scholarly journals A Qualitative Study on Speaking Anxiety among Pre-Service Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 34-39
Author(s):  
Abdu Rahim III Kenoh
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Public Speaking ◽  
Sampling Technique ◽  
State University ◽  
Speaking Anxiety ◽  
High Expectations ◽  
Self Confidence ◽  
Actual Speech ◽  
Convenience Sampling

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

scholarly journals Anxiety Level in Students of Public Speaking: Causes and Remedies

2017 ◽  
Vol 4 (1) ◽  
pp. 94 ◽  
Author(s):  
Farhan Uddin Raja
Keyword(s):  
Undergraduate Students ◽  
Business School ◽  
Quantitative Research ◽  
Public Speaking ◽  
Sampling Technique ◽  
Anxiety Level ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
Fear Of Public Speaking ◽  
Convenience Sampling

<p>Despite being competent in their field of work, professional’s worldwide struggle due to lack of good public speaking skills. Their assessments and appraisals are often not depictive of their professional competitiveness; therefore, it is important for students to overcome public speaking anxiety before they transit from academic life to professional life. The purpose of this study is to analyze the reasons behind the anxiety level in undergraduate students of a public speaking class and recommend strategies to overcome this fear. This study was entailed quantitative research paradigm on a sample of 50 students using convenience sampling technique from a reputable private sector business school in Karachi. The findings showed that students who fear public speaking can perform well if they use certain strategies to fight their fears. 75% participants admitted their fear of public speaking and 95% participants agreed that if proper counseling, instruction and coaching is provided, this fear can be overcome. Research revealed that exposure to virtual environment can facilitate student confidence and enables themto face audience irrespective of the size.</p>

scholarly journals THE ESL TEACHERS’ WILLINGNESS TO COMMUNICATE IN ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 594
Author(s):  
Yueh Yea Lo
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Willingness To Communicate ◽  
Group Comparison ◽  
Survey Questionnaire ◽  
Esl Teachers ◽  
Group Discussions ◽  
Research Survey ◽  
Data Collection Instrument ◽  
Convenience Sampling

Willingness to communicate (WTC) as introduced by McCroskey and Bear (1985) has developed and been perceived by many as a critical field. Unfortunately, there is a noticeable gap in research on the willingness to communicate (WTC) in English among ESL teachers in the Malaysian context. This study aims to investigate the ESL teachers’ willingness to communicate in English in terms of gender and school locations. The four constructs of communication in WTC are group discussions, interpersonal, public, and talking in meetings. Through both criterion and convenience sampling, 250 ESL teachers from twenty-five schools were chosen for this research. Survey questionnaire with a total of 20 items adopted from McCroskey (1992) was used as the data collection instrument. Findings reveal that ESL teachers' willingness to communicate in English is generally high and that the teachers were more willing to converse and exchange ideas orally in English during the meeting rather than in group or public. Female participants were significantly different in their overall willingness to communicate as they were more willing to communicate in groups and public. The within-group comparison also shows that school locations (urban and rural) affect ESL teachers' willingness to communicate in English. The findings also suggest that schools should encourage more ESL teachers to participate in activities such as debates, drama, public speaking, English language clubs/society, and empower them by providing professional development workshops or training.

scholarly journals CLASSROOM SHARING EXPERIENCES: BUILDING STUDENTS’ AWARENESS FOR PROBLEM SOLVING IN TRANSLATING POETRY

2015 ◽  
Vol 15 (2) ◽  
pp. 161
Author(s):  
Sri Handayani ◽  
Sri Harto
Keyword(s):  
Problem Solving ◽  
English Language ◽  
State University ◽  
Translation Process ◽  
Literary Works ◽  
Course Materials ◽  
Critical Knowledge ◽  
Self Confidence ◽  
Language And Literature ◽  
Target Languages

AbstrakPenelitian ini bertujuan menggambarkan pengalaman mahasiswa untuk membangun kepedulian dalam mengatasi masalah khususnya pada penerjemahan puisi.  Data penelitian dikumpulkan melalui kuesioner, wawancara dan observasi kelas yang melibatkan 85 orang mahasiswa semester enam dari dua kelas yang berbeda dan dua orang dosen pengampu mata kuliah Translating Literary Works di  Program Studi Bahasa dan Sastra Inggris pada salah satu perguruan tinggi negeri di kota Bandung. Kuesioner dilengkapi oleh 55 mahasiswa dari 85 yang terlibat dalam penelitian.  Wawancara dilakukan untuk melengkapi dan mengecek kebenaran informasi yang diperoleh melalui kuesioner.  Selain itu, observasi kelas dilakukan di dua kelas paralel untuk melihat aktivitas belajar mengajar yang dilakukan oleh dua orang dosen dan mahasiswa dari dua kelas tersebut. Observasi difokuskan pada materi perkuliahan, metode dan teknik pengajaran yang diterapkan oleh dosen, masalah yang dihadapi dan teknik yang digunakan untuk menyelesaikan masalah dalam penerjemahan puisi.  Data dianalisis berdasarkan beberapa teori penerjemahan yang relevan.  Hasil penelitian menunjukkan bahwa pengalaman mahasiswa yang disampaikan di dalam kelas memberikan beberapa keuntungan bagi mereka karena berbagi pengalaman di dalam kelas mampu: (1) memotivasi mahasiswa untuk menyelesaikan pekerjaan penerjemahan secara lebih serius karena mereka dituntut untuk menyajikan hasil karya terjemahan di dalam kelas; (2) membangun rasa percaya diri mahasiswa dalam menerjemahkan karena hasil terjemahannya akan diberikan umpan balik; (3) melatih kemampuan mahasiswa menganalisis masalah untuk mencari jalan keluar yang sesuai; (4) memperkenalkan mahasiswa terhadap pengetahuan kritis bahasa sumber dan bahasa sasaran; dan (5) membangun kepedulian mahasiswa agar masalah yang muncul dalam proses penerjemahan yang sangat kompleks dapat diselesaikan.Kata kunci: berbagi pengalaman, kepedulian, penyelesaian masalah AbstractThis research was aimed at describing the classroom sharing experiences to build students’ awareness dealing with the problem solving in translating poetry. The data were collected through questionnaire, interview and classroom observation involving 85 sixth semester students in two different classes and two lecturers of Translating Literary Works course at the English Language and Literature Studies in one state university in Bandung city.  The questionnaire was completed by 55 (out of 85) students invited to fill in the questionnaire. Interview was done to complete and cross check the information derived from the questionnaire.  Meanwhile, the observation was administered in the two parallel classes to observe the activities done by the two lecturers and students in the two classes.  The observation was focused on the course materials, teaching methods and techniques applied by the lecturers, problems faced and techniques used to solve the problems by the students in translating poetry. The data were then analyzed based on some relevant theories of translation.  The result of the research showed that the classroom sharing experiences gave some advantages to the students with several reasons: (1) motivating students to do their translation works more seriously since they had to present their translation works to the class; (2) developing the students’ self-confidence in translating the tasks since their translation works were given some feedbacks; (3) training the students to analyze the problems to find out the most appropriate techniques to solve the problems; (4) introducing the students to have more critical knowledge of both source and target languages; and (5) building the students’ awareness of how the problems appeared in a very complex translation process were solved. Keywords: awareness, problem solving, sharing experience

scholarly journals Encouraging English Language Use through the “Desaku” Project

2020 ◽  
Vol 8 (2) ◽  
pp. 410-425
Author(s):  
Rahmanti Asmarani ◽  
Juli Ratnawati
Keyword(s):  
Survey Research ◽  
English Language ◽  
Language Use ◽  
Academic Staff ◽  
Sampling Technique ◽  
Administrative Staff ◽  
Convenience Sampling ◽  
One Year ◽  
Descriptive Survey

“Desaku”, is an encouragement project which is held in Dian Nuswantoro University. The research is aimed at describing the activity of the project dealing with the strategies of learning process and the motivation of the participants. The descriptive survey research was designed by preparing the questionnaires provided 15 closed questions. The population of the survey are the academic staff and administrative staff of Dian Nuswantoro University as participants of the program. Determination of the number of samples applied the convenience sampling technique. 60 respondents were selected based on the criteria that they had participated as participants in ”Desaku” project for at least one year and were actively involved. The analysis of the data collected is conducted through statistic descriptive using the percentages (%) then it is presented in the form of chart. Each chart had been structured according to its respective fields, and the frequency and percentage used to analyze and describe the results. The results of the research showed that 91% of the participants enjoyed the program and felt happy with the program. 85% of the participants agree that the various strategies have been applied to encourage the staffs to practice English orally.

scholarly journals THE RELATIONSHIPS BETWEEN STUDENTS’ SELF-CONFIDENCE AND THEIR ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY OF ENGLISH-MAJORED STUDENTS AT A PRIVATE UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Anh Tuan Pham ◽  
Hieu Trung Hong ◽  
Tien Thuy Chau ◽  
Nhi Vo Anh Le ◽  
Phuc Thuy Thy Tran ◽  
...  
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Private University ◽  
Structured Interviews ◽  
Learning Methods ◽  
Self Confidence ◽  
Significant Relationships ◽  
English Speaking ◽  
Speaking Performance

<p>This research aimed to discover the relationships between students' self-confidence and their English-speaking performance. In our research, self-confidence was divided into three components which are affective confidence, behavioral confidence, and cognitive confidence. In addition, speaking performance included eight components which are vocabulary, grammar, pronunciation, fluency, coherence, comprehension, task, and content. A sample of 150 English-majored students at a university in Vietnam was surveyed in this study by using a convenience sampling technique, and then conducting semi-structured interviews to seek for qualitative information from 10 participants out of 150. The result from our study showed that there are significant relationships between the two variables. The more confident the students are, the more accomplished they would be in the presenting procedure since they have superior cognition and understand how to modify their learning methods to build a comprehensive individual in learning English language. We expect that these findings can help students adjust their learning methods to improve their self-confidence as well as English speaking performance and by that way, universities can add more speaking-related subjects so that students can have more opportunities to speak and learn more speaking skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals The Effect of Body Shaming on Instagram on Student's Confidence

2021 ◽  
Vol 5 (2) ◽  
pp. 184
Author(s):  
Harisa Ninda Siti Ramadhany ◽  
K. Y.S. Putri
Keyword(s):  
Social Media ◽  
Random Sampling ◽  
Regression Coefficient ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Female Students ◽  
Communication Studies ◽  
State University ◽  
Significance Level ◽  
Self Confidence

<p class="abstrak"><em>Social media is used to express someone's personal image and connect with anyone. Not only that, many people play social media to display their advantages. So it is undeniable that everyone can compare each other like physical insults or body shaming like social media. This study aimed to determine whether there is an effect of body shaming on Instagram on the trust of female students in the Communication Studies program, State University of Jakarta. The method used in this study is a quantitative method with an explanatory format. The researcher collected data using a questionnaire distributed through a link to 37 respondents, and the sampling technique used was a simple random sampling technique. The results of this study indicate an effect of body shaming on Instagram on female students' self-confidence. The regression coefficient value obtained in this study is Y= 22.788 + 0.285X with a significance level of 0.000 less than 0.05, so it can be concluded that the X variable affects the Y variable. Body shaming on Instagram on female students' self-confidence by 6.9% with a shallow category and the rest is influenced by other things outside of this study, such as the psychological component.</em><strong><em></em></strong></p><p class="abstrak"> </p><p class="abstrak">Media sosial digunakan sebagai wadah untuk mengekspresikan diri dan berhubungan dengan siapapun itu. Tak hanya itu, banyak orang yang memainkan media sosial hanya untuk memajang kelebihannya. Sehingga tak bisa dipungkiri, layaknya media sosial, setiap orang pasti bisa membandingkan satu sama lain seperti penghinaan fisik atau <em>body shaming</em>. Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh <em>body shamming</em> di Instagram terhadap kepercayaan mahasiswi di program studi Ilmu Komunikasi Universitas Negeri Jakarta. Metode yang idigunakan dalam penelitian ini adalah metode kuantitatif dengan format <em>explanatory</em>. Peneliti mengumpulkan data menggunakan kuesioner yang disebarkan melalui <em>link</em> kepada 37 responden dan Teknik penentuan sampel menggunakan Teknik <em>simple random sampling</em>. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh <em>body shaming</em> di <em>Instagram</em> terhadap kepercayaan diri mahasiswi, nilai koefisien regresi yang diperoleh dalam penelitian ini adalah Y= 22,788 + 0,285 X dengan tingkat signifikans 0,000 lebih kecil dari 0,05, sehingga dapat disimpulkan bahwa variabel X berpengaruh terhadap variabel Y. Angka tersebut menunjukkan bahwa pengaruh <em>body shaming</em> di <em>Instagram</em> terhadap kepercayaan diri mahasiswi sebesar 6,9% dengan kategori sangat rendah dan selebihnya dipengaruhi oleh hal-hal lain di luar dari penelitian ini, seperti komponen psikologi</p>

scholarly journals The Integration of Verbal Humor into EFL Classrooms: The Issues of Appropriateness and Relevance in Focus

2021 ◽  
pp. 14-27
Author(s):  
Minoo Alemi ◽  
Hessameddin Ghanbar ◽  
Atefeh Rezanejad
Keyword(s):  
Qualitative Study ◽  
Classroom Environment ◽  
English Language ◽  
Male Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Training Courses ◽  
Convenience Sampling ◽  
And Training

The present study examined the manifestations of Iranian male and female EFL teachers’ use of humor in the classroom environment. To this end, a qualitative study with 30 participants was implemented in two English language institutes in Iran. Equally, 15 male and female EFL teachers were selected by convenience sampling and their classes were audio-recorded and later transcribed for the examination of the types of humor they used and their frequency. Wanzer, Frymier, Wojtaszcyk, and Smith’s (2006) method of humor analysis and categorization of appropriateness was exploited for the analysis of the types of humor collected from the participants of the study. The results suggested that the use of humor by male teachers was more frequent than that of female teachers. It was revealed that 57% of the humor production was by male EFL teachers and 43% was produced by female EFL teachers. The results revealed that the most frequent humor type in male teachers’ classrooms was “funny comments” (27%), with “teasing students” (3%) being the least frequent one. In the case of appropriate humor use, similarly, female teachers used “funny comments” (52%) as the most frequent one, while there was no instance of “providing humorous examples”. Considering inappropriate humor use, both male and female teachers used “funny comments” (45%) as the most frequent type. The findings of the present study can be of use to EFL teachers and suggests the need for workshops and training courses on the integration of humor into EFL classes.

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