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The research centers on the effectiveness of the FRET Strategy as an intervention in the development of the speaking skill at DFLOMNHS -- SHS whereas HUMSS 11-D students' struggles on speaking English language during their Oral Communication class. Hence, this can negatively impact their performance in class. To determine the students' level of speaking skill, the researcher used mixed method of research, specifically focusing on Grade 11 HUMSS D Students enrolled in the SY 2023-2024. The researcher used the validated researcher-made pretest and post-test rubric to collect the data needed in order to answer the specific problems of this study whereas the results showed that the students obtained a mean score of 10.15 in the pre-test interpreted as Below Basic and 14.99 in the posttest interpreted as Basic using statistical treatment and thematic analysis. These findings highlight the effectiveness of FRET Strategy in improving the speaking skill and stress the emergence of implementing the conceptual model in using FRET Strategy dubbed as FILL. Furthermore, it provides valuable insights into the ongoing discourse on language anxiety and how it impacts language acquisition in educational settings. [ABSTRACT FROM AUTHOR]

Speaking is a crucial skill to develop when studying a foreign language, but it is also considered one of the most challenging. This study examines the level of speaking anxiety experienced by Chinese EFL learners in a classroom setting. The research methodology used is mixed method, both qualitative and quantitative, with data collected through a questionnaire and interviews conducted at a higher education institution in China where English language is studied. The quantitative study includes 95 participants, consisting of 72 females and 23 males, all of whom share a similar educational background in English language education. Additionally, interviews are conducted with 5 of the respondents who also participated in the questionnaire. The quantitative data is gathered using the Foreign Language Speaking Anxiety Questionnaire, which incorporates independent variables such as gender, out-of-class activities, participants' proficiency levels, and personality traits of the participants. The qualitative data is collected through semi-structured interviews. The findings indicate that participants often experience fear and anxiety in English language learning contexts. This is especially true when it comes to understanding instructions, speaking spontaneously, encountering unfamiliar vocabulary, facing unexpected questions, and making mistakes. The results suggest a significant difference between the introverted and extroverted groups in terms of personality variables. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the essential abilities in learning English is speaking. However, most students believe that speaking English is challenging because they lack vocabulary and are reluctant to express their opinions. Anxiety is a mood that includes fear, hesitation, and worry about events both in the present and the future. This research aimed to find out the factors causing students’ speaking anxiety, the effects of students’ speaking anxiety, and the students’ strategies to reduce their speaking anxiety. The researchers applied a qualitative research design and used observations and interviews. The population of this study was 90 students in the first grade at SMAN 13 Pangkep Regency, and nine students interviewed by the researchers. The results show that two elements contributed to students’ speaking anxiety: linguistic issues (poor pronunciation, vocabulary, and ideas) and non-linguistic issues (lack of self- confidence, lack of preparation, shyness to their peers, and afraid of being laughed at). Speaking anxiety has two different effects on students’ speaking abilities: a facilitating influence that encourages them to talk and a debilitating effect that causes them to stutter, blank out, become afraid, or stumble. The students' use of preparation, avoidance of eye contact, and peer assistance helps them to reduce their speaking anxiety.

The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners’ speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effect of Voki, one of the web 2.0-based technology applications, on Turkish learners’ speaking skills and speaking anxiety. In the study, exploratory sequential design, one of the mixed design types in which quantitative and qualitative approaches are used together, was adopted. The study group of the research consisted of 61 students at A2 level (31 experimental group, 30 control group) who learn Turkish as a foreign language at the Turkish Language Teaching Center of a university located in the south of Turkey. Speaking Anxiety Scale and Speaking Skill Assessment Form were used as data collection tools. During the 6-week intervention, the experimental group used Voki in speaking lessons, while the control group did not use any technology-based web 2.0 tool. Descriptive statistics, chi-square analysis, dependent and independent groups t-test were used to analyze the quantitative data collected in the study. Descriptive analysis and content analysis were used to analyze the qualitative data collected through a semi-structured interview form. As a result of the study, it was determined that the Voki application improved the speaking skills of the students in the experimental group and reduced their speaking anxiety. It was also determined that the students in the experimental group expressed positive opinions about the application. Therefore, the use of Voki application in speaking activities in foreign language teaching is recommended.

Speaking skill is the most basic language skill that enables an individual to interact with his/her environment. The healthiness of both the university and professional processes of teacher candidates and the positive completion of their individual, social, and academic developments depend on good communication. Creative drama is a method that can be used for individuals to get to know themselves and their environment, to develop their social relations, and to experience them by doing and living together in a group. In the light of this information, the aim of the research is to determine the effect of creative drama on the speaking anxiety of teacher candidates. The participants of the study consisted of 21 teacher candidates studying in the undergraduate program of Turkish teaching, classroom teaching, and preschool teaching. In this research, mixed research method, and sequential explanatory design were used as a design. Quantitative data of the study were collected through the Speech Anxiety Scale (2012), and qualitative data were collected through interviews. The quantitative data of the research were analyzed statistically, and the qualitative data were analyzed by content analysis. When the quantitative and qualitative results of the study were examined, it was observed that the interest and love of the pre-service teachers who participated in the study increased, and their anxiety and worries decreased. [ABSTRACT FROM AUTHOR]

Using a quantitative approach, this study investigated the impacts of debate on students' speaking skills in English-language classes at the English Department, Herat University, Afghanistan. The study participants were 44 sophomore students (28 girls and 16 boys). To understand participants' speaking levels, researchers had a pre-test followed by a six-week treatment of having debates in the speaking class. For measuring the impacts of debate, a speaking post-test was taken. To investigate the impacts of debate on students' speaking skills the researchers created an online questionnaire form and the link was shared with students in speaking classes. The questionnaire enriched this study with essential information after the treatment. The data were analyzed through SPSS 25. A paired sample t-test was used to measure the degree to which students' speaking skills developed throughout the six-week debate program, and students' responses to the online questionnaire were analyzed by calculating the percentage of each item. The results of the present study indicate that debate had a positive impact and enhanced students' speaking skills. The participants also reflected that debate had improved their critical thinking, helped them practice new language skills and arguments, developed collaboration, and decreased their speaking anxiety while having fun. [ABSTRACT FROM AUTHOR]

Bu araştırmada 2010-2020 yılları arasında konuşma kaygısına yönelik yapılmış araştırmaların tematik içerik analiziyle incelenmesi amaçlanmıştır. Konuşma kaygısına yönelik yapılmış araştırmalar genel amaçlarına yönelik üç başlık altında toplanabilmektedir. Birincisi yabancı öğrencilerin Türkçe konuşma kaygısı, ikincisi yerli öğrencilerin yabancı dilde konuşma kaygısı ve üçüncüsü ise yerli öğrencilerin toplum önünde veya bireysel konuşurken yaşadıkları konuşma kaygılarıdır. Bu araştırmaya üçüncü amaca yönelik olan araştırmalar dâhil edilmiştir. Bu amaç dâhilinde 30’u makale 12’si yüksek lisans tezi olmak üzere 42 araştırmanın künyesine ulaşılmıştır. Araştırmalar yayın yılı, amaç, yöntem, örneklem grubu, veri toplama aracı, veri analiz yöntemi ve sonuç parametrelerine uygun incelenmiştir. Bunun sonucunda; araştırmalarda büyük ölçüde nicel yollarla veri toplandığı ve analiz edildiği belirlenmiştir. Araştırma yöntemlerinin çoğunlukla tarama araştırması olduğu, karma yöntemle yürütülen araştırmaların sınırlı sayıda olduğu tespit edilmiştir. Sadece nitel yöntemin kullanıldığı araştırmaya ulaşılmamıştır. Ayrıca deneysel araştırmaların sınırlı sayıda olduğu ve çoğunlukla müdahalelerin pozitif etkileri olduğuna dair sonuçlara ulaşıldığı görülmüştür.

The world is being globalized day by day and the need for knowing English is becoming higher. However, knowing is not only having the knowledge of grammatical and lexical parts of English, it is also about having a good level of speaking skills, as it is the core of communication around the globe. Speaking skills might be regarded as one of the most difficult skills in English, and the studies mostly focused on the problems behind not being able to enhance it effectively and finding solutions to enhance it. The present action research, similarly, tries to find a new way of speaking activity in order to enhance English preparatory class students’ speaking skills. Unlike previous studies, a novel way of peer-to-peer speaking activity has been applied and the findings showed the effectiveness of the action in a short span of time.

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Linguistics Studies is the property of Journal of Language & Linguistics Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Linguistics Studies is the property of Journal of Language & Linguistics Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Research Institute / Atatürk Üniversitesi Türkiyat Arastirmalari Enstitüsü Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigates the effect of speaking education based in direct instruction teaching model on speaking skills and speaking anxiety of 5th grade students. The study was conducted at Bartın İMKB Secondary School in 2015-2016 academic years. One of the 5th grades at the school was selected as control group and 21 students participated to the study from each group. Courses in the test group were taught through curriculum based on Direct Instruction Teaching Model while courses in the control group were taught based on the instructions given in speaking activities at teacher's guidebook of Turkish course. Semi-experimental design with pre-test and post-test control group was applied in this research. The study lasted for 10 weeks and the data were collected through "Evaluation Form of Speaking Skills" developed by the researcher and "Speaking Anxiety Scale for Secondary School Students" developed by Demir and Melanlıoğlu (2014). Pre-test and post-test were applied on both groups. The research findings were evaluated by the researcher and an expert; and the results were analyzed via SPSS 20.0. For the analysis, Kolmogorov-Smirnov normality test was initially applied and data with normal distribution were analyzed through ttest while those without normal distribution were analyzed through Mann Whitney U test. At the end of the research, a significant difference was found in both speaking skills and speaking anxiety of students in test group compared to the control group. [ABSTRACT FROM AUTHOR]

Bu çalışmada, Türkçeyi yabancı dil olarak öğrenen Bosna-Hersekli öğrencilerin konuşma kaygıları belirlenmeye ve çeşitli değişkenler açısından değerlendirmeye çalışılmıştır. Araştırmaya 63 öğrenci katılmıştır. Araştırmaya temel teşkil eden veriler, Melanlıoğlu ve Demir (2013) tarafından geliştirilen "Konuşma Kaygısı Ölçeği" ve araştırmacılar tarafından hazırlanan "Kişisel Bilgi Formu" ile toplanmıştır. Saraybosna TKM'de Türkçeyi yabancı dil olarak öğrenen öğrencilerin konuşma kaygılarının çeşitli değişkenler açısından incelendiği bu araştırmada, öğrencilerin Türkçe konuşurken belli bir oranda kaygı duydukları; fakat bu kaygının yüksek olmadığı söylenilebilir. Araştırma sonuçlarına göre, erkek öğrencilerin konuşma kaygısı puan ortalaması bayan öğrencilere göre bir miktar daha fazladır; ancak öğrencilerin cinsiyetleri, yaşları, meslekleri, devam ettikleri kurları, Türkiye'de bulunma ve Türkçeyi sınıf dışında kullanma durumları ile Türkçe konuşma kaygıları arasında anlamlı bir farklılık bulunmamaktadır. The purposes of this study are to examine the Turkish speaking anxieties of the students who are learning Turkish as a foreign language in Bosnia and Herzegovina and to evaluate it in terms of different variables. 63 students participated in this research. The data was collected from "the Speech Anxiety Scale" developed by Melanlıoğlu and Demir (2013) and "Personal Information Forms" conducted to students. Concerning this study, which examines the Turkish speaking anxieties of the students who are learning Turkish as a foreign in Yunus Emre Turkish Cultural Centre Sarajevo with several variables in terms of student learning as a foreign language speaking anxiety, it can be declared that the students feel anxiety up to some extent but the level of this anxiety is not high. According to the survey results, the average scores of the speaking anxiety of the male students are a little more than female students; but there is no significant difference between the sex, age, professions, levels continued, visiting Turkey before, and using the Turkish language out of class of the students' and the Turkish speaking anxieties. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)