The effectiveness of a skills‐based program in reducing public speaking anxiety

Pribyl, Charles B.; Keaten, James A.; Sakamoto, Masahiro

doi:10.1111/1468-5884.t01-1-00171

Cited by 42 publications

(41 citation statements)

References 14 publications

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“…Students with stronger CC tend to be better speakers and having less CA, while students with low CC tend to be weaker speakers and having high CA. The findings from this study are also consistent with research indicating that students who receive PSI make gains in their communicative competence and reduce their communication apprehension (Pribyl et al, 2001& Taylor, 2011. As revealed by the present study, the PSI was effective than the conventional method of teaching speaking skills used in Hadhramout University.…”

Section: Communicative Competencesupporting

confidence: 89%

“…Students in the peer-review group showed significantly better scores on their speech performance evaluations from speech 1 to speech 3 compared to students in the self-review treatment. Pribyl et al (2001) conducted a study to test the effectiveness of a skills-based program as a method for reducing anxiety during public speaking. Twenty-five Japanese college sophomores were exposed to a systematic approach for developing a presentation that was theoretically linked to mechanisms to reduce communication apprehension (CA).…”

Section: Previous Studiesmentioning

confidence: 99%

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Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Al-Tamimi¹

2014

IJLC

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The purpose of this study was to investigate the effect of public speaking instruction on improving students' communicative competence and reducing their communication apprehension in a foreign language setting. Participants in this study were 60 Yemeni English majors at the college of education of the Hadhramout University, Yemen. Objectives and research questions focused on determining whether public speaking instruction makes a difference for students who receive instruction as opposed to students who do not on two concepts: public speech performance and communication apprehension in speaking English. Results of the study illustrate that learners' public speech performance improved and low communication apprehension was shown after one term of instruction and practice of public speaking in favour of the experimental group. In line with previous research, the current study confirms that public speaking instruction has a positive effect on improving students' public speech performance and reducing communication apprehension of English language learners. The study also provides insightful perspective into second language pedagogy and presents suggestions for future research.

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Section: Communicative Competencesupporting

confidence: 89%

Section: Previous Studiesmentioning

confidence: 99%

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Al-Tamimi¹

2014

IJLC

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“…The emergence of these other components is in accordance with the explanation from Pribyl et al (2001);Heuet, & Heuet (2011) that glossophobia can be influenced by several things: novelty, unfamiliarity, formality, subordinate status, quantity of audience, and quantity of group.…”

Section: Resultssupporting

confidence: 87%

Psychological Experience Dynamics of Students with Glossophobia through Narrative Counseling as seen from Gender: A Qualitative Study

Rahmawati¹,

Ariffudin²,

Mulawarman³

2018

Proceedings of the 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017)

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. Psychological experience can lead to the fear of speech anxiety (glossophobia). A number of studies explain that 75% people in the world have suffered glossophobia. The studies also revealed that, compared with men, women have higher tendency to experience glossophobia. The aim of the present study was investigating psychological experience dynamics and the role of gender that influence the emergence of glossophobia through narrative counseling. The data were collected qualitatively through observation and depth interview on five students of Public Senior High School 13 Surabaya. Furthermore, the data were analyzed thematically on three components of psychological experience dynamics: fear, anxiety, and negative thinking. The results of the analysis showed that most of the students are afraid to be laughed and humiliated. They are also anxious of past bad experience that would be repeated when speaking in public place. Moreover, excessive affection and cognitive responses of the female students are the trigger of experiencing glossophobia. Based on the interpretation, it can be concluded that misinterpretation of psychological experience and low-self-control of the students are able to determine glossophobia easily.

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“…Arguably, the PRPSA-34 was designed and used primarily to identify highly anxious students. According to Pribyl, Keaten and Sakamoto (2001), discrepant results using PRPSA-34 were found and that public speaking anxiety and English ability were not significantly correlated. Theoretically, the finding did not support the claim that there was a significant correlation between English ability and public speaking anxiety.…”

Section: Discrepant Results Found Using the Prca-24mentioning

confidence: 97%

“…According to the findings of these studies, the items analyzed as measures of speech anxiety, communication apprehension, and anxiety related to speaking English in a classroom context, considered as foreign language classroom speaking anxiety in the FLCAS, were Items # 1, 3, 4, 7, 9, 12, 13, 16, 18, 20, 21, 23, 24, 27, 29, 31, 33 (Aida, 1994;Pérez-Paredes & Martínez-Sánchez, 2000-2001and Tóth, 2008). These items with minor changes in wordings (for example, "speaking the foreign language" being replaced by "speaking English") were included to give a PSCAS face validity and reflect speaking anxiety in a public speaking class accordingly.…”

Section: Item Selection and Consideration With Minor Changes In Wordimentioning

confidence: 99%

A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability

Kriangkrai¹,

Usaha²

2012

ELT

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The present study contributes to developing a Public Speaking Class Anxiety Scale (PSCAS) to measure anxiety in the EFL public speaking class in the Thai context. Items were adopted from previous scales: Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986); Personal Report of Communication Apprehension (PRCA-24) and Personal Report of Public Speaking Anxiety (PRPSA-34) by McCroskey (1970); and Speaker Anxiety Scale (SA) by Clevenger and Halvorson (1992) based on their critical appraisals. Some minor changes in wordings of adopted items were made to a preliminary PSCAS and were validated. The preliminary PSCAS yielded an internal consistency of .84 using Cronbach's alpha coefficient when administered to 76 participants and was factor-analyzed to establish the construct and the final version. The factor analysis revealed that the PSCAS included the components of communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in a public speaking class.

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The effectiveness of a skills‐based program in reducing public speaking anxiety

Cited by 42 publications

References 14 publications

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Psychological Experience Dynamics of Students with Glossophobia through Narrative Counseling as seen from Gender: A Qualitative Study

A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability

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