Autonomous Learning Readiness and English Language Performance of English as a Foreign Language (EFL) Libyan Secondary School Students

Mustapha, Siti Maziha; Mahmoud, Fadhil Tahar M.

doi:10.5220/0009060301090116

Cited by 1 publication

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“…Under this circumstance, mastering English as a foreign language (EFL) would seem to be imperative, especially when it pertains to other aspects of our daily lives. Eloquently, the achievement of apposite English competence has been identified as a prerequisite for both student individuals who seek to be aggressively pushed in their employment prospects and those who are most likely to prosper in the educational area (Mustapha & Mahmoud, 2019;Hadijah & Shalawati, 2019;Noviyenty, 2017). Specifically, Chinese EFL abroad postgraduate students excelling academically and internationally utilize English as a medium of professin discourse under higher education contexts (Liu, 2022;Huang, 2021;Jiang & Kosar-Altinyelken, 2020;Qiang, 2017;Qiang, 2015).…”

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confidence: 99%

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

Wei

Chang²

2023

EJEL

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Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public academic speaker's oral presentation may highly be determined by a variety of emotive elements. However, this has received much too little attention in the realm of academic dissertation oral defense presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduates, EFL learners in particular. In the current study, 68 Chinese EFL Ph.D. candidates consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported an average high level of public speaking anxiety (X=4.34) during their doctoral dissertation defense presentations, as measured by three categorical variables: public speaking apprehension (X=4.40), self-behavior management (X=4.35), and fear of negative evaluation (X=4.26). Throughout Ph.D. candidate participants’ dissertation defense, fifteen anxiety-related questionnaire items were recognized to be the most anxiety-provoking conditions in terms of public speaking anxiety. In addition, differences in gender and graduate study specialization were not significantly associated with Chinese EFL Ph.D. candidates’ experiences with public speaking anxiety. Despite the findings, research has revealed that Ph.D. candidates in English as a Foreign Language from China exhibit statistically significant levels of anxiety related to public speaking, and as a result, pedagogical recommendations have been proposed. Article visualizations:<img src="/-counters-/soc/0025/a.php" alt="Hit counter" />

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