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Oral communication plays a pivotal role in language learning. Although essential, many learners of English as a second language face distinct challenges when speaking. This qualitative research aimed to investigate and understand the coping strategies Jordanian students use to manage and alleviate their English Language Speaking Anxiety (ELSA) in both classroom and non-classroom environments. Fifteen undergraduate students from Zarqa Private University's (ZU) English Language Department in Jordan were selected for the study. A qualitative research approach was adopted to gather insights into the students' views and methods for dealing with their anxiety about speaking English, whether in class with instructors or in more casual settings. The findings of this study revealed that undergraduates at ZU employed five key coping strategies to manage and reduce speaking anxiety when using the English language. These strategies are self-regulation, selfconfidence, a supportive environment, practice/preparation, and humor. The findings revealed that students who faced unavoidable communication scenarios adopted self-soothing techniques to mitigate the effects of ELSA. [ABSTRACT FROM AUTHOR]

This research sought to investigate the pre-service teachers' English language competence, communication competence, and public speaking anxiety. These competencies are vital skills in delivering adequate instructions. The study utilized a quantitative method through survey questionnaires. The result provides significant insights on the pre-service teachers as follows: some pre-service teachers are confident about their ability to communicate in English; however, many still suffer from speaking anxiety. The PSCAS revealed that anxiety happens in specific situations, such as when pre-service teachers are called to speak without preparation. Physiological effects like increased heart rate and sweaty palms are common symptoms of public speaking anxiety that affect their speaking presentation. Lastly, pre-service teachers fail to retain information learned and remain calm while delivering public speech despite the long academic exposure. However, this study faced limitations, including a relatively small sample size and only relying on self-reported data, which introduced bias. Despite this limitation, the researchers recommend structured intervention to enhance the pre-service teachers' English, communicative, and public speaking competence, particularly in light of the evolving educational trend. [ABSTRACT FROM AUTHOR]

English speaking has been seen as a challenge for many English as a foreign language (EFL) learners, since they have limited chances to practice English-speaking skills. Therefore, it is essential to provide learners with adequate English-speaking contexts. To address this issue, this study integrated virtual reality (VR) into English speaking classes and aimed to explore the effects of VR on English oral proficiency, speaking anxiety, and emotions, as well as students' perceptions. Forty university students from two classes were assigned as an experimental group and a control group. The students in the experimental group practiced English speaking with the VR tools, while those in the control group used PowerPoint. Data analysis revealed conflicting results. While ANCOVAs disclosed no significant difference between the two groups regarding their post-intervention oral proficiency, speaking anxiety, and emotions, qualitative analysis of semi-structured interviews indicated that the independent VR environment could reduce their speaking anxiety, and VR tools could act as effective tools to practice speaking before formal situations in real life. Furthermore, three themes characterized students' perceptions: "training simulation," "learning without time or space limitations," and "providing a safe learning environment." Finally, interpretations of such conflicting results are offered and implications are proposed. [ABSTRACT FROM AUTHOR]

Trying to learn the names of students is a challenging semester ritual for many professors and graduate students. In support of this endeavor, research suggests that learning students' names promotes greater student participation and engagement (Auster and MacRone 1994; Pearson and Lucas 2011). However, both research and practical pedagogical advice has typically focused only on the importance of students believing that instructors know their names. Consequently, we know little about students feeling recognized by name by other students. To further explore this issue, this study analyzes both the predictors and outcomes of student name recognition. The results of the study underscore the value of instructors learning names, showing that the belief that an instructor knows one's name is linked with a lower likelihood of feeling nervous while speaking in class. Classroom characteristics were also linked with student experiences, with finding the class interesting and the more lecture-oriented class both being associated with students perceiving greater classroom community. [ABSTRACT FROM AUTHOR]

This study examined the use of virtual reality (VR) scaffolding in English as a Foreign Language (EFL) instruction, focusing on its effects on speaking anxiety and learner perceptions and the need for tailored assessment methods. The study involved 34 Taiwanese university medical students and utilized quantitative and qualitative questionnaires. The quantitative results indicated a significant reduction in speaking anxiety and positive perceptions of VR-assisted learning. Qualitative findings revealed that students experienced dual anxieties related to language and technology during VR learning and nervousness during performance evaluations in a VR setting. This study highlights the importance of creating interactive scaffolding that considers individual learner differences and supports personalized learning experiences. It also underscores the necessity of adopting assessment strategies that align with VR environments' unique, immersive nature in language instruction. Our findings contribute to the growing body of research on VR applications in language learning, offering valuable insights for educators and researchers aiming to leverage this innovative technology in the EFL context. [ABSTRACT FROM AUTHOR]

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]

This study sought to compare the effects of PLP (Pre-class Learning Performance) on academic performance, speaking self-efficacy, and speaking anxiety in the Flipped Learning (FL)-applied Korean language classes. Beginner-level Thai KFL learners (N=76) were recruited from Korean 1 course at a university in Thailand. After traditional classes were implemented during the first half of the semester, academic performance and the surveys of speaking self-efficacy and speaking anxiety were undertaken for pre-tests. After FL was applied during the second half of the semester, the participants were divided into 2 groups according to the quiz scores from PLP. At the end of the semester, post-tests were implemented, and the results were analyzed by one-way ANCOVA. Group A with an adequate level of PLP outperformed in the written tests with a statistically significant level [F (1,73)=6.900, p=.010] whereas the speaking test was nullified due to the violation of assumptions. Group A demonstrated a significant decrease in speaking anxiety [F (1,73)=4.776, p=.032], while speaking self-efficacy did not show a difference between groups. This result implies that despite the short period of applying FL, the adequate level of PLP enabled the learners to outperform in the written tests. The effect of PLP on diminishing speaking anxiety should be noted by teachers so that they may put an adequate focus on managing pre-class learning in FL to optimize learning atmospheres. [ABSTRACT FROM AUTHOR]

Proficiency in speaking is essential for effective communication; however, anxiety serves as a significant barrier that negatively impacts oral performance, particularly in EFL contexts. This study addresses this issue by investigating speaking anxiety among English as a Foreign Language (EFL) students in Afghanistan, where limited research exists on the topic. A mixed-method design was employed, involving 120 students. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS), while qualitative insights were obtained through structured interviews. The results revealed a moderate level of speaking anxiety, with no significant differences based on gender, language proficiency, or academic year. Qualitative findings indicated that participants experienced anxiety, particularly during their initial year of study, exhibiting symptoms such as shaking, sweating, forgetfulness, negative thoughts, difficulties in recalling words, maintaining eye contact, and concentrating. Contributing factors included low self-confidence, fear of negative evaluation and feedback, limited exposure to authentic English, language proficiency challenges, inadequate linguistic knowledge, difficulty of adapting to a new environment, and cultural influences. To cope with anxiety, students adopted strategies such as engaging with authentic English, utilizing social media, seeking constructive feedback, practicing regularly, speaking aloud, and employing relaxation techniques. The implications of the study provide valuable insights for educators, policy makers, and curriculum designers. The findings could serve as a reference for other countries or institutions that offer EFL programs.

This study investigated the efficacy of the Team-Assisted Individualization (TAI) model in reducing speaking anxiety among ninth-grade students at SMPN 30 Makassar. The research utilized a pre-experimental design, collecting data through observations and Likert Scale questionnaires analysed descriptively. Initially, none of the 20 students experienced low levels of anxiety; however, post-treatment results showed a significant reduction in anxiety levels with no students reporting high or very high anxiety, and 80% reporting low anxiety. Significantly, the mean questionnaire score increased from 49.25 before the intervention to 82.10 afterwards, indicating a substantial decrease in anxiety. This outcome aligns with existing literature suggesting that lower anxiety levels facilitate better language performance. Observational data also reflected a decrease in student engagement from 89% in the first session to 57% in the fourth, suggesting varying levels of participation throughout the study. The TAI model's effectiveness in significantly lowering anxiety was confirmed through a t-test showing a significance level of 0.000, which is well below the conventional threshold of 0.05, thereby supporting the acceptance of the hypothesis that TAI reduces speaking anxiety. These findings underscore the potential of interactive and individualized teaching strategies in reducing language learning anxiety. The sustained engagement and active participation fostered by the TAI model suggest that such approaches can significantly enhance language learning environments by reducing anxiety and encouraging more active involvement from students.

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan high school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 high school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL high school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students' EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere. [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.)

This study first examined the effectiveness of applying the Group Dynamic Assessment (G-DA) approach to assessing the oral skills of non-native English-speaking university students who are provided with mediation by their teacher in a small group setting. Second, it aimed to understand whether employing innovative G-DA techniques could reduce the speaking anxiety felt by university students if they received support from either their teacher or their peers during assessment. Fifty freshmen’ speaking performance on TOEFL integrated speaking tasks, and their responses to the teacher’s mediation in groups were compared. Results showed that (1) the G-DA approach could be a beneficial tool for assessing English oral proficiency in the EMI context, and (2) the procedures involved in G-DA helped university students feel less anxiety when prompted to respond orally. It provides insights into an alternative approach to assessment which can be employed to group learning in the context of EMI courses. [ABSTRACT FROM AUTHOR]

The association between speaking anxiety and L2 speech production, including L2 pronunciation, remains largely under‐researched, especially in relation to task complexity. The present study investigates the effect of task complexity on speaking anxiety and their impact on specific dimensions of L2 speech production: speaking fluency (speed, breakdown, and repair) and accuracy (grammar, lexis and pronunciation); and global assessments of L2 speaking performance: accentedness and comprehensibility. Forty‐two Spanish learners of English performed simple and complex versions of a monologic oral narrative task. The results indicated that task complexity affected learners' anxiety levels and was detrimental to their L2 speaking fluency, pronunciation accuracy, and accentedness. Moreover, higher self‐perceived anxiety was associated with lower breakdown fluency and less lexico‐grammatical accuracy. Last, once the contributions of L2 proficiency and working memory were controlled for, anxiety accounted for a significant 13%–15% of variance in breakdown fluency. [ABSTRACT FROM AUTHOR]

Speaking anxiety has always been an intriguing topic in the field foreign language education. While a plethora of studies have been conducted on this issue in the Indonesian context, most of them have focused on students’ English-speaking anxiety in the EFL classroom, with very few examining anxiety outside of the classroom. To bridge this gap, this study aimed to investigate levels of out-of-class speaking anxiety among Indonesian tertiary EFL students and examine the relationships between their self-perceived speaking skills, self-perceived vocabulary size, and anxiety. Additionally, the study sought to examine whether there was a significant difference in anxiety levels between genders. Using a quantitative approach, a survey was administered to 87 participants from three different institutions of higher education. The results showed that students experienced anxiety in various situations, with most being moderately anxious. A moderate negative correlation was observed between self-perceived speaking skills and anxiety, while a weak negative relationship was found between self-perceived vocabulary size and anxiety. The study also found that females exhibited higher anxiety levels than males. Practical implications for curriculum designers and teachers in the Indonesian context are put forward.

This study examined the use of virtual reality (VR) scaffolding in English as a Foreign Language (EFL) instruction, focusing on its effects on speaking anxiety and learner perceptions and the need for tailored assessment methods. The study involved 34 Taiwanese university medical students and utilized quantitative and qualitative questionnaires. The quantitative results indicated a significant reduction in speaking anxiety and positive perceptions of VR-assisted learning. Qualitative findings revealed that students experienced dual anxieties related to language and technology during VR learning and nervousness during performance evaluations in a VR setting. This study highlights the importance of creating interactive scaffolding that considers individual learner differences and supports personalized learning experiences. It also underscores the necessity of adopting assessment strategies that align with VR environments’ unique, immersive nature in language instruction. Our findings contribute to the growing body of research on VR applications in language learning, offering valuable insights for educators and researchers aiming to leverage this innovative technology in the EFL context.

The global significance of English is undeniable, especially for students. While learning the language is vital for effective communication, practical usage often remains limited to classroom activities. Surprisingly, English education students also face challenges in practical English communication. Anxiety about making errors leads students to revert to their native language during communication. Language anxiety, in the forms of trait, state, and situation-specific speaking anxiety hampers language mastery. Speaking anxiety particularly affects students especially during presentations and discussions. Addressing this anxiety is crucial for enhancing language skills. By acknowledging this issue, a study was conducted among English education department students at Universitas Muhammadiyah Gresik to identify anxiety triggers and understand strategies for effective English communication. Interview was conducted to explore students’ experiences, emotions, and cognitive processes related to speaking anxiety. The findings unveiled speaking anxiety experienced by students in classroom activities, uncovering the complex interplay of trait and state anxiety as well as situation-specific anxiety. Students’ diverse experiences, thoughts, and triggers shaped anxiety levels, revealing the intricate interplay of cognitive, situational, and individual factors in speaking anxiety. From impromptu to rehearsed speeches, students’ experiences of state anxiety fluctuated, while coping strategies like deep breathing and positive self-talk play a crucial role. Effective preparation and cognitive strategies emerged as valuable tools in managing anxiety. The variety of strategies employed reflects students’ adaptive skills in handling anxiety-inducing situations. This study illuminated the intricate aspects of speaking anxiety and the dynamic strategies students use to navigate the speaking anxiety challenges in classroom activities.

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancyvalue theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice. [ABSTRACT FROM AUTHOR]

Aim This research was conducted through a descriptive-qualitative design that aimed to determine the factors of students' speaking anxiety. Methods. This study used qualitative research involving 205 eleventh grade students of Senior High School on Pontianak, Indonesia who had attended English lessons. Data on students' anxiety in speaking English were collected using two instruments: questionnaires and interviews. Result, eleventh graders students fall into the middle category, and their lack of mastery leads to speaking anxiety about grammar, a lack of vocabulary, and a lack of preparation. Conclusion. Foreign language anxiety, especially in speaking, is a challenging problem for most students. Therefore, teachers should provide opportunities for students to practice speaking in front of the class gradually because such activities will positively increase their self-confidence and perception of their performance in the target language. More importantly, teachers and students must collaborate by providing a better learning environment and setting achievable speaking performance standards. If this activity is carried out continuously, it will increase students' motivation in learning foreign languages, especially class XI students at Pontianak High School. Cognitive Value. This research will provide input for stakeholders, especially English teachers to overcome speaking anxiety in their classrooms. [ABSTRACT FROM AUTHOR]

This study aimed to compare the effects of self-regulation, goal orientation, and speaking anxiety on speaking performance between metaverse and face-to-face contexts. We randomly assigned 253 Korean middle school students to either metaverse or face-to-face groups for 12 weeks of English-speaking lessons. Before and after the experiment, students completed speaking tests and submitted a post-questionnaire. Structural equation modeling and multi-group analysis revealed that student attributes had a similar impact on speaking performance in both settings. Specifically, self-regulation and mastery goal orientation positively influenced speaking performance, while speaking anxiety had a negative effect, regardless of the context. Furthermore, self-regulation played a mediating role in reducing speaking anxiety in both settings. This implies that metaverse-mediated and face-to-face classes offer similar learning environments, where students can leverage their goal orientation and self-regulation skills to manage speaking anxiety. Ultimately, students can enhance their speaking performance by employing self-regulation strategies and nurturing a mastery goal orientation, irrespective of the learning context. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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.

This research has investigated the causes of English language speaking anxiety among secondary school students. For the collection of data students were selected from secondary level studying at Army Public School Mehfooz Shaheed Garrison, Lahore. A mixed-method approach was utilized by a questionnaire with 25 items, to gather data on the students' perceptions about speaking anxiety. To observe teachers' perceptions about speaking anxiety among students the interviews were taken. For statistical analysis of the questionnaires, SPSS (version 21) has been used. The results showed that students and teachers both are responsible for the cause of speaking anxiety. Students face anxiety because of their personal reasons and teaching methods. The teachers should develop smart teaching techniques for their students, which will help them in eradicating the anxiety. The findings of this study can also aid teachers and students in changing their approaches towards language teaching and learning, respectively. [ABSTRACT FROM AUTHOR]

This survey research identifies the students' level of Arabic language speaking anxiety and determines any significant difference in their speaking anxiety based on their background. 322 Arabic language students from six State Islamic Universities in Central Java purposively participated in this study. The data was obtained using the Foreign Language Speaking Anxiety Scale (FLSAS). The data were analysed using Winstep version 3.73 from Rasch model and IBM SPSS version 23. The logit measure and the Wright map indicated that most students experienced moderate speaking anxiety, meaning they felt anxious only in some situations in the muhadathah class. In other words, their maturity (age) controls their anxiety. The independent sample t-test result indicated that their speaking anxiety varied regarding gender and previous experience in learning muhadathah, while their origin did not significantly affect their speaking anxiety. The one-way ANOVA test showed that mothers' education level significantly affects the students' speaking anxiety. The higher their mothers' education level, the lower the speaking anxiety they experience. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the use of social strategies in language learning to promote speaking skills. The study was designed in the survey model. The participants of the study were divided into three groups in a sample lesson. They were asked the question of "Why should we learn foreign language?" and were required to prepare and present a poster as a group. During the implementation phase, students were observed by the researcher through the "Speaking Skills Group Observation Form". The results of the research showed that all three groups exhibited sufficient speaking effort, participation in activities, involving in poster presentations, and peer interaction. The results of the research revealed that social strategies tend to improve speaking skills and increase willingness to speak. It was also revealed that students were aware of the significance of foreign language education as a crucial skill in today's modern world. They associated foreign language learning with the following words: culture, democracy, education, empathy, friendship, intercultural learning, job opportunity, love, peace, open-mindedness, relationship, religion, respect, tolerance and trust. Furthermore, it was concluded that social strategies in language learning can be effectively employed in foreign language classes to reduce speaking anxiety. [ABSTRACT FROM AUTHOR]

The study explored the English-speaking anxiety of trainee teachers in the colleges of education in Ghana. It aimed at unravelling the causes of the speaking anxiety in the learners and proffering strategies to mitigate the causes of the speaking anxiety. For that purpose, qualitative data were collected from 30 English-major students who attend a college of education in the Western North region of Ghana using semi-structured interviews as the data collection instrument. The data were analyzed using inductive coding data analysis procedures and techniques, where the dominant patterns and themes emerging from the data were grouped and examined. The results showed that the major causes of speaking anxiety are inferiority complex, fear of committing mistakes, spontaneity and the lack of preparation, fear of negative evaluation from tutors and peers, limited knowledge and vocabulary in the language and self-criticism. The participants also indicated the strategies that can curb the problem, including creating a learner-friendly and less formal classroom environment, peer assessment, encouraging the use of more speaking activities in the classroom, positive evaluative feedback and resignation and avoidance. In line with these findings, the study recommended that future research could employ a quantitative approach to produce a more generalizable outcome. [ABSTRACT FROM AUTHOR]

Background: Public speaking anxiety or glossophobia is common among college students, especially those studying in their non-primary language. Effective public speaking is considered an essential skill for nursing students to grasp as their future roles require it as patient advocates. Little is known about the effects of glossophobia amongst Arab students studying nursing in a second language (English). Purpose: This study aimed to examine glossophobia and its association with English oral presentations among Saudi nursing students in three academic levels. Methods: A correlational comparative study with a cross-sectional approach was conducted on a total of 209 baccalaureate level nursing students at a governmental, Saudi university. Convenience sampling was used with a comparison between three levels of student cohorts (second, third and fourth) of a single academic year. The data were collected using an online self-reported questionnaire consisting of three sections: a sociodemographic questionnaire, the Foreign Language Classroom Anxiety Scale (FLCAS), and the Personal Report of Public Speaking Anxiety (PRPSA). Data were analyzed using descriptive statistics, a one-way ANOVA, and Pearson correlation tests. Results: Nursing students had moderate anxiety on the FLCAS and PRPSA scales in all three academic years. There was a significant, moderate, and positive relationship between the two scales (r=0.450, p<0.01). Conclusions: Glossophobia among nursing students needs to be addressed. This study highlights a gap in current training where there is insufficient support, meaning that levels of anxiety remains unchanged across the trajectory of a nursing training program. Future research should explore culturally tailored strategies to decrease nursing students' anxiety while building their confidence and self-esteem. [ABSTRACT FROM AUTHOR]

Students' anxiety about speaking English is significant to solve because it can affect their speaking ability. This study aims to measure the effectiveness of pair work activities on students’ speaking anxiety and speaking ability. The researchers conducted quasi-experimental research in Palangka Raya in the academic year of 2021/2022. In collecting the data, a questionnaire and a speaking test were used. The population in this study were eighth graders students in one of the public junior high school. The researcher used two classes as the sample, the experimental and control class, which comprised 60 students. The data were analyzed using the descriptive statistics and Multivariate Analysis of Variance test via SPSS.23. The result showed pair work activities effectively decreased the students’ speaking anxiety and increased the students' speaking ability. It evidenced by the average score in the post-test of students' speaking anxiety in the experimental class was 52.77, while the control class was 60.00. In addition, the average score in the post-test of the students’ speaking ability in the experimental class was 76.63, while the control class was 64.43. It showed that there is a significant difference between the two classes. Therefore, this study indicates that pair work activities effectively lower students' speaking anxiety and increase their speaking ability at eighth graders students in one of the public junior high school in Palangka Raya.

The purpose of this study was to find out how much language anxiety EFL university students have, what causes it, and how they deal with it. This study aims to fill a gap in the literature regarding the causes of language anxiety, the causes, and how people cope with it, as most researchers have not yet combined those three factors into a single study. The current study used a mixed method, a questionnaire and a semi-structured interview were used. FLCAS was used as a questionnaire to collect quantitative data. At the same time, questionnaires and semi-structured interviews were used to select the qualitative method. This study included 40 male and female EFL university students from the Faculty of Business and Social Sciences at one of Jakarta's private universities. Their ages range from 18 to 25 years. In this study, the questionnaire items revealed two levels of anxiety: 1) low anxiety (62%) and 2) moderate anxiety (38%). Three causes of language anxiety were identified using a combination of questionnaire items and semi-structured interviews: 1) Inadequate confidence in speaking English in class; 2) Fear of making mistakes when speaking English; and 3) Lack of vocabulary/grammar knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University 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.)

Anxiety, which is seen as a barrier in the language learning process by many teachers and researchers, prevents learners from learning effectively. Also, determining the impacts of negative feelings on the language learning process is quite important for teachers since these feelings may be a mental block for the learners by preventing them from using the comprehensible input, they get. Although there are numerous studies on the impact of anxiety levels in language classrooms and on the reasons that might cause anxiety, there are relatively fewer studies on teachers' impact on the anxiety level of learners' speaking. Also, foreign language classroom anxiety has been studied deeply, yet speaking anxiety and its reasons related to foreign language teachers were not investigated sufficiently. Therefore, this study aims to explore the role of teachers on the anxiety level of university preparatory school learners' speaking skills. For this study, a quantitative research design with the help of an online questionnaire, which was administered to the university preparatory learners studying at a state university based in Ankara, was used. 226 participants from different age ranges and academic majors participated in the study. Based on the data analysis, the research presented here showed how teachers can increase or decrease the anxiety level of foreign language learners especially while they are speaking the target language. The results show that there is a strong relationship between the teacher and learners' speaking anxiety. Depending on the rapport between learners and teachers, the level of different feelings in the classroom has been changing. Furthermore, female, and male learners differ in terms of their anxiety level while speaking English. However, there is not a significant difference between the anxiety levels of learners and their age or academic majors. Based on this, the findings can contribute to a better learning environment with lower affective filters by revealing the relationship between the teacher and learners' anxiety levels. [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. [ABSTRACT FROM AUTHOR]

Prior research has shown that English as a Foreign Language (EFL) students often experience speaking anxiety and its detrimental effects. However, there is limited knowledge about the speaking anxiety experienced by international students at a Thai university where English serves as both the medium of instruction and the primary language of communication outside the classroom. This study employed a three-pronged approach: a survey questionnaire to gauge speaking anxiety levels and identify differences based on nationality and geographical location; sorting activities to observe changes in speaking anxiety levels; and individual interviews to gain a deeper understanding of students' speaking anxiety. The descriptive analysis showed that students experienced varying degrees of anxiety. Among the 13 nationalities surveyed, Vietnamese, Cambodian, Thai, and Burmese students displayed higher levels of speaking anxiety. Moreover, students from rural backgrounds were more anxious than those from urban areas. Interviews conducted after the sorting activities revealed that factors such as familiarity, predictability, competence, and social support influenced students' anxiety levels. Pedagogical recommendations include the importance of repetition and practice, scaffolding, familiarity with an activity, building positive relationships, incremental exposure to language activities, regulating emotions and encouraging reflective practices.

Every student wanted to speak in English without feeling anxious, many of them really suffered from anxiety. Students who have negative thoughts while they are speaking in English, caused the negative result. Meanwhile, students who have positive thinking while they are speaking in English, will have positive result. The present study employed a quantitative approach, wherein a questionnaire was administered to a sample of 67 second-semester students enrolled in the English Education program at the University of Muhammadiyah Prof. Dr. HAMKA. The sample was collected with the use of the purposive sampling method. The result shows that the data calculated were rvalue= 0.315, rvalue ≥ N.Sig 5% (0.315 ≥ 0.01), and it was rvalue ≥ rtable (0.315 ≥ 0.240) and tvalue ≥ ttable (2.673 ≥ 1.996). As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Hi) was accepted. So, it told that there was a negative correlation between students’ level of positive thinking and their English speaking anxiety, and it was 0.315 in the low category.

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.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari 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.)

The effects of teaching speaking skills through the Flipped Classroom Model on English as a Foreign Language (EFL) students' autonomy, willingness to communicate, and anxiety while speaking English are examined in this study. With a quasi-experimental design, one control group (n = 27) and one experimental group (n = 28) were created for the quantitative phase of the study. The participants were pre-tested at the beginning of the term with three scales, including learner autonomy, willingness to communicate, and L2 speaking anxiety. After ten weeks of treatment in the experimental group, both groups were post-tested at the end of the term. In the qualitative phase, the students' ideas about their experience with flipped learning were gathered with four open-ended interview questions at the end of the intervention. Quantitative data were analyzed with SPSS 21.00. Paired sample t-tests and independent sample t-tests were run to test the effectiveness of the intervention. Qualitative data were analyzed manually through thematic analysis. The results of this study indicated that if implemented well in L2 speaking classes, the Flipped Classroom Model could significantly increase EFL students' autonomous learning and willingness to communicate. Moreover, it could considerably lower EFL students' speaking anxiety. Compared to the traditional classroom model, flipped learning provides various advantages to English language learners, especially those who aim to develop their speaking skills. Therefore, this model could be implemented in EFL-speaking classes to increase students' exposure to English both in and out of the classroom. [ABSTRACT FROM AUTHOR]

Prior research has shown that English as a Foreign Language (EFL) students often experience speaking anxiety and its detrimental effects. However, there is limited knowledge about the speaking anxiety experienced by international students at a Thai university where English serves as both the medium of instruction and the primary language of communication outside the classroom. This study employed a three-pronged approach: a survey questionnaire to gauge speaking anxiety levels and identify differences based on nationality and geographical location; sorting activities to observe changes in speaking anxiety levels; and individual interviews to gain a deeper understanding of students' speaking anxiety. The descriptive analysis showed that students experienced varying degrees of anxiety. Among the 13 nationalities surveyed, Vietnamese, Cambodian, Thai, and Burmese students displayed higher levels of speaking anxiety. Moreover, students from rural backgrounds were more anxious than those from urban areas. Interviews conducted after the sorting activities revealed that factors such as familiarity, predictability, competence, and social support influenced students' anxiety levels. Pedagogical recommendations include the importance of repetition and practice, scaffolding, familiarity with an activity, building positive relationships, incremental exposure to language activities, regulating emotions and encouraging reflective practices. [ABSTRACT FROM AUTHOR]

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]

Language anxiety plays a key role in language learners' silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety, it is also the cognitive processes that occur from being in the classroom environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found that anxious language learners' thoughts often contain feared predictions about the social costs of speaking in the classroom and worries about how peers might negatively evaluate performance. These fears about external factors contribute to learners becoming inhibited and using silence to avoid the discomfort of speaking. Also, while anxious learners tend to have content-specific concerns, for example, making mistakes, self-focused thoughts are often intensified by contextual factors, such as interacting with peers (Gregersen & Horwitz, 2002). This article looks at the relationship between language anxiety and silent behavior from a cognitive-behavioral perspective, emphasizing how the dynamic interplay between an individual learner and the classroom context can result in even the most motivated and proficient learners missing opportunities to develop their language skills through target-language interaction. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari 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.)

This study examined the effects of praise for intelligence and praise for effort on Iranian EFL learners' language mindsets, perceived communication competence, speaking anxiety, and willingness to communicate (WTC). The students in three English classes (N = 63, all junior high school students) in a private language institute filled in self-report scales on language mindsets, perceived communication competence, speaking anxiety, and WTC, and then were assigned to praise for effort, praise for intelligence, and control conditions for 14 classroom communication sessions. They answered the same scales in the last session of the experiment. The results of quantitative analysis indicated that praise for effort enhanced learners' growth mindsets, communicative competence, and WTC, and decreased their speaking anxiety. In contrast, praise for intelligence and no praise decreased students' growth mindsets. Praise for intelligence further decreased students' WTC and increased their speaking anxiety. Follow-up qualitative data gathered by interviews with 12 students further suggested that praise for effort facilitated learners' WTC by increasing their growth mindsets and lowering their speaking anxiety. Finally, we discussed practical implications for how language teachers enhance students' success in classroom communication. [ABSTRACT FROM AUTHOR]

Limited research on the relationship between pre-service English language teachers' foreign language speaking anxiety and their willingness to communicate, particularly in Turkish context, paved the way for the present inquiry. Considering the utmost importance of the two interrelated concepts, this quantitative study investigates the relationship between speaking anxiety and willingness to communicate within a correlational research design. Eighty-four first-year ELT students from a Turkish university participated in this study. The Foreign Language Speaking Anxiety Scale (FLSAS) and the Willingness to Communicate (WTC) Scale were administered to participants to assess their speaking anxiety and WTC levels. Data collected through two scales were examined by use of quantitative data analyses. The results showed that (1) students had a moderate level of speaking anxiety, while they indicated a high level of WTC, and (2) female learners had a higher level of speaking anxiety than their male peers, in terms of WTC levels, no difference was observed between genders, and (3) speaking anxiety had a significant impact on willingness to communicate and vice versa. The findings of the study are discussed along with the related literature and several implications and suggestions are presented both for practitioners and future studies.

This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric as adopted from Ismailia (2021) before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.

Emotional (un)wellness in the time of learning speaking among university students is recognized as an important issue, thus more data on students’ psychological problems level and effective strategies to overcome such problems are needed. All enrolled 2nd semester students from English Education Department at the University of Mataram were invited to complete an online-based survey. The psychological problems were assessed using qualitative method. Results showed that the psychological problems encountered by the students included: anxiety (62%, High), fear of making mistakes (54%, Moderate), feeling embarrased (48%, Moderate), lack of confidence (51%, Moderate), and lack of motivation (19%). Leading psychological problem is anxiety that comprises more than one tenth percent of the total problems. The main causes of the problems were associated with: fear of negative responses from the classmates, fear of sounding silly when speaking, and feeling embarassed to speak. In coping with these problems, the students preferred to use talk-to-the-mirror and talk-to-a-friend methods. Despite the many problems, majority of the students have very low demotivation level (19%), meaning that they have very high motivation to learn, to participate and to improve their speaking competence in learning speaking (81%). These results provide evidence that psychological problems in learning speaking among university students do exist. They also highlight the need for serious efforts to overcome the problems.

This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.

The general purpose of the study was to investigate EFL learners‟ speaking anxiety and its associated factors. More specifically, the study was purposed to examine the constructs of a speaking anxiety and to explore the model for predicting speaking anxiety based on gender, proficiency and class type. Therefore, explanatory factor analysis and multiple linear regression analysis were used. The result indicated that there are two factors in learners‟ speaking anxiety, but they are difficult to name as a result of overlapping variables in each component. With regards to a multiple linear regression test, the finding shows that proficiency variable is the most significant factor for predicting the variation in speaking anxiety.