Sinif Öğretmenli̇ği̇ Öğrenci̇leri̇ni̇n Konuşma Kaygilarinin İncelenmesi̇

Kuru, Oğuzhan

doi:10.17240/aibuefd.2018.18.41844-428575

Cited by 9 publications

(10 citation statements)

References 8 publications

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“…Studies conducted by Ozkan and Kinay (2015) and Deringol (2018) revealed that gender had no impact on speaking anxieties of the teacher candidates. On the other hand, the study carried out by Kuru (2018) highlighted that gender significantly changed the speaking anxiety levels of the teacher candidates in the sub-dimension of "physiological symptoms" and the high speaking anxiety level of female Turkish teacher candidates was attributed to the uncomfortable feeling arising from their exposure to attentive observation of others. Another variable which was found to have no significant impact on the speaking anxiety levels of Turkish teacher candidates was their willingness in their choice of profession.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, research on speaking defects and speaking anxieties of particularly Turkish teacher candidates is deemed to be significant considering the fact that they will become language teachers. Literature review revealed research on speaking anxieties of teacher candidates from different branches (Ozkan and Kinay, 2015;Deringol, 2018;Kuru, 2018) as well as Turkish teacher candidates (Kardas, 2015;Iscan and Karagoz, 2016;Ozdemir, 2018;Hasirci, 2018). On the other hand, both the diversity of the variables analysed for their impact on speaking anxiety and the diversity of the features of the teacher candidates studying in different universities are considered to be requiring further research in different universities with different variables.…”

Section: Introductionmentioning

confidence: 99%

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An Analysis of the Speaking Anxiety of Turkish Teacher Candidates

Bozkırlı¹

2019

JETS

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The aim of this study is to analyse the speaking anxiety of Turkish teacher candidates studying in Kafkas University. The sample group of the research designed in the survey model consists of 181 Turkish teacher candidates studying in Kafkas University Faculty of Education in fall term of the 2018-2019 Academic Year, who are selected by the random sampling method. The “Speaking Anxiety Scale for the Teacher Candidates” consisting of three sub-dimensions, namely the “physiological symptoms”, “skill-related anxiety” and “psychological state” and 40 items developed by Kinay and Ozkan (2014) has been used in the study as the data collection tool. The findings of the study where the SPSS 17.0 software package is used for data analysis have revealed that; while the speaking anxiety levels of Turkish teacher candidates are not high and do not change depending on their gender or their willingness to become a teacher, they change significantly depending on their grade and public speaking experience.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Analysis of the Speaking Anxiety of Turkish Teacher Candidates

Bozkırlı¹

2019

JETS

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“…Konuşma Kaygısını Artıran Olumsuz Düşünme ile Konuşmacı ve Dinleyici İlişkisi Alan yazında konuşma kaygısı ile birçok nicel araştırma gerçekleştirilmiştir. Konuşma kaygı düzeyleri ile birtakım değişkenleri karşılaştıran (Akalın ve Adıgüzel, 2020; Baki ve Karakuş, 2015;Deringöl, 2018;Durmuş ve Baş, 2016;Gedik, 2015;Gülbahçe vd., 2019;Harmandar-Demirel vd., 2017;Kavruk ve Deniz, 2015;Kuru, 2018;Lüle-Mert, 2015;Özkan ve Kınay, 2015;Sevim ve Gedik, 2014;Şen, 2017;Temiz, 2013Temiz, , 2015Tolun, 2019;Yıldırım, 2015); konuşma kaygısını azaltmada çeşitli teknik ve yöntemlerin etkisini test eden (Asan, 2019;Aydoğan, 2019;Bulut, 2015;Demirci, 2019;Hasırcı, 2018;Kardaş ve Şahin, 2016;Kardaş ve Akın, 2019;Katrancı ve Kuşdemir, 2015;Kemiksiz ve Güneş, 2017;Tüzemen, 2016;Özdemir, 2018;Sarıkaya, 2020); konuşma kaygısı ile birtakım değişkenler arasındaki ilişkiyi ölçen (Arslan, 2018;Arslan vd., 2019;Baki ve Kahveci, 2017;Çodur, 2019;Gölpınar vd., 2018;Kartal, 2019Kartal, , Özdemir, 2019 araştırmalar söz konusudur. Ortaokulda görev yapan öğretmenlerin konuşma eğitimine yönelik görüşlerini (Karakoç-Öztürk ve Altuntaş, 2012), öğretmenlere göre öğrencilerin konuşma becerilerini (Demir ve Gül-Özdil, 2019), konuşma eğitiminde karşılaşılan sorunları (Topçuoğlu-Ünal ve Degeç, 2012), 8. sınıf öğrencilerinin konuşma kavramına yönelik algılarını (Akkaya, 2011), konuşma kaygısına yönelik yürütülen karma metotlu çalışmayla öğrencilerin konuşma kaygılarına yönelik öğretmen görüşlerini…”

Section: Introductionunclassified

The Speech Anxieties of Secondary School Students

GÜNDÜZ

Demir

2022

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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The anxiety of your speech is the anxiety that the speech gives / will give Speech anxiety, which is a common anxiety, is one of the obstacles to quality communication. With this study, it was aimed at the opinions of secondary school students who had speech anxiety about their speech anxiety. The study was carried out in a qualitative type of phenomenological design. The study group consists of 15 secondary school students, 5 of whom are male, 10 of which are female, determined by typical case sampling, among purposeful sampling methods. The data were obtained through one-to-one interviews over the semi-structured interview guide, which was limited to 7 questions. The data obtained from the interviews were analyzed using descriptive and content analysis methods. Maxqoda program was used in modeling the participant opinion. As a result, the participants mostly have their own faults and listeners evaluate stimuli as a factor that increases speech anxiety levels. In addition, awareness of speaking anxiety and the mental and motivational strategies contributed to the efforts of the participants to compensate their speaking anxiety. offers. While the participants intuit their speech anxiety more from physical and emotional reactions, they sense the speech anxiety of others from physical and behavioral reactions. Most of the participants want to support people with speech anxiety.

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“…To enable the students to recognize the components of ESL speaking anxiety, specialists like Horwitz et al (1986), McCroskey (1970), McCroskey (1992), Clevenger and Halvorson (1992), Woodrow (2006), Yaikhong and Usaha (2012) have appeared in the history and created incredible investigations that have profited several researchers in their quest for recognizing and dispensing with speaking anxiety from English language students. Moreover, an analysis of the literature revealed studies on the speaking fears of teacher applicants in various fields (Ozkan & Kinay, 2015;Deringol, 2018;Kuru, 2018).…”

Section: Introductionmentioning

confidence: 99%

Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students

Hussain

Akhtar

Shabbir

et al. 2021

HSSR

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Purpose of the study: This study aims to explore the possible causes of speaking anxiety among Pakistani university students in an engineering university in Karachi. Another aim of this study is to find out the strategies used by these students to cope with the anxiety they have while speaking English as a second or foreign language. Methodology: The research was qualitative and used an open-ended questionnaire to take the detailed responses of the participants. 80 (40 males and 40 females) participants were selected for this study using the purposive sampling technique. The researchers also translated the tool into the Urdu language to make it more intelligible for the participants. Main Findings: The causes of speaking anxiety were lack of confidence, vocabulary, fear of being ridiculed, peer pressure, facing a lot of people, rules of grammar, lack of preparation, fear of making mistakes, and negative attitude of the teacher and the coping strategies were avoiding the audience, taking help from teacher or peer, preparing well, taking deep breaths, facilitating anxiety, distracting the anxiety, self-talk/praise, restarting, physical movement, using humor and maintaining eye contact with only one person. Applications of this study: This study is useful for the teachers teaching courses related to speaking English as a second or foreign language. This study will help the teachers in tracing the explored elements of anxiety in a class in general and in a student in particular. They will try to mold their pedagogy to make the learning process more enjoyable and less anxious. Novelty/Originality of this study: The current study explores the elements of speaking anxiety in the Pakistani context. Earlier studies have implemented pre-invented tools rather than unearthing the anxiety-provoking elements. Hence, this study can be considered as an ice breaker when it comes to exploring the elements of speaking anxiety in the Pakistani context.

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Sinif Öğretmenli̇ği̇ Öğrenci̇leri̇ni̇n Konuşma Kaygilarinin İncelenmesi̇

Cited by 9 publications

References 8 publications

An Analysis of the Speaking Anxiety of Turkish Teacher Candidates

An Analysis of the Speaking Anxiety of Turkish Teacher Candidates

The Speech Anxieties of Secondary School Students

Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students

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