EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program

Abrar, Mukhlash; Failasofah, Failasofah; Fajaryani, Nunung; Masbirorotni, Masbirorotni

doi:10.15408/ijee.v3i1.3619

Cited by 14 publications

(15 citation statements)

References 10 publications

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“…In contrast to the present study, their studies found that the signs of anxiety that generally appeared in students' performances were slight and did not affect the performances. Other previous studies that also reported contradictory results are from Agudo (2013), Abrar et al (2016), andRumiyati &Setfika (2018). By having an opposite result to the present study, their studies are in agreement that the average level of speaking anxiety is high, and they similarly share that the speaking anxiety signs that appeared were extremely debilitating to the students' performances.…”

Section: Discussionmentioning

confidence: 91%

A Study on Speaking Anxiety of English Education Study Program Students at the University of Palangka Raya

Yoskapela

Susanty

Bahing

et al. 2022

EBONY

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English-speaking anxiety is a specific phenomenon in the context of English language learning which has debilitating consequences on EFL learners’ speaking skills if the condition is severe. Focusing on this issue, this study was intended to describe the levels of speaking anxiety of English Education Study Program’s fourth-semester students who are taking Advanced English-Speaking Course at University of Palangka Raya. To obtain the objective, the data were collected through observation, questionnaire, and documentation. The result of data analysis revealed that the participants mostly experience a moderate speaking anxiety level because their average number of speaking anxiety signs as observed is 2, and their average FLSAS score from the questionnaire is 53.83. As evidenced by the data distribution, 15 participants (42.9%) have a moderate level, followed by 14 participants (40.0%) who have a low level and 6 participants (17.1%) who have a high level. Furthermore, it can be inferred that the higher the level of speaking anxiety is, the lower the speaking score they have. Concerning this result, it is suggested that the lecturers should formulate teaching strategies to help students reduce their speaking anxiety. Likewise, students should be active in finding ways to alleviate their speaking anxiety level.

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Section: Discussionmentioning

confidence: 91%

A Study on Speaking Anxiety of English Education Study Program Students at the University of Palangka Raya

Yoskapela

Susanty

Bahing

et al. 2022

EBONY

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“…It seemed that our TEFL teacher education program still fell short in raising the student-teachers' confidence for using the English language as many student-teachers' problems were related to their spoken language proficiency. Like many other EFL learners, Libyan student-teachers were hesitant to speak, unable to communicate or give presentations, lacked or misused vocabulary, demotivated by being forced to talk about uninteresting topics along with other negative factors that affected their spoken language proficiency (Abdallaha, 2018;Abrar, et al 2016;Dew, Kultsum & Armadi, 2017;Pathan, Aldersi, & Asout, 2014). If student-teachers who are being prepared to become teachers of the English language are having issues in their speaking skills, this is problematic.…”

Section: Research Problemmentioning

confidence: 99%

Facebook Games for English Language Learning: What Student-Teachers Say?

Elsherif

Dreid

2021

FAJ

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This exploratory case study aimed at investigating the student-teachers’ views on using Facebook games for language learning. The participants were 48 student-teachers at the EFL Department of the Faculty of Education at a Libyan public university. They were required to play Facebook games for two weeks and then present their experiences through oral presentations and reflective journals. Data were collected through student-teachers’ presentations and reflective journals. Data were analyzed qualitatively using a thematic inductive approach. Although few student-teachers had negative views, most of the student-teachers had positive views on using Facebook games for learning. They believed that Facebook games teach players following instructions and provide opportunities for language improvement, especially for vocabulary learning. We expect that our findings would provide teachers and practitioners with ideas for classroom research and encourage researchers to conduct further and more rigorous testing on integrating Facebook games into the EFL classroom.

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“…In the area of teaching English as a Foreign Language (TEFL), anxiety in foreignlanguagespeaking has caused great concern.Anxiety in foreign language speaking has been recognized as one of the important factors which affect students' learning process. A significant number of studies that concerns about this issue have been conducted since the 1970s (Abrar, Failasofah, Fajaryani, & Masbirorotni, 2016). Tanveer cited in Miskam and Saidalvi (2019) explains that EFL learners often express anxiety, nervousness, as well as stressfulnesswhile learning to communicate using English.…”

Section: Anxiety In Foreign Language Speaking and Its Levelsmentioning

confidence: 99%

Investigating English Department Students’ Foreign Language Speaking Anxiety: A Case Study in Universitas Airlangga, Indonesia

Rachmawati

Jurianto

2020

SHE

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Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

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EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program

Cited by 14 publications

References 10 publications

A Study on Speaking Anxiety of English Education Study Program Students at the University of Palangka Raya

A Study on Speaking Anxiety of English Education Study Program Students at the University of Palangka Raya

Facebook Games for English Language Learning: What Student-Teachers Say?

Investigating English Department Students’ Foreign Language Speaking Anxiety: A Case Study in Universitas Airlangga, Indonesia

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