This paper reports a pilot study aimed to investigate the effects of weekly paired conversation practice on 20 sophomore university students’ conversation performance and foreign language anxiety. The results of the study indicated that the participating students benefited from their weekly conversation practice, and they made significant improvement in their conversation performance at the end of the study although their foreign language anxiety did not decrease significantly. Also, their conversation performance significantly and negatively correlated with their foreign language anxiety, which means the students with less foreign language anxiety performed better in their English conversations. Based on the findings of the study, suggestions for output performance instruction, dealing with foreign language anxiety, and future research will be made.
Keywords: Conversation Practice, EFL, Foreign Language Classroom Anxiety Scale, Language Anxiety, Output
