Foreign Language Speaking Anxiety and Anxiety Coping Strategies Employed by Turkish Efl Learners

Genç, Gülten; Kuluşaklı, Emine; Aydin, Savas

doi:10.21125/iceri.2016.1105

Cited by 5 publications

(12 citation statements)

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“…Forty students were third-year undergraduates. While five studies (El-Sakka, 2016; Genc et al, 2016;He, 2017;Pratama et al, 2018;Widhayanti, 2018) did not report students' English proficiency levels, other studies included participants who were either a mixture of English proficiency levels (Rafada & Madini, 2017) or at least B1 achievers in the Common European Framework of Reference for Languages (Anandari, 2015;Chou, 2018;Yasuda & Nabei, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…An overall summary of these assessments is presented using a range of grading systems in Tables 3, 4, 5, and 6. After obtaining the sum score of each assessment, the included papers were determined to be of varying quality, with the survey studies (Chou, 2018;Genc et al, 2016) being of the lowest quality. The qualitative studies (Anandari, 2015;Pratama et al, 2018;Rafada & Madini, 2017;Widhayanti, 2018) and experimental studies (El-Sakka, 2016; He, 2017) were deemed high quality.…”

Section: Quality Appraisalmentioning

confidence: 99%

“…Meanwhile, the effectiveness of some of the strategies mentioned by respondents was statistically proved in experimental studies (El-Sakka, 2016; He, 2017), which ultimately restricts the establishment of potential relationships between speaking anxiety levels and strategy use. Only one survey study (Genc et al, 2016) reported the preference of strategy used by participants with high, medium, and low levels of speaking anxiety without considering personality factors.…”

Section: Strengths and Weaknessesmentioning

confidence: 99%

“…Widhayanti (2018) found that students would listen to music, take a deep breath, meditate, and perform the dhikr-an Islamic devotional act. While waiting to be on stage, some students walked around the classroom, had positive thoughts about the upcoming performance (Genc et al, 2016) or self-talked (He, 2018), and shared feelings with their friends to reduce the fear (He, 2017;Widhayanti, 2018). Writing self-reflections before and after the presentation to record their emotions at those times (Anandari, 2015) and playing games (He, 2017) were also ways to alleviate their fear of speaking.…”

Section: Affective Strategymentioning

confidence: 99%

“…Writing self-reflections before and after the presentation to record their emotions at those times (Anandari, 2015) and playing games (He, 2017) were also ways to alleviate their fear of speaking. However, some students who experienced speaking anxiety gave up on putting in the effort to improve their performance and avoided talking on stage if it was allowed (Genc et al, 2016).…”

Section: Affective Strategymentioning

confidence: 99%

See 4 more Smart Citations

A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety

Tee¹,

Joanna²,

Kamarulzaman³

2020

ELT

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Despite a growing body of research on instructor techniques and treatments to mitigate public speaking anxiety, this issue remains prominent, especially among university students. An alternative to mitigating such anxiety is to identify authentic coping strategies that university students could practice in actual situations. Numerous studies have attempted to explore students’ personal and social factors with the objective of suggesting suitable coping strategies to reduce the fear of public speaking. This paper reviews the existing evidence to understand the complexities of strategies that university students use to reduce their fear of public speaking.  Nine peer-reviewed studies published between 2015 and 2020 were selected for this review from Science Direct and Google Scholar, using search terms such as “public speaking anxiety” and “coping strategies.” The analysis revealed that university students who (a) had an intermediate level of English language proficiency and a high level of speaking anxiety adopted both compensation and metacognitive strategies; (b) had a high level of English language proficiency and speaking anxiety adopted the affective strategy; and (c) had a high level of speaking anxiety and were exposed to full English medium instruction contexts adopted both social and memory strategies. This review, therefore, provides a better understanding of how university students cope with public speaking anxiety and at the same time urges educators to refine their pedagogical methods to lower the psychological barrier of speaking.

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Section: Resultsmentioning

confidence: 99%

Section: Quality Appraisalmentioning

confidence: 99%

Section: Strengths and Weaknessesmentioning

confidence: 99%

Section: Affective Strategymentioning

confidence: 99%

Section: Affective Strategymentioning

confidence: 99%

See 3 more Smart Citations

A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety

Tee¹,

Joanna²,

Kamarulzaman³

2020

ELT

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The effect of games on listening and speaking anxiety in learning English

Say Yağcıoğlu,

Çalışkan

2024

Participatory Educational Research

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This action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.

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Exploring Vietnamese Non-English-Majored Freshmen's English-Speaking Anxiety at a Public University in Vietnam

Khanh

Truong²

2022

JFS

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The study investigates Vietnamese non-English-majored freshmen's speaking anxiety. 297 non-English-majored freshmen enrolled at a public university in Vietnam answered the Questionnaire of Speaking Anxiety. The results show that participants had a moderate level of English-speaking anxiety, with female students having a higher level of speaking anxiety than male students. To provide insights into sources of speaking anxiety, anxiety-provoking situations and strategies that students use to cope with speaking anxiety, follow-up qualitative data was collected. 24 students from the pool of participants were conveniently recruited and randomly assigned to five focus groups, who answered the semi-structured interview questions. The findings show that students experience a higher level of speaking anxiety when they are called to answer questions by their teacher in class and during a speaking test, and to make an oral presentation than when they perform a role-play in front of the class and work in groups. Besides, students attributed their speaking anxiety to their English-speaking abilities, the nature of teachers' questions, fear of losing face and being judged, and fear of receiving low scores. To cope with speaking anxiety, students reported using social and cognitive strategies. The study provides helpful information for English lecturers to understand the nature of students' speaking anxiety and help students tackle speaking anxiety.

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Foreign Language Speaking Anxiety and Anxiety Coping Strategies Employed by Turkish Efl Learners

Cited by 5 publications

References 0 publications

A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety

A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety

The effect of games on listening and speaking anxiety in learning English

Exploring Vietnamese Non-English-Majored Freshmen's English-Speaking Anxiety at a Public University in Vietnam

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