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This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre-service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.

Foreign language anxiety is an important research topic in the field of foreign language education and speaking is accepted as the most anxiety-provoking language skill. Therefore, present study aims at investigating the extent that perceived feelings of perfectionism and self-compassion of undergraduate students affect their speaking anxiety. For this purpose 200 undergraduate students participated in the study. A mixed method design was adopted with the administration of both quantitative and qualitative instruments. Quantitative data were gathered through three scales (Self-compassion scale, Multidimensional perfectionism scale and Second language speaking anxiety scale). With the aim of strengthening quantitative data with more in-depth questions, eight voluntary participants were administered open-ended questions. The findings of the study indicated that perfectionism and selfcompassion do not correlate both with each other and with foreign language speaking anxiety. However, findings of qualitative data revealed divergent results. The impact of the feelings of perfectionism and self-compassion on foreign language speaking anxiety were discussed together with the implications for a variety of parties.

The aim of this study was to investigate the faculty members’ and the middle school mathematics teachers’ perspectives regarding the use of the history of mathematics in the learning-teaching process of mathematics. As a phenomenological study, the qualitative data were collected through semi-structured interviews from 27 middle school mathematics teachers and seven faculty members and then, subjected to the content analysis. The findings revealed that both teachers and faculty members believed that using the history of mathematics is a worthwhile effort, with the potential to not only provide meaningful learning opportunities for students but also enrich teachers’ professional development. However, it was also found that lack of historical perspective in the curriculum, teachers’ inadequate knowledge, time constraint, no room for the history of mathematics in the textbooks and exams, overloaded curriculum and students’ inadequate desire to learn were some of the reasons for rarely-use of the history of mathematics. Based on the overall findings of the study, it is concluded that teacher education (both pre-service and inservice), the structure of mathematics curriculum, teachers’ and students’ characteristics were the most important dynamics to integrate the history of mathematics into teaching effectively.

The mastery of communication skills is undeniably considered the most important aspect in modern-day EFL contexts. Nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by a number of factors including affective factors. Among the several affective factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a devastating effect on the oral performances of students. This paper reviews the speaking anxiety phenomenon in the field of foreign language learning. The possible factors that cause speaking anxiety to come into play are described and discussed in accordance with the central themes appearing from an examination of relevant literature. The central themes are (1) cognitive factors covering topics, genre, interlocutors, and processing demands; (2) affective factors dealing with feelings towards the topic and/or the participants, and also self-consciousness; and (3) performance factors concerning mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions. Understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in EFL classrooms.

This study is oriented towards the analysis of the speaking achievement of the learners of English as Foreign Language (EFL) in Saudi Arabia. It aims to examine the influence of foreign language speaking anxiety as a psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. It primarily attempts to answer the research quention, ‘is there a correlation between foreign language speaking anxiety and the speaking achievement of Saudi Arabian EFL learners?’ The data of the study were collected using questionnaires and speaking achievement tests. Samples of the study were 100 (50 male and 50 female) Preparatory Year Students studying English at Northern Border University, in the Kingdom of Saudi Arabia. Descriptive statistics and Spearman’s correlation coefficient were used to analyze data in Statistical Package for the Social Science (SPSS) version 25. The results of the study revealed that there is a weak correlation between the speaking language anxiety and achievement of Saudi EFL learners in speaking, the effect size of the value of r is -0.242. Based on this result, the EFL learners with high language anxiety have less achievement in speaking test while EFL learners with low language speaking anxiety have high achievement in speaking test. The value P = 0.000 (sig. 2-tailed), which is smaller than 0.05%, indicating that language anxiety has significant negative effect on the respondents’ achievement in speaking. In other words, this indicated that 1% increase in anxiety would lead to a 88.8% decrease in EFL learner's performance in speaking at 0.000 level of significance. In conclusion, the study suggested different language anxieties such as personal and interpersonal anxiety, classroom anxiety, and learners' perceptions about foreign language anxiety need to be decressed.

How anxiety affects the learning a foreign language is a focus in the current studies such as Horwitz's (1986), and MacIntyre and Gardner's (1994). Taking into consideration this focus, the aim of this study is to identify whether the students⿿ foreign language speaking anxiety demonstrate significant differences in terms of their gender, language level, receiving English preparatory training, and the kind of high school they graduated from. The research group included 320 male (65.6%) and 168 female (34.4%) English preparatory students at Istanbul Technical University. Foreign Language Speaking Anxiety Questionnaire developed by Horwitz, Horwitz and Cope (1986) and adapted in Turkish by Saltan (2003) was used as the data collection tool. Data were analysed using independent samples T-test and one-way ANOVA. According to T-test results, it was seen that female students⿿ score is higher than male students⿿. Also, it could be reported anxiety of students who have received English preparatory training are lower based on T-test results. Moreover, ANOVA results indicated the students⿿ language level and the kind of high school do not affect their speaking anxiety. In a nutshell, the foreign language speaking anxiety is affected by gender and receiving English preparatory training.

Konuşma doğal bir iletişim aracı olmakla birlikte, bir insanın herhangi bir dilde ne kadar yetkin olduğunun en açık göstergelerinden biridir. Yabancı dil olarak İngilizce öğrencilerinin, konuşma becerilerini geliştirebilmeleri için birinci ve ikinci dil olarak İngilizce öğrencilerine göre çok daha fazla çabalaması gerekir. Bu sebepten, yabancı dil olarak İngilizce öğrencileri yabancılaşma, kaygı, motivasyon eksikliği, katılıma duyulan isteksizlik ve gerek kendilerine gerek ise öğrenim ortamlarına karşı olumsuz algılara sahip olmaya daha yatkındırlar. Dolayısıyla, özgün iletişimsel aktiviteler bu belirti ve etkileri indirgemek amacı ile kullanılabilir. Bu çalışma, öğrencilerin sözlü sunumlar inançlarını ve sözlü sunumların öğrenci gözünden işlevlerini sekiz farklı değişken üzerinden incelemektedir: kaygı, isteksizlik, motivasyon, sözlü sunumlar algısı, öz algı, genel dil öğrenimi tecrübesi algısı, algılanan dil becerileri ve sözlü sunumlar tecrübesi. Katılımcılar, Fırat Üniversitesi Yabancı Diller Yüksekokulu'nda iki bağımsız sınıfta öğrenim gören ve araştırmacının gözlem ve rehberliğinde en fazla dört adet sözlü sunum gerçekleştirmiş 33 hazırlık öğrencisidir. Veriler, çalışma öncesi ve sonrası uygulanan iki öğrenci anketi, yarı yapılandırılmış görüşme, özyansıtma formu ve akran değerlendirme formu vasıtasıyla toplanmış ve hem nitel hem de nicel olarak analiz edilmiştir. Ön anket sonuçları katılımcıların olumlu sözlü sunumlar algılarına sahip olduklarını göstermiştir. Lakin, yetersiz öğretim, uygulama safhasındaki hatalar ve öğretmen tutumları katılımcıları tam bir başarıdan alıkoymuş ve öğrenciler olarak tam gelişmiş bir benlik geliştirmelerini engellemiştir. Son veriler, denetimli sözlü sunumlardan sonra katılımcıların isteksizlik, algılanan dil becerileri, sözlü sunumlar tecrübesi ve olumsuz sözlü sunumlar algısı seviyelerinde anlamlı değişiklikler ortaya koymuştur. Ayrıca, nitel veri analizi katılımcıların sözlü sunumlarından konuşma kaygısını aşmak amacıyla yararlandıklarını ve dört alanda dikkate değer ilerlemeler algıladıklarını işaret etmektedir: dil becerileri, dil öğrenme motivasyonu, kişisel gelişim ve topluluk önünde konuşma. Özetle, mevcut çalışma sözlü sunumların yabancı dil olarak İngilizce ortamlarında etkili İngilizce öğretimi amacıyla kullanılabileceği çıkarımına varmıştır.Anahtar kelimeler: Sözlü sunumlar, dil becerileri, dil öğrenme motivasyonu, konuşma kaygısı, yabancı dil olarak İngilizce Speaking is a natural act of communication and one of the most explicit indicators of how proficient a person is in a language. English as a Foreign Language learners have a lot more to do to develop their speaking abilities when compared to first and second language learners since English is not necessarily a must in their daily lives. For that reason, EFL learners are likely to experience alienation, anxiety, lack of motivation, unwillingness to participate and have negative perceptions about themselves and the surrounding learning environment. Hence, authentic communicative activities may be used to lessen the symptoms and effects. This study investigated students' beliefs of oral presentations and explored their function on eight variables from a student point of view: anxiety, unwillingness, motivation, perception of oral presentations, self-perception, perception of general language learning experience, perceived language skills and experience of oral presentations. The participants were 33 preparatory class students in two different classes at Fırat University School of Foreign Languages, who performed up to four presentations under the researcher's supervision and guidance. The data were collected by means of pre and post student questionnaires, semi-structured student interviews, self-reflection and peer-evaluation forms; then analyzed both qualitatively and quantitatively. The pre-survey indicated that the participants had positive beliefs of oral presentations as a result of their prior experiences. However, insufficient instruction, mistakes in implementation and teacher attitude had driven them away from a complete achievement and had prevented them from building a fully-developed 'self' as a learner. The post data revealed a significant change in the participants' levels of unwillingness, experience of oral presentations, perception of oral presentations and perceived language skills after the supervised oral presentations. Besides, the analysis of the qualitative data signified that the participants benefited from their oral deliveries to overcome speaking anxiety and perceived notable improvements in four categories: language skills, learning motivation, personal development and public speaking skills. To sum, the present study concluded that oral presentations can be used to elicit effective English language learning in EFL settings.Keywords: Oral presentations, language skills, language learning motivation, speaking anxiety, English as a Foreign Language (EFL) 191

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. The foreign language anxiety in learning German and the effects of total physical response method on students’ speaking skill There are some factors affecting the development of the speaking skill in the process of learning a foreign language.One of the factors hampering the speaking process is the anxiety state of students. A student who thinks they willmake mistakes in classroom activities or while talking to a person speaking that language experiences anxiety at acertain degree. They get anxious, even become afraid prior to speaking activities. This problem covers the wholelanguage learning process in time and affects it adversely. In this study, after the anxiety levels of the students inlanguage learning were detected, the Total Physical Response Method was employed to reduce speaking anxiety,to support language learning with actions, and to ensure learning through practice and experience. Before theapplications, the speaking anxiety pretest and oral communication placement test were applied. The pre-test pointsfor speaking skills of students in the experimental group were obtained with the application of an A2 level 3-steporal examination from Goethe Institute. Considering the speaking skill exam post-test points the students got afterthe application of the Total Physical Response Method, it can be seen that the lowest point was 64 and the highestwas 86. It can be seen in the results of the speaking anxiety posttest and the anxiety levels that the anxiety levelsof three students with a high level (112+) decreased to medium (61-111). The anxiety points of the other sevenstudents in the experimental group decreased but their anxiety level remained the same (medium). After theapplications, students were also observed to be more willing to speak German and eager to take turns to speak Information about Author(s)* Author 1 Author (Last name, First name) Oflaz, Adnan Affiliated institution (University) Ondokuz Mayıs University Country Turkey Email address aoflaz@omu.edu.tr Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

Bu çalışmanın amaçlarından biri, öğrencilerin İngilizce başarı seviyeleri ile yabancı dil kaygı seviyeleri arasında bir ilişki olup olmadığını incelemektir. Başka bir deyişle, yabancı dil kaygı seviyelerinin, sınıftaki başarılarına olumsuz bir etkisi olup olmadığını saptamaktır. Bu amaçla, Mersin Üniversitesi'nde okuyan belirli şubelerin 1.sınıf öğrencileri katılımcı olarak seçilmiş ve bu öğrencilere Yabancı Dil Kaygı Ölçeği uygulanmıştır. Aynı zamanda bu öğrencilerin kaygı seviyelerinde, demografik değişkenlerin etkisinin olup olmadığı da incelenmiştir. Bu çalışmanın bir diğer amacı ise yabancı dil kaygısı ve yabancı dil konuşma kaygısının temel sebeplerini, öğrencilerin bakış açısından yararlanarak araştırmaktır. İngilizce konuşma kaygısının temel sebeplerini bulmak için, 147 öğrenci içinden 5 öğrenci röportaj yapmak için seçilmiştir. Bu çalışma süresince veriler anket ve röportaj yolu ile toplanmıştır. Bu toplanan veriler çalışmanın sonuç kısmında analizler ve yorumlar ile beraber gelecek çalışmalara fikir ve yol gösterici olması için verilmiştir. Bu çalışmanın sonuçları öğrencilerin "cinsiyet" ve "bölüm" gibi değişkenlerinin, yabancı dil kaygı seviyeleri üzerinde olumlu ya da olumsuz hiçbir etkisi bulunmadığını göstermiştir. Bunun yanı sıra öğrencilerin dil yeterlilikleri ile yabancı dil kaygı seviyeleri arasında önemli bir farklılık saptanmıştır. Bir diğer deyişle, öğrencilerin kaygı seviyesi arttıkça, başarı oranları düşmektedir. Son olarak; yabancı dil konuşma kaygısının temel sebepleri ise hata yapma korkusu (özellikle telaffuz hataları), kelime bilgisi eksiği ve öğretmenin tutumları olarak belirlenmiştir., This thesis aims to examine the relationship between students' success in English and their foreign language anxiety level. For this purpose, 147 first year students in Mersin University were chosen as the participants. At the same time, the relationship between students' genders, departments and their foreign language anxiety level were investigated. The other purpose of this study is to investigate the primary sources of the foreign language anxiety in general and foreign language speaking anxiety in particular from students' perspective. In order to find out the sources, five students were chosen randomly among the 147 participants and they contributed the study with their own opinions and perspectives. For this study data were collected by implementing a questionnaire and applying interview questions to the participants. Moreover, the data collected from participants were analyzed considering variables such as gender and department. At the result chapter, the analysis were defined and discussed in order to be a source and a different perspective for the further researches. The findings of the study presented that students' genders and departments were not anxiety-provoking factors. There was a significant relationship between students' success and anxiety levels. The more success level increased, the less anxiety level decreased. The moderate negative correlation was found between them. Finally, the primary sources of foreign language speaking anxiety were found as fear of making mistake, lack of vocabulary, and teachers' manner as a result of this study.

Speaking anxiety is a problem that is commonly found in foreign language learning and it could give negative impact for its goal in mastering foreign language (Tanveer, 2007). This study concerned to analyze active learners’ strategies in conquering speaking anxiety in foreign language learning, thus passive learners could observe and apply those strategies in learning the foreign language. Data collection involved four time observations in order to find active and passive learners. Then, six active and six passive vocational high school learners in Salatiga who had experienced being anxious in speaking English was interviewed. The findings indicated that active learners and passive learners had different common reasons and strategies concerning speaking anxiety in foreign language learning. The conclusion pointed out that active learners’ result could help passive learners with their efficient strategies which passive learners did not have; such as having good attitude towards English, avoiding direct eye contact with interlocutors, doing relaxation before and while speaking, daring to take a risk if having chances, and thinking in a positive way no matter what the situation is. Those strategies used by active learners may help passive learners for not only reducing their anxiety but also helping them to participate actively in the class.

Bu çalışma drama yoluyla öğretimin İngilizce konuşma kaygısı üzerine etkisini araştırmaktadır. Bu araştırmada yabancı dil konuşma kaygısının sebepleri ve etkileri incelenmiştir. Drama ile İngilizce konuşma kaygısı arasındaki ilişki ele alınmıştır. Çalışma, öğrencilerin İngilizce derslerine yönelik algı ve tutumlarını anlamamıza da yardımcı olmuştur. Bu sayede öğrencilerin korkuları ve kaygılarının nedenleri belirlenmiştir. Bu çalışmanın bir başka amacı da, İngilizce derslerinde daha iyi koşullar sağlamak için neler yapılabileceğini bulmaktır. Öncelikle Horwits, Horwitz ve Cope(1986) tarafından geliştirilen Yabancı Dil Dersi Kaygı Ölçeği (FLCAS) ile öğrencilerin İngilizce dersi kaygı düzeyleri ölçüldü. Daha önce Aydın tarafından çevirisi yapılan ve kullanılan (1999) kaygı anketinin (FLCAS) Türkçe tercümesi uygulandı. Bunun yanında nitel veri aracı olarak haftalık sınıf gözlemleri yapıldı. Bu çalışma küçük yaş grubu öğrencilere uygulandığı için görüşmelere yer verilmedi. Bu yaş grubundaki öğrenciler genellikle yanlış anlaşılmaktan korkabilirler. Görüşmelerde duygularını açıkça ifade edemeyecekleri düşünüldüğü için, sadece nicel veri olarak sınıf gözlemleri kullanılmıştır. Bu çalışma 2016-2017 Öğretim yılında Konya, Meram'da bir devlet ortaokulunda uygulanmıştır. Yetkililerden gerekli izinler alınmıştır. Bu çalışma için iki tane 6.sınıfın öğrencileri seçilmiştir. Seviye belirleme sınavıyla İngilizce seviyeleri ölçülmüştür. Test sonucuna göre, İngilizce yeterlilik seviyeleri birbirine yakın çıkmıştır. Bir tanesi deney grubu diğeri de kontrol grubu olarak belirlenmiştir. Bu çalışma 10 hafta sürmüştür. Deney grubu öğrencileri drama etkinlikleri için eğitilmiştir. Bu eğitim esnasında Türkçe dersi öğretmeniyle işbirliği yapılmıştır. Drama etkinliklerine başlamadan önce Yabancı Dil Dersi Kaygı Ölçeği (FLCAS) ön-test olarak uygulanmıştır. Bu test öğrencilerin İngilizce konuşma kaygı düzeylerini belirlemek için kullanılmıştır. Drama etkinliklerinin sonunda bu ölçek son-test olarak tekrar uygulanmıştır. Bu çalışma öncelikle dramanın İngilizce konuşma kaygısı üzerine faydası ve avantajlarına odaklanmıştır. Aynı zamanda dramanın motivasyon, kendine güven ve İngilizce konuşma yeterliliğine etkisini bulmamızı sağlamıştır. Literatür taramalarında, birçok araştırmacının dramanın yabancı dil kaygısı üzerine etkisini bulmak için çalışmalar yaptığı belirlenmiştir. Bu araştırmaların çoğu, dramanın öğrencilerin yabancı dili etkili kullanmalarına, öz güvenlerini geliştirmelerine, motivasyonlarına ve yaratıcılıklarına katkıda bulunduğunu belirtmektedir. Araştırmacılar dramanın aynı zamanda öğrencilerin kişiler arası ilişkileri geliştirmelerine de katkı sağladığından bahsederler. Geçmişte drama ve kaygı konusunda genellikle gençler ve üniversite öğrencileriyle ilgili çalışmalar yapıldığı gözlemlenmektedir. Yaş grubu itibariyle, bu çalışma öncekilerden farklılık göstermektedir. Çalışmanın sonunda dramanın İngilizce konuşma kaygısı üzerinde olumlu etkileri olduğu sonucuna varılmıştır. Yabancı Dil Dersi Kaygı Anketi (FLCAS) sonuçları öğrencilerin drama etkinliklerini yaptıktan sonra daha az kaygılı ve daha fazla özgüvenli hissettiklerini göstermiştir. Bunun yanında, öğrencilerin İngilizce derslerine karşı pozitif tutum geliştirdiklerini göstermektedir. Bu yüzden bu çalışma erken yaşlarda drama yoluyla yabancı dil öğretiminin önemli olduğunu göstermektedir. Çalışmanın sonuç bölümünde öğretmenler ve sonraki çalışmalar için tavsiyelerde bulunulmuştur., This study investigates the effects of teaching through drama on English speaking anxiety of 6th grade students. Causes and effects of foreign language speaking anxiety were examined in this research. Correlation between drama activities and English speaking anxiety was handled. Study helped us to understand the students' perceptions and attitudes towards the English classes. In this way, reasons of students' fears and anxieties were determined. Another aim of this study is to find what can be done for providing better conditions in the English classes. First of all, students' English class anxiety levels were measured by Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz, and Cope (1986). Turkish version of FLCAS was applied which has been translated and used by Aydın before (1999). In addition to this, classroom observations were made as a qualitative data. Interview wasn't used in this study because the study was conducted on younger age group students. Students in this age group may afraid from being misunderstood. Only classroom observations were used as a qualitative data since it is thought that they couldn't express their thoughts clearly in the interviews. This study was applied in the 2016-2017 education year at public secondary School in Meram, Konya. Necessary permissions were taken from the authorities. Two 6th grade classroom students selected for this study. Their English levels were tested with a placement test. According to the test results, their English proficiency levels were nearly equal. One of them determined as experimental group and the other one as control group. These activities lasted for 10 weeks. Experimental group students were trained for drama activities. During this education, we collaborated with Turkish class teachers. Before starting drama activities, two class students were applied FLCAS as pre-test. This test applied to determine English speaking anxiety levels of students. At the end of the drama activities this scale applied as a post-test again. This study mainly concentrated on the benefits and advantages of drama activities on English speaking anxiety. It also provided us to find out the effects of drama on motivation, self-confidence and English speaking capability of students. Literature review shows that drama was studied by many researchers to find out the effects on foreign language anxiety. Most of them state that drama activities help students to use foreign language effectively, improve their confidence, motivation and creativity in learning. Researchers also mention that drama helps students to develop interpersonal relation ability. It is observed that drama and anxiety were studied on younger and university students in the past. As of age group, this study shows differences from previous researches. At the end of the study, we concluded that drama had positive effect on English speaking anxiety. Foreign language classroom anxiety scale (FLCAS) results indicated that students feel less anxious and more self-confident after performing drama activities. In addition, it shows that students develop positive attitudes towards English classes. Thus, this study shows the importance of teaching foreign language through drama in the early ages. In conclusion part of the study, suggestions were made for the teachers and further researches.

Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals’ language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and self-efficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students’ foreign language classroom anxiety.

There is a great deal of research focusing on speaking anxiety and yet there are relatively few studies suggesting ways how teachers can help learners cope with this problem. Therefore, the purpose of this study is to identify whether the integration of spontaneous speech activities helps minimize the student's English language speaking anxiety. The research took place in the ELT department at a private university in Istanbul, Turkey. 12 freshman year students participated in the study. The course syllabus comprised different types of speaking activities. The study followed a mixed method design including qualitative and quantitative data. The data were obtained through an adapted questionnaire based on Horwitz's “Foreign Language Classroom Anxiety Scale” (FLCAS, 1986) and Burgoon's “Unwillingness to communicate scale” (UCS, 1976) to measure the learners’ pre and post anxiety levels. Furthermore, participants were asked to reflect on the activities through open-ended essay questions. Finally, a focus group interview was conducted. The findings have been discussed in detail.

The use of the native language in the foreign language learning process has evoked controversy since the last century. The present research will argue for the use of translation by foreign language learners by investigating the correlation between translation equivalence as a vocabulary learning strategy, and the learners&rsquo, level of foreign language speaking anxiety. A sample of 258 Tunisian students, chosen randomly from different preparatory schools, participated in this project. Four research instruments were used to investigate this correlation: the inventory for translation as a learning strategy (ITLS), the classroom-related foreign language speaking anxiety scale (CRFLSAS), a receptive Translation Equivalence (TE) vocabulary test, and a productive TE vocabulary test. The findings revealed that the majority of the participants reported relying on their mother language to learn English vocabulary. Furthermore, a strong linear negative correlation was found between the use of this strategy, at both the receptive and productive levels, and the learners&rsquo, foreign language speaking anxiety.

The objective of this study is to investigate the effect of the Pecha Kucha presentation format on English as foreign language learners’ public speaking anxiety. The participants were 49 students in the English Translation and Interpretation Department of a state university in Turkey. A pre- and post-test experimental research design was used in this study. Students were given a questionnaire as the pre-test prior to the preparation of their presentations and as the post-test immediately following the presentation in the classroom. According to the paired samples statistics, students’ English public speaking anxiety was reduced significantly as a result of their experience using the Pecha Kucha presentation format. It was concluded that this presentation format can be incorporated into the English as a Foreign Language classroom. El objetivo de este estudio es investigar el efecto del formato de presentación de Pecha Kucha en la ansiedad al hablar en público de estudiantes de inglés como lengua extranjera. Los participantes fueron 49 estudiantes del Departamento de Traducción e Interpretación en Inglés de una universidad estatal en Turquía. Se utilizó un diseño de investigación experimental previo y posterior al ensayo. Los estudiantes recibieron un cuestionario antes de la preparación de sus presentaciones e inmediatamente después de la presentación en el aula. De acuerdo con los resultados, la ansiedad de hablar en inglés de los estudiantes se redujo significativamente como resultado de su experiencia usando el formato de presentación de Pecha Kucha. Se concluye que este formato de presentación puede ser incorporado en el salón de clases de inglés.

The aim of this study was to show what influences the students’ use of English during class and what the students themselves believe would develop their use of English. The aim was also to study what the teachers thought affected the use of English, and what they said they did to influence students to speak more. The data was collected through electronic and paper questionnaires. The study found that the reason for not talking English during lessons was that the students did not felt comfortable speaking in class. This was something both teachers and students agreed upon. The students felt most comfortable talking English outside the classroom and they wanted other things to develop their use than what their teachers offered them.

Learner anxiety is a critical affective factor in foreign languages education. This study investigated the main causes of speaking anxiety in the context of business English (BE) instruction. In-depth interviews were conducted among BE instructors and learners at higher educational institutions in six countries in the Balkans. The study identified several causes of speaking anxiety, the most crucial being the lack of knowledge in economics and the BE lexis as the carrier content in BE learning. And especially so, when the latter combined with other causes, such as the necessity to speak unprepared in class in front of one’s peers, or problems with BE vocabulary acquisition or recollection. A quarter of the interviewees who considered themselves low-anxiety when speaking general English were prone to elevated levels of speaking anxiety when performing complex speaking tasks in BE class which require a degree of fluency in general English.