Factors Contributing to Speaking Anxiety: A Case Study of Pre-Service English Teachers

Ras, Fakhri; Novitri, Novitri; Audia, Clara Putri

doi:10.31258/jes.3.3.p.412-422

Cited by 27 publications

(35 citation statements)

References 7 publications

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“…This research used a mixed-method design. Mixed method studies have been utilized by many Indonesian researchers, specifically in the field of education (Aini et al, 2020;Astriningsih & Mbato, 2019;Daud et al, 2019;Lomi & Mbato, 2019;Pardede, 2019). The aim of the combined methods was not to substitute quantitative or qualitative data but to combine both results by examining the findings of the entire study and drawing conclusions (Ivankova et al, 2006, p. 17).…”

Section: Methodsmentioning

confidence: 99%

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Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.

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Section: Methodsmentioning

confidence: 99%

“…The design has been applied by some Indonesian researchers in educational field (e.g. Aini et al, 2020;Daud et al, 2019). It includes two main phases: quantitative data collection and analysis, then qualitative data collection and analysis (Ivankova et al, 2006).…”

Section: Methodsmentioning

confidence: 99%

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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“…Foreign language anxiety generally has an association with different factors which commonly can be classified as internal and external factors. However, researchers have their terms to represent those two distinct factors, McIntyre & Gardner (1991), defined them as general and communicative anxiety, while (Daud, Ras, Novitri, & Audia, 2019) labeled them as social, linguistic, and personal factors, also Chou (2018) labeled them as students' variable and situational variable. It can simply describe that students' personalities, beliefs, and attitudes within foreign language learning generate the personal/intra-lingual/students' variables determinants of FLA.…”

Section: Factors Of Foreign Language Anxietymentioning

confidence: 99%

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

Nugroho

Miftakh

Wahyuna³

2021

jurnalpendidikanbahasa

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Due to pandemic covid-19, the learning setting has changed from face-to-face to an online learning environment to prevent the further spread of infection. This change mostly affected the state of psychological, specifically anxiety issues. Specific anxiety called Foreign Language Anxiety (FLA) appears as anxiety affiliates with foreign language learning. Despite foreign language anxiety is evidenced to be hinder students’ achievements, there are only a few studies that have explored FLA in an online setting. Therefore, by using a case study, this research paper tried to investigate the factors of speaking anxiety of 5 students from different anxiety levels. These students were selected from a total of 30 students using the Foreign Language Anxiety Scale (FLCAS), which later be interviewed and asked to write a reflective journal. The result showed that some sources of each categorical factor (communication apprehension, test anxiety, fear of negative evaluation) can be classified as inter-lingual or intra-lingual factors. Moreover, some sources of factors have developed to new manifestations due to learning setting’ shifting. Additionally, as a part of communication apprehension, teachers’ bad teaching habits appeared as the most common factor to arise students’ speaking anxiety. Therefore, this study suggests teachers to evaluate their teaching habits, to reduce the influence of bad teaching habits on the students’ speaking anxiety.

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“…However, the most encountered elements are motivation, self-confidence, and anxiety. A number of previous studies nailed on students' anxiety in speaking, which varied the variables: senior high school students [4] [7]- [9], university students in Indonesia [10]- [13], in Japan [14], pre-service English teachers in Indonesia [15], and gender in Turkish [16]. The varied findings were prompted; posited on various factors.…”

Section: Introductionmentioning

confidence: 99%

“…Those also projecting on the factors that triggered the speaking anxiety, differ between those who applied distance learning and face-to-face learning. For instance, in face-to-face learning, the source of the participants' speaking anxiety is self-perception or self-esteem, presentation in the classroom, fear of making mistakes, social environment, gender [10] [13] [16], culture differences, and formal classroom environment [10], feeling under pressure dealing with people, feeling worried about negative evaluation by teachers, and worrying about losing faces [7] [15]. While previous studies that were conducted in online learning had different factors.…”

Section: Introductionmentioning

confidence: 99%

What Is Unseen On-Screen: A Descriptive Study on Students’ Speaking Anxiety During Online Learning

Kusumawardhani¹,

Lestari²

2021

asels2021

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The idea of a good speaker should endeavor fluent yet accurate speaking might arise students’ anxiety during the speaking performance, especially for EFL students. It would drive them either to prepare and perform their best or make them even worse. This state is known as Foreign Learning Speaking Anxiety (FLSA) and could hit anyone when speaking or communicating in the target language with several factors. During the existence of online learning, anxiety in speaking class might be one that is unseen on-screen. This study is aimed at describing the speaking anxiety faced by undergraduate students in speaking English during online learning and the strategies used to cope with speaking anxiety before and during the speaking performance. The participants in this study were 27 students of IKIP Budi Utomo Malang, consisting of 17 students of the Public Speaking class and 10 students of the Advanced Speaking class. To obtain the data, the questionnaire was conducted to know students’ kinds of anxiety and their strategy to deal with it before and during the speaking performance. The results showed that the students feel anxious because of four factors, namely fear of negative evaluation, test anxiety, and anxiety in online speaking classes. The anxiety could be seen from the unclear sentences produced, sweating, butterflies in the stomach, dry mouth, loss of words, and squeaky voice. However, students take notes, do self and peer-practice before the performance; and focus on the speaking materials and breathing management during speaking performance to release the anxiety.

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Factors Contributing to Speaking Anxiety: A Case Study of Pre-Service English Teachers

Cited by 27 publications

References 7 publications

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

What Is Unseen On-Screen: A Descriptive Study on Students’ Speaking Anxiety During Online Learning

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