 발표와 토론교육을 의미한다. 말하기 교육에서는 말하기는 물론 글쓰기가 가르쳐지고 글쓰기는 특히 말하기의 토대가 된다. 말하기 교육에서 생산되는 글은 다양하다. 발표교육에서는 발표 준비서를 비롯해 발표문, 발표개요서, 발표평가서가 있고 토론 교육에서는 토론논제 보고서와 토론 전략서, 토론평가서가 있다. 이들 글은 말하기의 토대적인 역할을 한다. 더구나 말하기 교육에서 글쓰기는 실제 글쓰기의 효과적인 부분을 제공한다. 우선 말하기 교육에서는 글쓰기에서 중요시 되고 있는 주제에 대한 심화적인 파악을 가능하게 한다. 말하기 교육에서 주제의 파악은 화자와 청자의 대면적인 관계를 갖는 까닭에 필자의 입장에서만이 아니라 독자의 입장에서도 가능하다. 특히 글쓰기를 독자의 입장에서 어떻게 하는 것인가의 깊이 있는 고찰을 하게 만든다. 그리고 말하기 중심의 글쓰기를 가능하게 할 뿐만 아니라 글쓰기의 논리성 부분도 터득하게 한다. 결국 이들 부분은 말하기 교육에서 말하기와 글쓰기의 연계성을 위한 실질적인 교육으로 이어지게 할 수 있다. 따라서 말하기 교육에서는 말하기와 글쓰기의 연계적인 이론을 제시함은 물론 글쓰기에 대한 평가도 고려할 필요가 있다. 이는 결국 학생들로 하여금 말하기와 글쓰기의 연계적인 학습을 가능하게 함은 물론 말하기와 글쓰기의 통합적 접근을 통한 효과적인 의사소통 교육을 가능하게 한다고 할 수 있다. 현재 말하기와 글쓰기의 교육에 대한 연계성에 대한 깊이 있는 통찰과 연구도 더욱 요구 되어진다고 할 수 있다. Nowadays the curriculum about speaking and writing is being established in the University. But lectures about speaking and writing education are opened rather separately than connectedly each other and the studying of student is realized separately. But speaking education and writing education must be connected. The connected model for speaking and writing is an education of speech and debate. It is so called speaking education. In speaking education is learned not only speaking but also writing. And writing is based on speaking. Writings that are produced in speaking education are various. The writing for the preparation of speech, the manuscript for speech, the writing for the abstract of speech and for the valuation of speech are written in speech education. In debate education are written the writing for the preparation of debate, the manuscript for debate, the writing for the abstract of debate and writing for the valuation of debate. The speaking education helps writing of students very much. The speaking education make students the subject for writing understand deeply and perfectly. In speaking education can the subject for writing be understood by writing itself and by the course of speaking and it is possible that students understand the subject not only in the position of writer but also in the position of reader. And the speaking education makes it possible to write in the middle of reader and in the middle of speaking. In speaking education can students learn the logical development of composition and content for writing. It is possible in writing for debate. These elements have an important effect writing and make actual writing possible. Accordingly it is necessary that speaking and writing is connected deeply and writing must be excised thoroughly in speaking education. As a result, I think, to teach speaking and writing together gives students many educational effects.

대학 ‘말하기’ 교과 운영 현황과 개선 방안

김현정 한국교양교육학회 2013 교양교육연구 Vol.7 No.3

Recently, in university, the curriculum relating with 'speaking' has been increased for improving the communication ability of students in university. In this study, it was trying to examine the present opening condition of curriculum relating with 'speaking' in domestic main universities and through their operating cases, it was also trying to suggest improving methods of 'speaking' education of university. After examining high rank 15 universities, it was found all universities were opening the curriculum relating with 'speaking'. The type of these curriculums were various like as 'required complete', 'optional complete', 'freely complete', and so on and there is a university opening many curriculums relating with 'speaking'. If the content of these curriculums were examined, it could be checked it included 'theory', 'communication', 'presentation', 'persuasion', 'debate', 'discussion', 'interview', and so on. Moreover, if many 'speaking' curriculums were opened in a university, it was also found there was no difference among these curriculums. Likewise, if the operation of curriculums relating with 'speaking' in domestic universities are examined, it is required to provide improving methods operating curriculums better. After the consultation with professors, who teach them, same subjects or similar subjects should be specialized or standardized, it is possible to provide the content of lectures suitable with requirement of students and educational goals. Moreover, it is also required to compose the content of lectures focusing on practical training for improving the outcome of 'speaking' curriculums. For completing these goals, it is important to limit the number of students in each class and effective practical training of students and the system for feedback should be prepared. Besides, through the debate and the discussion, it is also required to teach 'speaking' more focusing on 'the process', rather than 'results' and it is also important to realize integrated education connecting with writing, reading and speaking. 대학생들의 의사소통 능력을 높이기 위해, ‘말하기’ 관련 교과목을 개설하는 대학이 점차 증가하고 있다. 이 연구에서는 국내 주요 대학의 ‘말하기’ 관련 교과목의 개설 현황을 살펴보고, 이들 대학의 교과 운영 사례를 통해 대학 ‘말하기’ 교육의 개선 방안을 제시해 보고자 했다. 국내 대학 중 상위권에 속한 15개 대학을 살펴본 결과, 모든 대학이 ‘말하기’ 관련 교과목을 개설하고 있었다. ‘말하기’ 관련 교과목이 속한 유형은 ‘필수이수’, ‘선택이수’, ‘자유이수’ 등 다양했으며, 동일 대학에 여러 개의 ‘말하기’ 관련 교과목을 개설한 대학도 있었다. 이들 대학의 수업 내용을 살펴보면, 대체적으로 이론, 대화, 발표, 설득, 토론, 토의, 면접 등을 포함하고 있음을 확인할 수 있었다. 그리고 한 대학에서 다수의 ‘말하기’ 교과목을 개설한 경우, 교과목 수업 내용 간 차별성이 없었다는 특징이 있었다. 이와 같은 국내 대학의 ‘말하기’ 관련 교과목 운영 현황을 살펴봤을 때, 교과목이 보다 내실 있게 운영될 수 있는 개선 방안을 마련해야 한다. 동일 교과목 또는 비슷한 교과목을 담당하는 교수 간의 협의를 통해 수업 내용을 특성화하거나 표준화함으로써 학생들의 요구와 교육 목표에 합당한 수업 내용을 마련해야 할 것이다. 또한 ‘말하기’ 교과의 성과를 높이기 위해서는 실습 중심의 수업 내용을 구성하는 것이 필요하다. 이를 위해서는 분반당 학생 수를 제한하는 것이 중요하며, 학생들의 효과적인 실습과 피드백을 위한 시스템을 갖추어야 한다. 그리고 토론과 토의를 통해 결과보다는 과정을 중시하는 말하기 교육이 이루어져야 하며, 글쓰기·읽기·말하기가 연계된 통합 교육을 실현하는 것이 중요하리라 본다.

‘자신 있게 말하기’ 지도에 대한 고찰

김윤옥 청람어문교육학회 2020 청람어문교육 Vol.0 No.77

This study explores the teaching contents of ‘speaking confidently’ to first and second graders in an elementary school. To achieve the purpose of this study, researcher inquired the meaning of confidence in preceding researchs and analyzed the listening speaking Area in Korean Language Curriculum and Textbooks. And researcher surveyed the 1-2 grade teachers’ teaching method of speaking confidently on the first week of January 2019. Analysis shows that ‘speaking confidently’ is set education contents of public speaking. Because confidency is important in public speaking to 1-2 graders in elementary school. loud voice is important factor in ‘speaking confidently’. The teachers thought importantly Speak expression in education contents but taught in consideration of the psychology of students in speaking situation. How to improve the teaching ‘speaking confidently’, we should suggest the concrete way of A confident voice and present separately in speaking contents, speankig expression method and the solution of Speaking anxiety. Therefore, the results are beneficial in developing the listening and speaking aspects of textbooks as well as the teaching methods used with the lower graders in elementary schools. 본 연구는 초등학교 1,2학년에서 교육되고 있는 ‘자신 있게 말하기’의 의미와 지도 내용을 살펴보고자 한다. 이 연구를 수행하기 위하여 자신감의 의미를 알아보고, 듣기 말하기 교육과정과 교과서에 제시된 ‘자신 있게 말하기’ 내용을 분석하였다. 그리고 2019년 1월 첫째 주에 세종시 A초등학교 1,2학년 교사들을 대상으로 ‘자신 있게 말하기’에 대한 지도 방법을 설문조사하였다. 그 결과, ‘자신 있게 말하기’는 공식적인 말하기로서 초등학교 1,2학년에서는 자신감을 중요하게 다루어 설정한 교육내용임을 알 수 있었다. 또한 ‘자신 있게 말하기’에서 큰 목소리를 중요하게 인식하고 있었다. 교사들은 ‘자신 있게 말하기’ 교육내용으로 표현하는 방법을 중요하게 생각하였으나 실제로 지도할 때에는 학생들의 심리를 고려하여 지도하고 있었다. 개선 방안으로 ‘자신 있게 말하기’를 지도하기 위해서는 자신 있는 목소리를 내기 위한 구체적인 방법을 제시하고, 교육내용으로 말할 내용 정하기, 표현 방법, 말하기 불안 해소로 구분하여 제시하기 등을 제안하였다. 이 연구는 초등학교 저학년 학생들의 듣기 말하기 지도방법과 교재 개발에 도움을 줄 것이다.

Exploring a Reading-Based Speaking Task for Developing Fluency in an EFL University Setting

Eunjou Oh,Hye-Kyung Kim 한국외국어교육학회 2015 Foreign languages education Vol.22 No.2

The present study explored a reading-based speaking task for its potential to develop EFL students' fluency. Based on an L1 speaking model by Levelt (1989, 1993), the task was developed in a way that students can maximize their fluency in a scaffolding-rich condition: one in the stage of message generation and the other in linguistic encoding. The use of reading texts for the development of speaking fluency was also hypothesized to induce authentic interaction among interlocutors. How the reading-based speaking task functions as hypothesized was tested with five Korean college students who participated in a 4-week reading-based speaking program. The analysis of the group activity transcripts and interviews revealed that scaffolding in message generation took place in three types of language episode: a personal experience episode, a vocabulary-related episode, and a contentclarification/ elaboration episode. Linguistic encoding in L2 speaking was scaffolded via shared context, which enabled the participants to develop and utilize a paraphrasing skill. Finally, the participants’ engagement in speaking activities increased, affecting their willingness to communicate and their motivation to improve speaking.

춘추전국의 말듣기와 말하기 담론-수사학의 개화

김월회 한국수사학회 2023 수사학 Vol.- No.48

The discourse on words in the Spring and Autumn Warring States Period can be broadly categorized into discourse on words itself, discourse on listening and speaking, and discourse on polishing words. This article aims to lay the foundation for the study of Chinese rhetoric as polishing words by examining discussions on listening and speaking of the Spring and Autumn Warring States Period. The discussion of listening to words is represented by "察言(examine the words)" and "知言(know the words)". The goal of 察言 and 知言 is "to understand the words". In this context, understanding the words is to grasp the surface meaning and the deep meaning which is the mind, intention and feeling of the speaker. Confucian School and Miscellaneous School, basically discussed listening to words in this context. Han Bijia(韓非子), a legalist, combined the art of ruling with the art of listening to words, which means to match words with the results of their execution. Speaking discourse in the Spring and Autumn Warring States Period can be broadly categorized into "愼言(to speak carefully)" and "無言(mute, not to speak)". The former encompasses the speaking styles of "訥言(stuttering)", "時言(to speak at the right time)", and "不言(not to speak unless it is appropriate)". This is the speaking, discourse that Confucian School, as well as Mohist School and Legalism School, had in common. "無言", which means "to speak without speaking", represents the speaking discourse of the Taoist School. These listening and speaking discourses indicate that Chinese rhetoric was in full swing in ancient China, at least during the Spring and Autumn Warring States Period, because listening and speaking are themselves part of the practice of rhetoric. In other words, rhetoric in the Spring and Autumn Warring States Period was no longer just in its infancy, but had entered a full-fledged stage, achieving a considerable degree of breadth and depth. 춘추전국시대의 말에 대한 담론은 크게 말 자체에 대한 담론, 말듣기와 말하기에 대한 담론, 말닦기[修辭]에 대한 담론으로 나누어 볼 수 있다. 이 글은 춘추전국시대의 말 담론 가운데 말듣기와 말하기 관련 논의를 고찰함으로써 말닦기로서의 수사 고찰의 기초를 다지고자 기획되었다. 말듣기 관련 논의는 ‘찰언(察言, 말을 살펴 파악하다)’, ‘지언(知言, 말을 따져 알다)’ 등의 표현으로 개괄할 수 있다. 찰언이나 지언의 목표는 “말을 앎”에 있다. 여기서 말을 앎이라고 함은 말의 표층의 의미와 함께 심층에 담겨 있는 뜻을 파악하는 것이고, 이는 화자의 마음을 파악하는 일이 된다. 공자 등의 유가는 물론 법가와 잡가 등도 기본적으로 이러한 바탕 위에 말 듣기 논의를 개진하였다. 법가인 한비자는 통치술과 결합하여 말과 그 실행 결과를 맞추어본다는 뜻의 참언(參言)의 말듣기 논의를 펼쳤다. 춘추전국의 말하기 담론은 크게 “신언(愼言, 신중하게 말하다)”과 “무언(無言, 말하지 않다)”으로 나누어볼 수 있다. 신언은 “눌언(訥言, 더듬듯이 말하다)”, “시언(時言, 적절한 때에 말하다)”, “불언(不言, 적절하지 않으면 말하지 않다)”의 말하기 방식을 포괄하며, 이는 유가는 물론 묵가, 법가 할 것 없이 공통적으로 제시했던 말하기 담론이다. “말하지 않다”는 뜻의 “무언(無言)”은 도가 계열의 말하기 담론을 대표한다. 이와 같은 말듣기, 말하기 담론은 고대 중국에서 수사학이 적어도 춘추전국시대에는 본격적으로 펼쳐졌음을 일러준다. 말듣기와 말하기는 그 자체로 말 닦기, 곧 수사(修辭)의 일부를 이루기 때문이다. 춘추전국시대의 수사학은 단지 시작 단계를 머무르지 않고 상당한 수준의 폭과 깊이를 구현하면서 본격적으로 전개되는 발전의 단계에 접어들었던 것이다.

원어민 교수와의 협동 수업이 대학생 학습자의 미시적 거시적 영어 말하기 능력에 미치는 영향: 토익말하기시험을 중심으로

이정아 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.1

Lee, Jeong Ah. “The Effects of Collaborative Teaching on Acquiring Micro and Macro Speaking Ability: Focus on TOEIC Speaking”. Modern Studies in English Language & Literature 57.1 (2013): 199-219. The primary goal of this study is to identify the effects of collaborative teaching and the proficiency levels acquired in the areas of micro speaking ability such as grammar and vocabulary as well as macro speaking ability such as using conversation strategies when teaching TOEIC Speaking skills. This study uses regression analysis to analyze the self-reporting survey responses on the use of micro and macro speaking ability. In addition, two raters analyze the feedback that students received from their instructors based on Brown (2004)`s micro and macro speaking ability list. The statistical results indicate that native English-speaking teachers can help students to acquire micro speaking ability; however, macro speaking ability is acquired only in collaborative teaching because the macro speaking ability is taught in the students` mother tongue. This study shows that collaborative teaching is more effective to teach macro speaking ability especially for learners who have low level of English proficiency. It is evident that it is necessary to determine which teaching style is more effective by first identifying the goals of the curriculum. (Sungkyul University)

AI펭톡을 활용한 초등영어 말하기 수업의 효과

장지혜(Ji hye Jang),김정렬(Jeong-ryeol Kim) 한국교원대학교 초등교육연구소 2022 초등교과교육연구 Vol.37 No.-

This study is to examine the effect of elementary school English speaking classes using AI PengTalk. To this end, after using AI PengTalk, an English speaking interview is conducted to evaluate the changes in students' English speaking ability and a questionnaire is given to analyze their attitude toward learning English speaking before and after AI PengTalk classes. Elementary English speaking classes using AI PengTalk were planned and implemented to elementary 3rd grad classes, and the ‘Pengsoo Fashion Show’ project was done so that AI PengTalk could be used self-directedly in addition to the regular classes. The findings are: Firstly, it was found that the elementary English speaking class using AI PengTalk was meaningful in improving the accuracy and fluency of students' English speaking. Secondly, it was found that elementary English speaking classes using AI PengTalk have a positive effect on increasing students' interest and confidence in speaking English. Lastly, it was analyzed that connecting AI PengTalk with offline educational activities encouraged students to use AI PengTalk more actively.

외국인 유학생의 한국어 말하기 실태 분석 연구

윤지원 ( Ji Won Yoon ),오승영 ( Seung Young Oh ),이기영 ( Kie Young Yi ) 시학과 언어학회 2010 시학과 언어학 Vol.19 No.-

The present research, which aims to improve speaking ability of the foreign students in Korean universities, analyzes the actual speaking facts of the students. The research was made by analyzing the "Speaking Dairy" written by the academic purposed foreign students. The departments in the diary is composed of `Where the speaking took place`, `The type of the conversation`, `To whom you spoke`, `The number of your speaking partners`, `The topics of your conversation`, `The length of the conversation` and `Speaking troubles`. A particularly attention is paid to how the conversation topic would change depending on the type of the speaking partners. One major finding of the analysis shows that the foreign students speak Korean more often off the campus rather than on the campus, and the most often talked topic of their conversation with Korean friends is daily routines. The analysis of the speaking facts of the foreign students has been scarcely made by the Korean education specialists. If any, recently, it has mainly worked on their classroom speaking, such as presentation and discussion. Therefore the present research finds its worth in its analysis of the actual speaking of the foreign students in their daily life situation.

학습 부진아의 말하기 능력 신장 방안

김동구 한국화법학회 2003 화법연구 Vol.6 No.-

학생들의 말하기 기피 현상은 학생들이 흠잡을 데 없이 완벽하게 발표해야 한다는 심리적 부담감이 크게 작용하고, 교사는 이러한 심리적 부담감을 해소시킬 수 있는 분위기 조성과 학생들의 특성에 맞는 학습 자료 및 활동을 재구성하여 활용하려는 적극적인 노력이 부족하여 창의적인 언어 구사의 장이 활성화되지 않고 있는 데 기인하고 있다. 따라서 이러한 문제점을 해결하여 여러 사람 앞에서 자연스럽게 말하기와 내용을 분명히 말하기, 상대방과 상황에 맞게 대화할 수 있는 말하기 기능을 신장시키기 위한 말하기 보충 학습 자료를 개발 활용하고, 학생들의 말하기에 대한 인식 구조의 변화를 통하여 효과적인 말하기가 이루어질 수 있도록 하기 위해 학습 부진아의 말하기 능력 신장 방안을 연구하고자 했다. 본 연구의 대상은 1학년 때의 2학기 성적을 분석하여 말하기 수행 평가 결과에 의거 집단간 서로 유의한 차가 없는 두 집단을 실험반과 비교반으로 선정하였으며, 실험반과 비교반의 구분은 기말고사 결과(수행평가영역 중 말하기 평가-10점 만점)에서 평균 5점 이하에 속하는 학생으로 교과 담임의 임상적 판단에 의하여 한글 미해독자, 정신박약아, 지능지수85이하인 학생을 제외한 집단을 비교반으로 하고 나머지는 실험반으로 선정하였으며, 본 연구의 목적을 달성하기 위해서 다음과 같은 절차로 연구하였다. 첫째, 고등학교 1학년의 2학기 기말고사 성적 중 말하기 평가 성적을 분석하여 국어 말하기 평가를 실시하고 성적의 차가 거의 없는 2개 집단을 선정하여 실험반과 비교반으로 구분하여 연구하였다. 둘째, 고등학교 1학년의 2학기 기말고사 성적 중 말하기 평가 성적을 분석하여 국어 말하기 평가를 실시하고 성적의 차가 거의 없는 2개 집단을 선정하여 실험반과 비교반으로 구분하여 연구하였다. 셋째, 통계 방법에 따라 실험 결과를 검증한다. 본 연구에서 나타난 결과를 요약하면 다음과 같다. 첫째, 보충 학습 자료를 이용한 자기 의사 표현 중심 말하기 교수-학습활동 과정 안을 적용함으로써 말하기 기초 기능 및 바른 태도를 함양할 수 있었고, 기초 지식을 습득하게 하였다. 둘째, 학습 부진아의 누적된 학습 결손 상태를 진단하여 이를 교정하여 줄 보충 학습 자료의 개발은 연구 결과에서 밝힌 것처럼 효과적인 결과를 얻었다. 셋째, 학습 부진아의 실험반의 말하기 국어 성적이 12월 4.65점에서 4월 중간고사 성적이 6.5점으로 향상된 것을 보면 평소 수업에서 학습 부진아에 대한 약간의 관심과 정성만 있으면 최소한의 부진을 해소시킬 수 있었다. 넷째, 학습 부진 학생들이 말하기 중요성을 인식하게 되었고, 그것을 통해 학생들이 효과적인 언어 사용을 하려 하였다. 즉, 학습 부진 학생들의 의식 구조에 변화가 있었다. The students' psychological burden of that they should present perfectly makes them avoid speaking, and due to teachers' lack of efforts to produce an atmosphere to lessen this kind of burden, and to make and use restructured learning materials and activities, the actual speaking situation is difficult to be activated. Therefore, a researcher attempted to improve these problems by developing and using supplementary speaking materials for natural speaking in public, clear speaking of what is intended, and right communication with others in some situations, and also attempted to study for enhancing slow learners' speaking skills so that their effective speaking will be performed through the change of their thinking for speaking. The subjects of this study were 2 same classes which were chosen by the results of speaking performance assessment to analyze the marks of the second term in the first grade of the high school. 1 class was classified as a experimental group and the other as a control group These 2 groups were composed of students below the mean, 5 points in grade of the final test (the speaking test of the area of performance assessment-the perfect scores, 10 points). But the students who were not able to decode Korean letters, who were week-minded or below 85 points in the intelligence quotient were excepted. To fulfill this goal, a researcher studied as follows First, Speaking grade of results of final test of the second term in the first grade of the high school was analyzed, Korean speaking exam. was taken, and the 2 same classes were chosen in which 1 class was classified as a experimental group and the other class as a control group Second, the way of actual guiding was like this; after the teaching method for speaking based on the basic course of middle school and a current textbook of high school being made, students were taught speaking in regular classes and free time after class, and then they tried to get speaking proficiency through tasks assigned to them. Third, experimental result verify according to the method of staticstics Followings are the summary of the results of this study. First, slow learners came to develope their basic speaking skills and have good attitude towards speaking, and learned basic knowledge by applying speaking teaching-learning plan centered on self-expression activities with speaking supplementary materials to them Second, supplementary materials developed to diagnose and correct slow learners' lack of learning were effective as in the results of this study. Third, the fact that Korean speaking grade of an experimental group was improved from 4.65 points in December up to 6.5 points in April means that at least, the problem of slow learning is able to overcome, if slow learners are usually taught with a little more interest and devotion of teachers. Fourth, slow learners came to recognize the importance of speaking and tried to speak more effectively. In short, a change was made in their thinking about speaking language.

A Study on Relationship between Speaking Learning Strategy and Speaking Anxiety of Korean EFL College Students

이영림,김지효,박성만,장종화,주미란,박은서,박종태 한국비교정부학회 2020 한국비교정부학보 Vol.24 No.2

(Purpose) It is important to achieve good oral communication skills when learning English as a foreign language (FL). It has been, however, found that FL anxiety can be one of the obstacles to learning English as a communicative language. Speaking publicly in a FL compared to other aspects of FL has shown to be particularly anxious for FL learners. It also has been found that learners with low language anxiety use effective learning strategy more often. Thus, the purpose of this study was to investigate the relationship between English speaking learning strategy and speaking anxiety. (Design/methodology/approach) 144 college students participated in the survey of this study. We used a Public Speaking Class Anxiety Scale to measure English speaking anxiety level of students and revised version of the Strategy Inventory for Language Learning to measure students’ strategies for learning English speaking. (Findings) This study has shown that as students used memory and cognitive learning strategy more, their self-rated English proficiency and self-rated English pronunciation ability increased and the English speaking anxiety of learners decreased. We also found that motivation to improve English proficiency and exposure to English media moderated the mediating relation between speaking learning strategy and English speaking anxiety. (Research implications or Originality) The findings imply that it is important to use proper learning strategy for English speaking effectively to reduce English speaking anxiety. Therefore, it is necessary to develop English speaking learning system in VR environment to reduce English speaking anxiety by increasing learners’ effective use of learning strategy, learners’ confidence and experiences using English media.