Language learners’ shyness and inhibition in speaking a target language have been a major problem at all levels of education in Asia (Liu, 2018). While well-researched in traditional face-to-face settings, few studies have investigated this problem in online settings which have become more commonplace. Recent studies on utilizing online platforms with avatars in English language classes have suggested that language learners are more inclined to be fully engaged in online activities where some degree of anonymity is assured (Melchor-Couto, 2016). However, studying the relationship between the effectiveness of avatar-assisted communicative activities and students’ perceived degrees of speaking inhibition is still nascent.
This study examines if and to what extent pseudo anonymity provided by avatar-assisted interactive language activities help students develop speaking confidence and enthusiasm. Student reflection and teacher observation were employed as means of data collection. The findings showed that students’ and the instructor’s participation as an avatar, and the creation of a lively and informal online environment were highly beneficial in overcoming students’ inhibition in speaking out loud. This presentation will also discuss some major benefits students are provided and challenges they are faced with in online classes when doing communicative activities.