Speaking Anxiety Research Articles

Pengaruh Kepercayaan Diri Dengan Kecemasan Berbicara Di Depan Umum Pada Mahasiswa Di Kota Bekasi

In socializing life through communication on campus for some students is a challenge in itself because it requires good self-confidence to start communicating with others or speaking in public. Public speaking anxiety is a phenomenon that is often experienced by all individuals including students. The purpose of this study was to look at the effect of Self-Confidence on Public Speaking Anxiety in College Students in Bekasi City. This research was conducted with a quantitative approach. The data collection method in this study uses two instruments used in this study, namely the self-confidence scale and the public speaking anxiety scale which are distributed using google formular. The data analysis technique used in this study is simple linear regression with non-parametric analysis. This study is a negative influence between self-confidence and public speaking anxiety in college students in Bekasi, showing the results that there is an influence between the two variables, namely self-confidence and public speaking anxiety in college students in Bekasi city. In the regression test, the value of R square^( 2) is 0.218 (p = 0.02), indicating that the two variables have an influence and have the opposite direction, which means that the higher a person's level of self-confidence, the lower the level of public speaking anxiety that occurs, so the hypothesis is accepted. So one's self-confidence is very influential to reduce the anxiety of public speaking that will occur, if someone has good self-confidence, the lower the level of public speaking anxiety will be.

Effects of Mind Map Integrated Project-Based Learning on the Reduction of English Speaking Anxiety on Chinese Undergraduates

The problems of English speaking unproficiency, low interest and silent English classrooms among students in Chinese higher vocational colleges have become an issue in recent years in China. Due to the importance of the mind map has become very popular in English language instruction, this paper carries out a study to investigate the effectiveness of Mind Map integrated Project-Based Learning (PjBL) strategy in public English language teaching in one of the Chinese higher vocational colleges and designs an English speaking project on food in the campus cafeteria. Twenty freshman students majoring in preschool education are selected in the experimental group and divided into four sub-groups of five students per group to select their tasks for the project so that they can be stimulated to finish the project independently and cooperatively. The other twenty students of the same major are in the control group to compare. The study uses mixed methods by combining quantitative and qualitative methods through students’ English speaking anxiety tests before and after the project by using Horwitz’s Foreign Language Classroom Anxiety Scale (FLCAS) and a semi-structured interview as a supplement to investigate. It turns out that the Mind Map Integrated Project-Based Learning (PjBL) Strategy reduced students' English speaking anxiety to a certain degree.

STUDENT’S STRATEGIES FOR REDUCING ANXIETY IN SPEAKING ENGLISH

Speaking is a communication activity that permits people to communicate verbally while using nonverbal cues from their bodies. Many students experience anxiety before speaking in front of a class, especially in English. The writer used five previous studies in this research. The purpose of this study is to identify the strategies and issues that students at Islamic Junior High School in Ciamis use to reduce anxiety when speaking English. This study used Likert scale instruments. This study used a qualitative approach, and for the design, it used a case study with 20 respondents. Meanwhile, the data of this study were analyzed by using descriptive statistics. Therefore, the writer proposes to study the causes of students' anxiety in English speaking and teachers' ways to alleviate anxiety in the classroom in the context of Indonesian TEFL. The study attempts to analyze "Students' Strategies for Reducing Speaking Anxiety in English". The result of this study overall shows that students felt fear in speaking English because of a lack of understanding of vocabulary, pronunciation, and grammar, The strategies they used are clustered around preparation, i.e., multiple speaking exercises.

The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety

The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety

Integrating Critical Thinking by P4Cs Into EFL Classes Through Integrated Language Skills

This research aims to provide empirical evidence on the impact of integrating Philosophy for Children (P4C) strategies with English language teaching for EFL learners. While existing studies have extensively outlined the educational benefits of P4C across various educational contexts, limited research focuses on its application in ESL or EFL settings. Therefore, this study investigates the positive effects of integrating P4C into EFL classrooms, specifically in conjunction with integrated language skills activities. A total of 12 students, evenly divided between Istanbul and Muğla, participated in the study. The P4C group engaged in language skills activities integrated with P4C in their classrooms for four weeks, and the impact of these lessons was assessed using questionnaires. The study’s results demonstrate that P4C interventions significantly reduced students’ levels of English speaking anxiety, enhanced their motivation to learn English post-intervention, and improved both their receptive and productive language skills. These findings underscore the potential of P4C integration in EFL instruction, offering promising implications for language pedagogy and learner outcomes.

Exploring students’ speaking anxiety in an EFL classroom

This research aimed to find out the types of students’ speaking anxiety and students’ strategies to cope with their speaking anxiety in an EFL classroom. This research was conducted using descriptive qualitative method. The data collected by using observation checklist, in-depth interview, and online questionnaire. The participants of this research were students of first, third, and fifth semesters in Business English Communication program, Universitas Negeri Makassar. Based on the results of this research, it was found that there are more students who experience state anxiety and situation-specific anxiety than trait anxiety, as the type of anxiety that occurs when speaking English as a foreign language. Moreover, it was found that most students in the first, third, and fifth semesters used various techniques in doing preparation, relaxation, positive thinking, and seeking a peer as strategies to cope with speaking anxiety.

Learners' Technique of Speaking Used to Reduce Anxiety in the Classroom: State University of Surabaya

This research study aims to identify the sources of ESL students' speaking anxiety in comprehension and identify English speaking ESL students using strategies to reduce speaking anxiety in English classrooms. In this research using a qualitative approach, namely case studies and Collecting information through interviews with a number of students from private and public schools in Sidoarjo. All interview questions covered several elements between are fear of communication, fear of negative evaluation and anxiety tests and strategies used by respondents to overcome their speaking anxiety. The data analysis technique used is descriptive qualitative. As a result, the authors detected that anxiety, basically felt by a large number of foreign language learners supported by several factors It comes from students and also from teachers. Therefore, to solve this condition, both teachers and students need to work together on what can be done to reduce speech anxiety. Since learning a language depends largely on good communication skills, it takes a lot of effort and ways to create an increasingly interesting sense of learning.

YOUNG ENGLISH LEARNERS’ ANXIETY: THE CASE IN INDONESIAN ELEMENTARY CLASSROOM

It is a common phenomenon that English language learners suffer from anxiety when they step into a language class, especially in the oral-focused lesson. This situation is experienced not only by adult English learners but also by the young ones who are learning in English-speaking classes at the elementary school level. Language anxiety they have is triggered by or originated from numerous factors, including the teacher’s identity factor. A teacher who is a ‘native’ speaker of the language is believed to gear greater anxiety among English as a foreign language learners resulted in passiveness and withdrawal from oral activities in the class. Referring to the circumstance, this study, was conducted to see the level of anxiety in English speaking classes which were taught by a native English speaker teacher (NEST) as well as to see the possible aspects evoking foreign language anxiety among young English learners. This present research, particularly, involved 69 active students of Tarakanita 1 elementary school in Jakarta. The research data was collected using a qualitative method with a set of questionnaires as a major data collection instrument, embracing three key indicators namely fear of communicating, fear of negative evaluations, and testing anxiety. To identify similarities and differences among students of differing anxiety levels, five categories: very low, low, moderate, high, and very high anxiety are applied. Quantitative analysis of the data revealed that the participants exhibit different levels of anxiousness in speaking English with a native English speaker. The highest percentage fell at high level category which was applied for the three aforementioned indicators. Pertaining to the factors influence might arouse anxiety in speaking class fear of communicating, contribute as much as the other two: fear of negative evaluations, and testing anxiety. The findings of this study are expected to benefit both teachers and students. It is hoped that students will develop more awareness towards factors, as anxiety, that may hinder them from mastering English-speaking skill and find solutions to overcome anxiety in speaking. Moreover, teachers are hoped to be more understanding and concerned with the anxiety young English learners experience and help them reduce their anxiety during the classroom performance through implementing various strategies.

From poetry out loud to thinking out loud: The ESL students’ experience

Public speaking apprehension can detrimentally affect academic performance, attendance, participation, and motivation. This study investigates into the formidable challenge of public speaking anxiety (PSA) among students during oral presentations and proposes an innovative solution through the utilisation of Poetry Out Loud activities. Two interventions were executed with ESL learners and the researchers used qualitative methods to deduce the result. The initial phase involved the collective reading of a poetry compilation, fostering a shared experience. Subsequently, students engaged with the "Hello Poetry" website, selecting and practicing poems in pairs to refine expressive delivery. The culmination consisted of creative video presentations of their chosen poems. Once the completed the activities, they were given an open-ended survey. The study uncovers that Poetry Out Loud activities positively influence students’ speaking skills. These findings underscore the efficacy of communal poem reading and interactive recitation in bolstering confidence, oral proficiency, and reading fluency. Implications point toward the importance of innovative strategies to mitigate PSA-related challenges and nurture essential public speaking aptitudes.

Reducing public speaking anxiety through the use of virtual reality assisted distraction: a systematic pilot study

ABSTRACT BACKGROUND: Fear of Public Speaking (FOPS), also known as glossophobia, is classified as a nongeneric social anxiety disorder associated with performance situations that involve perceived scrutiny by others. Distraction can be used passively or actively, and one of the active types of distraction is virtual reality (VR) distraction. OBJECTIVE: The purpose of this study is to investigate whether VR distraction is effective in reducing anxiety caused by fear of public speaking. METHODS: Fifty-six individuals participated in the study (VR Distraction- VR-D:19, Non VR Distraction- Non VR-D:19, Control: 18), who were university students in a split-plot experimental design. The mean age of the participants was 20.9±1.8 and 55 % (n:31) was female. Participants completed the Personal Information Form, the Public Speaking Anxiety Scale (PSAC), and the COVID -19 Fear Scale (CAS) and were randomly assigned to groups based on these scores. Pre- and post-test measurements were taken using the State-Trait Anxiety Inventory (STAI-I). RESULTS: Pre and post-test comparisons revealed statistically significant reductions in STAI-I in all groups. Our main results were pre-test (F: 0.23, p: 0.792, η2: 0.00) and post-test (F: 10.50, p<0.001, η2: 0.28). VR-D reduced anxiety more than the other groups.

UNDERSTANDING THE STRATEGIES EMPLOYED BY EFL LEARNERS TO OVERCOME SPEAKING ANXIETY IN THE CLASSROOM

This research study aims to investigate the strategies employed by English as a Foreign Language (EFL) learners to overcome speaking anxiety in the classroom. Speaking anxiety is a significant challenge faced by EFL learners, hindering their development of fluency and confidence in speaking. However, there is limited understanding of the specific strategies used by EFL learners to cope with and overcome this anxiety in the classroom context. This study adopts a qualitative research design, utilizing interviews and observations to gather in-depth data from EFL learners. The findings reveal a range of strategies employed by participants, including cognitive strategies (positive self-talk, visualization, and reframing anxious thoughts), preparation and practice, a supportive learning environment, gradual exposure and desensitization, and emotional regulation techniques. These strategies contribute to the effective management of speaking anxiety and the promotion of speaking proficiency among EFL learners. The insights from this study provide valuable implications for educators and practitioners, enabling the development of targeted interventions and instructional approaches to support EFL learners in managing their anxiety and enhancing their speaking skills. By addressing speaking anxiety effectively, language teaching and learning practices in the EFL context can be improved, fostering a positive and inclusive environment for EFL learners to develop their speaking abilities with confidence.

Values- versus monetary reward-enhanced exposure therapy for the treatment of social anxiety in emerging adulthood

Exposure therapy represents the gold-standard treatment for social anxiety, yet evidence indicates the need for improvement. One promising avenue involves linking exposures to a motivator. The current study examined the impact of intrinsically-rewarding, personal values-enhanced versus extrinsically-rewarding, monetary-enhanced exposure on short-term social anxiety fear and avoidance outcomes, and evaluated impacted initial treatment motivation and exposure generalization. MethodsSixty emerging adults ages 17–26 with significantly elevated social and public speaking anxiety were randomized to receive values-enhanced exposure, monetary reward-enhanced exposure, or exposure alone. They completed a laboratory session with a brief intervention and speech exposure, one-week follow-up with novel exposure, and online follow-up two weeks later. Subjective and behavioral anxiety measures were collected. ResultsLinking exposures to values decreased self-reported anxiety following the speech exposure retest, which generalized to anticipatory anxiety prior to a novel speech task. Linking exposures to money temporarily increased speech length, but this difference did not remain during the novel task. Conditions showed similar improvements on other outcomes. ConclusionExtrinsic motivators can temporarily motivate exposure engagement, whereas a brief values intervention can enhance exposure learning and decrease subjective anxiety across feared situations compared to monetary enhancement. If replicated, this has pragmatic implications for exposure framing within social anxiety treatment.

Encouraging participant embodiment during VR-assisted public speaking training improves persuasiveness and charisma and reduces anxiety in secondary school students

Practicing public speaking to simulated audiences created in virtual reality environments is reported to be effective for reducing public speaking anxiety. However, little is known about whether this effect can be enhanced by encouraging the use of gestures during VR-assisted public speaking training. In the present study two groups of secondary schools underwent a three-session public speaking training program in which they delivered short speeches to VR-simulated audiences. One group was encouraged to “embody” their speeches through gesture while the other was given no instructions regarding the use of gesture. Before and after the training sessions participants underwent respectively a pre- and a post-training session, which consisted of delivering a similar short speech to a small live audience. At pre- and post-training sessions, participants’ levels of anxiety were self-assessed, their speech performances were rated for persuasiveness and charisma by independent raters, and their verbal output was analyzed for prosodic features and gesture rate. Results showed that both groups significantly reduced their self-assessed anxiety between the pre- and post-training sessions. Persuasiveness and charisma ratings increased for both groups, but to a significantly greater extent in the gesture-using group. However, the prosodic and gestural features analyzed showed no significant differences across groups or from pre-to post-training speeches. Thus, our results seem to indicate that encouraging the use of gesture in VR-assisted public speaking practice can help students be more charismatic and their delivery more persuasive before presenting in front of a live audience.

Presenting in International Conference: An Interview Study on the Students’ Public Speaking Anxiety

This study aims to find out about the experiences of English students who have attended an International conference and how they can control their anxiety when they are going to present at an International conference. The research approach used is qualitative. This research took place at one of the universities in Banjarmasin. This research involved students and alumni majoring in English education to find out their experiences who have presented at the International Conference. This study uses an interview instrument to find out more about the data to be collected from all participants. The results of the interview confirmed that all participants were invited by the lecturer and asked to present papers that had been written into an article. All participants brought different topics according to the lecturer who invited them. There were several participants who attended the International Conference online, and some were offline during presentations at the International Conference. There were several participants felt very anxious, just worried, and there were even participants who said they were not worried. The results of interviews showed that they controlled anxiety before the presentation by practicing continuously, reading a lot of literature, being prepared, reading key points, and believing in themselves.

A Study On Students’ Strategies To Reduce Speaking Anxiety

The purpose of this study is to know the factors causing students’ speaking anxiety and to know the students’ strategies to reduce their speaking anxiety. This study is focus on factor that caused students’ strategies to reduce their speaking anxiety. This study is qualitative descriptive. The participants of this study were fourth semester of Hamzanwadi University. The researcher took 16 participants. The were gathered through conducting observation, deep interview, and field notes. The results showed that the factors caused students’ speaking anxiety were fear of making mistake, limited exposure to English, and gap of competence. Because of those reasons, the students finally found their strategies to reduce their speaking anxiety such as preparation, relaxation, positive thinking, and peer seeking.

MEDIATING ROLE OF TEACHER AND CLASSMATE SUPPORT IN THE RELATIONSHIP OF SELF-EFFICACY AND ENGLISH-SPEAKING ANXIETY, IN UNIVERSITY SAMPLE

The main purpose of this research is to assess the influence of teacher and student support in reducing speaking anxiety. Learners' self-efficacy was also explored in relation to the influence of teacher and classmate support on lowering speaking fear. For the goals of the study, 94 English Language Teaching Department (ELT) students from Atatürk University in Türkiye participated as the study's working group during the autumn term of the 2021-2022 academic year. The information was gathered using the Classmate Support Scale, the Teacher Support Scale, the General Self-Efficacy Scale, and the English-Speaking Anxiety Scale. The Amos and SPPS 22 programs were used to examine the data. The SPSS Macro Process tool was utilized in the study to compute the indirect impact estimates of the variables. The findings revealed a link between teacher support and self-efficacy. Moreover, classmate support exhibited a favorable relationship with self-efficacy. The findings demonstrated that the stronger the learner's self-efficacy, the less speaking anxiety they experienced during oral presentations. These findings indicate that teacher and classmate support have mediating roles in the link between ELT university students' self-efficacy and English-speaking anxiety.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0039/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Machine learning approaches to analyzing public speaking and vocal delivery

The 21st century has ushered in a wave of technological advancements, notably in machine learning, with profound implications for the analysis of public speaking and vocal delivery. This literature review scrutinizes the deployment of machine learning techniques in the evaluation and enhancement of public speaking skills, a critical facet of effective communication across various professions and everyday contexts.&#x0D; The exploration begins with an examination of machine learning models such as Support Vector Machines, Convolutional Neural Networks, and Long Short-Term Memory models. These models' application in the analysis of non-verbal speech features, emotion detection, and performance evaluation offers a promising avenue for objective, scalable, and efficient analysis, surpassing the limitations of traditional, often subjective, methods.&#x0D; The discussion extends to the real-world application of these techniques, encompassing public speaking skill analysis, teacher vocal delivery evaluation, and the assessment of public speaking anxiety. Various machine learning frameworks are presented, emphasizing their effectiveness in generating large-scale, objective evaluation results.&#x0D; However, the discourse acknowledges the challenges and limitations inherent to these technologies, including data privacy concerns, potential over-reliance on technology, and the necessity for diverse and extensive datasets. The potential drawbacks of these approaches are highlighted, underscoring the need for further research to address these issues.&#x0D; Despite these challenges, the successes of numerous machine learning applications in this field are underscored, along with their potential for future advancements. By dissecting past successes and failures, the review aims to provide guidance for the more effective deployment of these technologies in the future, contributing to the ongoing efforts to revolutionize the analysis of public speaking and vocal delivery.

English Speaking Anxiety in Chinese International High School Students

Speaking anxiety has a wide range of effects on students, notably speaking anxiety in a foreign language, which has a negative impact on students' foreign language learning, but there are fewer investigations on speaking anxiety among Chinese international high school students. This study was completed by the Foreign Language Speaking Anxiety Scale (FLSAS). A survey of students in an international high school in Hubei Province found that students had moderate speaking anxiety, there is no significant correlation be-tween gender and speaking anxiety, not having enough time to reflect before speaking in English and lack of vocabulary are the main causes of speaking anxiety. The article offers recommendations on the causes of speaking anxiety for students, teachers, and school.

Investigating of Speaking Anxiety through Job Interview Simulation for High School Level Students at Thammislam Foundation School, Nonthaburi, Thailand

The purpose of this study journal is to look at the numerous element factors that influence English speaking anxiety among language learners. The study uses qualitative approaches such as interview to examine the factors of Speaking anxiety using a Job interview simulation for the students. The outcomes of this study will help language learners have a better understanding of English language acquisition and will provide effective ways for dealing with their anxiety. Speaking anxiety is a widespread and significant problem that affects language learners all over the world. It also investigates the negative impacts of speaking anxiety on students' oral proficiency, fluency, and communicative competence. Finally, it offers ways for reducing speaking anxiety and creating supportive learning settings that enhance learners' confidence and skill in speaking the target language for educators and language practitioners. Understanding and dealing with speaking anxiety are important elements in maximizing language learning experiences and improving learners' communication.

FRESHMAN EFL LEARNERS’ ANXIETY IN SPEAKING CLASSES AND COPING STRATEGIES

This study aims to investigate what speaking anxiety freshman EFL learners encountered in their classes and what strategies they used to reduce their anxiety. A mixed methods approach was employed to collect the data, including a questionnaire following the quantitative method and individual semi-structured interviews following the qualitative method. The participants were 185 freshman EFL learners at several universities in the Mekong Delta. The combination of the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz &amp;amp; Cope (1986) and the theories about three kinds of anxiety proposed by Ellis (1994) was adapted to measure freshman EFL learners’ kinds of speaking anxiety in classes. Additionally, the five categories of coping strategies in Kondo and Ling (2004) were adapted to measure the participants’ coping strategies for reducing their speaking anxiety. The results of the study showed that the participants encountered all three kinds of speaking anxiety including trait anxiety, specific-situation anxiety, and state anxiety in classes. Furthermore, the study also indicated five kinds of strategies utilized by the participants to reduce their anxiety in speaking class namely preparation strategies, relaxation strategies, positive thinking strategies, peer-seeking strategies, and resignation strategies. From the results, it was also indicated that preparation strategies were used more frequently than the other strategies by the participants in speaking classes.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0019/a.php" alt="Hit counter" /&gt;&lt;/p&gt;