Glossophobic Experience Amongst MPSPC Philippines Pre-service Teachers Through Oral Speech Presentations

Most individuals are not born to be public speakers; they are educated to be developed as one. When they are in front of an audience being the focus of attention, they experience emotions leading to nausea and excessive sweating because of fear and anxiety. Individuals who have a fear of speaking in public suffer from strong fear in social performance situations and social spheres, which is known as glossophobia. This research aims to discover the different factors that cause speaking anxiety among the pre-service teachers of Mountain Province State Polytechnic College - Teacher Education Department (MPSPC-TED) in Philippines and to suggest strategies that could help prevent them from having glossophobia problem. Samples of interview output, coding, and careful analysis and interpretation of the gathered data from the selected 50 undergraduate students who had research oral presentations, oral lesson demonstrations, and oral speaking presentations have been transcribed and found out major themes that cause glossophobia problems, i.e., linguistic obstacles, audience’s manifestation, mastery of the topic and particular motives. Knowing what causes these problems, this study proposed the DISRUPT strategy to reduce students’ public speaking anxiety effectively.

Download Full-text

Glossophobia: The Fear Of Public Speaking In Female And Male Students Of University Of Karachi

Pakistan Journal of Gender Studies ◽

10.46568/pjgs.v16i1.115 ◽

2018 ◽

Vol 16 (1) ◽

pp. 57-70

Author(s):

Kausar Perveen ◽

Yamna Hasan ◽

Abdur Rahman Aleemi

Keyword(s):

Language Learning ◽

Undergraduate Students ◽

Public Speaking ◽

Social Performance ◽

Strong Relationship ◽

Female Students ◽

Male And Female ◽

Factorial Anova ◽

Fear Of Public Speaking ◽

Opposite Gender

Individuals who have fear speaking publically suffer from strong fear in social performance situations and social sphere. (Stein, Walker, & Forde, 1996).This research aims to investigate (a) if the level of anxiety is higher in females then males while speaking publically. (b) if students tend to be more anxious while speaking infront of opposite gender (c) if there is an association between reduction in public speaking fear in students and adaptation of effective psycho-physiological strategies for language learning. Samples of 126 undergraduate students have been selected in an equal ratio of male and female students from university of Karachi. Frequency and percentage analysis has been made to determine the level of public speaking fear in male and female students. A factorial ANOVA has been applied for comparative analysis of anxiety levels in males and females while presenting in front of the opposite gender. Further, a paired t-test has been applicable to determine if psychophysiological strategies for language learning are effective for reduction in glossophobia. The study affirmed that female students get more anxious then males while giving speech publically. It has also found that there is no effect of gender of audience on anxiety level of students during public speaking. Public speaking anxiety has a strong relationship with the adaptation of psycho-physiological strategies and can be reduced effectively.

Download Full-text

Engineering Students’ Self-Perceived Communication Competence and Technical Presentation Anxiety

New Media Communication Skills for Engineers and IT Professionals ◽

10.4018/978-1-4666-0243-4.ch008 ◽

2012 ◽

pp. 115-131

Author(s):

Noor Raha Mohd Radzuan ◽

Sarjit Kaur

Keyword(s):

Communication Skills ◽

Teaching And Learning ◽

Engineering Students ◽

Undergraduate Research ◽

Communication Competence ◽

Global Marketplace ◽

Speaking Anxiety ◽

Global Context ◽

Oral Presentations ◽

Engineering Undergraduates

To work in a global context, engineering graduates must be competent professionally as well as be proficient communicators in English, the language widely used in international business (Lee, 2003). Increasingly, engineering graduates need to learn and develop skills about existing technical areas in order to enhance their competitiveness in today’s global marketplace. The Malaysian Engineering Accreditation Council Policy (EACP, 2005) has listed effective communication skills as one of the main competencies that all Malaysian engineering graduates need to master. One of the important communication skills that engineers must develop is the ability to communicate ideas and concepts to a group of people through formal and informal oral presentations. In line with the EAC policy, Universiti Malaysia Pahang (UMP) has taken proactive steps in integrating oral English communication skills in their curriculum and co-curriculum activities. This chapter aims to examine the correlation of engineering students’ perceived communication competence and their level of apprehension in giving a technical presentation. Questionnaires, adapted from McCroskey’s (1988) Self-Perceived Communication Competence and Richmond & McCroskey’s (1985) Personal Report of Public Speaking Anxiety, were distributed to 140 final year UMP engineering undergraduates who were preparing for their Undergraduate Research Report presentation. The results of the study have direct and indirect implications to the teaching and learning of oral presentation skills to engineering undergraduates.

Download Full-text

Engineering Students' Communication Apprehension and Competence in Technical Oral Presentations

Advances in Linguistics and Communication Studies - Handbook of Research on Effective Communication, Leadership, and Conflict Resolution ◽

10.4018/978-1-4666-9970-0.ch020 ◽

2016 ◽

pp. 371-383 ◽

Cited By ~ 1

Author(s):

Noor Raha Mohd Radzuan ◽

Sarjit Kaur

Keyword(s):

Oral Presentation ◽

Teaching And Learning ◽

English Language ◽

Engineering Students ◽

Communication Apprehension ◽

Undergraduate Research ◽

Communication Competence ◽

Public Speaking Anxiety ◽

Speaking Anxiety ◽

Oral Presentations

The demand for 21st century engineering graduates to be communicatively competent, particularly in English language, is increasing. Effective communication skills are one of the main competencies listed by the Malaysian Engineering Accreditation Council Policy with the expectation that all Malaysian engineering graduates will master it upon graduation. This involves skills in presenting information to technical and non technical audience through oral presentations. This chapter aims to examine engineering students' communication competence and their level of apprehension in delivering a technical oral presentation. Questionnaires, adapted from McCroskey's (1988) Self-Perceived Communication Competence and Richmond & McCroskey's (1988) Personal Report of Public Speaking Anxiety, were distributed to 193 final year Universiti Malaysia Pahang engineering students who were preparing for their Undergraduate Research presentation. The results of the study have direct and indirect implications to the teaching and learning of oral presentation skills among engineering undergraduates.

Download Full-text

Perceptions of dentists, dentistry undergraduate students, and the lay public about dental sedation

Journal of Applied Oral Science ◽

10.1590/s1678-77572004000300004 ◽

2004 ◽

Vol 12 (3) ◽

pp. 182-188 ◽

Cited By ~ 3

Author(s):

Luciane Ribeiro de Rezende Sucasas da Costa ◽

Andréia Diniz Dias ◽

Luciana Silva Pinheiro ◽

Maria Edwiges Pinheiro de Souza Chaves ◽

Raíssa de Aquino Rodrigues Ferreira ◽

...

Keyword(s):

Undergraduate Students ◽

Dental Treatment ◽

Dental Students ◽

Medical Emergency ◽

Dental Office ◽

Actual Use ◽

Dental Setting ◽

The Subject ◽

Fear And Anxiety ◽

Lay Public

Sedation is an option for controlling fear and anxiety related to a visit to the dentist. The goal of this study was to capture, by means of a questionnaire, the perceptions of twenty dentists, twenty dental students and twenty lay people concerning the use of sedatives in a dental environment. The responses were evaluated using the quantitative-interpretative method. Dentists: 75% had knowledge of sedatives in a dental setting, but their actual use was mentioned by only three. As far as the use of sedatives by dentists is concerned, one considered it "risky" and 19 were favorable. Two affirmed that sedation does not present risks. Eighteen said they would be able to react to a medical emergency. Dental students: 60% said they were aware of the topic, in theory. Nineteen expressed interest in the topic. Fifteen claimed there were risks associated with the technique. Twelve (60%) have the theoretical knowledge to deal with a medical emergency in the dental office. Lay public: Seven (35%) responded that they felt some discomfort during dental treatment, because of fear (n=6) and equipment noise (n=2). Five said they would go to the dentist more often if there was a way to reduce the discomfort. Half of those interviewed indicated that they knew what sedation was. Sixteen favored using it for dental treatment. Seven thought that there were no risks when sedation is carried out. It was concluded that few participants in any of the three categories felt confident about the topic, though they demonstrated interest. The population in general felt optimistic, while practicing dentists and dental students complained of a lack of exposure to the subject at dental school.

Download Full-text

Voluntary and Involuntary Imagery in Social Anxiety

Behavioural and Cognitive Psychotherapy ◽

10.1017/s1352465817000017 ◽

2017 ◽

Vol 45 (3) ◽

pp. 285-299 ◽

Cited By ~ 6

Author(s):

Sophie R. Homer ◽

Catherine Deeprose

Keyword(s):

Social Anxiety ◽

Undergraduate Students ◽

Social Performance ◽

Sensory Modality ◽

Depression Anxiety Stress Scale ◽

Socially Anxious ◽

Depth Analysis ◽

Qualitative Work ◽

Episodic Memories ◽

Negative Imagery

Background: Negative mental imagery is ubiquitous in cognitive models of social anxiety and in the social anxiety literature. Previous research has shown that it is causal of increased anxiety, lower social performance ratings and lower implicit self-esteem. Despite its prevalence, few studies have investigated this imagery directly. Aims: This study aimed to provide an in-depth analysis of the phenomenology of negative imagery experienced by socially anxious individuals, and to compare recurrent and intrusive images with images deliberately generated by participants during the study. Method: Thirty-eight undergraduate students screened to be above average in social anxiety scores completed a computerized imagery questionnaire adapted from previous qualitative work. Results: Thematic analyses revealed four major image themes for intrusive images and three for deliberately generated images including interacting with others and anxiety symptoms. Most intrusive images were based on negative episodic memories and were experienced at least fortnightly. Images were primarily visual, auditory and somatic but could involve any sensory modality. Depression anxiety stress scale (DASS-21) scores were higher in participants who experienced intrusive imagery and increased with the frequency of intrusions. Emotionality was generally higher in intrusive images than generated images. Conclusions: The phenomenology of negative imagery experienced by socially anxious individuals is idiosyncratic and may be inherently different from images generated for use in experimental research. Theoretical and clinical implications are discussed.

Download Full-text

Poised to advocate: the pedagogy of the lightning talk in child and youth care education

10.32920/14636535.v1 ◽

2021 ◽

Author(s):

Johanne Jean-Pierre ◽

Sabrin Hassan ◽

Asha Sturge ◽

Kiaras Gharabaghi ◽

Megan Lewis ◽

...

Keyword(s):

Undergraduate Students ◽

Youth Care ◽

First Century ◽

Youth Work ◽

Metacognitive Skills ◽

Online Questionnaire ◽

Child And Youth Care ◽

Care Workers ◽

Oral Presentations ◽

Purposive Sample

Abstract: Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. Keywords: pedagogy, lightning talk, oral presentations, advocacy, child and youth care, youth work

Download Full-text

Perceptions of Assessment Among Undergraduate and Postgraduate Students of Four Health Science Disciplines

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2014.1485 ◽

2014 ◽

Author(s):

Wayne Wilson ◽

Anne Bennison ◽

Wendy Arnott ◽

Clair Hughes ◽

Rosemary Isles ◽

...

Keyword(s):

Undergraduate Students ◽

Student Perception ◽

Health Science ◽

Speech Pathology ◽

Learning Needs ◽

Postgraduate Students ◽

Entry Level ◽

Different Types ◽

Oral Presentations ◽

Science Disciplines

The use of different types of assessment to improve student learning needs to be balanced with reports that student perception, rather than the objective features of the task, significantly influences how students approach learning. The present study surveyed 492 undergraduate and postgraduate students from four health science disciplines (occupational therapy, physiotherapy, speech pathology, and audiology) at a large Australian university on how helpful different types of assessment had been in assisting their learning. Between 73.4% and 90.4% of the students valued practical exams, individual tasks, written assignments, and written exams requiring application of knowledge. Between 29.1% and 59.7% of the students valued oral presentations, group tasks, portfolios, online assessment, and multiple choice exams. Entry level and type of program were found to influence perceptions. Postgraduate students valued tutorial participation more than undergraduate students (p

Download Full-text

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Journal of language and Education ◽

10.17323/jle.2021.11632 ◽

2021 ◽

Vol 7 (3) ◽

pp. 104-118

Author(s):

Meihua Liu

Keyword(s):

Situated Learning ◽

Teaching And Learning ◽

Control Group ◽

Speaking Anxiety ◽

Postgraduate Students ◽

English Speaking ◽

Speaking Performance ◽

Oral Presentations ◽

Experimental Group ◽

Ted Talks

This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.

Download Full-text

Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

American Journal of Business Education (AJBE) ◽

10.19030/ajbe.v3i12.968 ◽

2010 ◽

Vol 3 (12) ◽

pp. 87-94

Author(s):

Linda S. Wiechowski

Keyword(s):

Undergraduate Students ◽

Core Competencies ◽

Team Work ◽

Course Delivery ◽

Online Course ◽

Capstone Course ◽

Face To Face ◽

Capstone Courses ◽

Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world. This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery. The process begins with the determination of the core competencies employers require of recent finance undergraduate students. Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

Download Full-text