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Can college-level English courses help
reduce EFL learners’ public speaking
anxiety?
Yasuko Okada, Saitama Women’s Junior ...
We aimed to examine the effects of group
instruction on reducing EFL learners’
public speaking anxiety.
2
Previous studies
Results
Discussion
Conclusion
Method
3
Low Context
Culture
4
High Context Culture
5
A method of develop students’ public
speaking skills
• To improve their language and speech skills,
students’ performance ...
Public Speaking Anxiety
• Fear that occurs when speaking in front of others.
• Various factors cause speaking anxiety in a...
Japanese university/college students
participated.
8
Experimental
group (EG)
Control group
(CG)
School A 9 24
School B 11 ...
Experimental Groups (EG)
• With speech instruction
• Taught nonverbal and peripheral linguistic skills
• Delivered 2 or 3 ...
Personal Report of Public Speaking Anxiety
(PRPSA)
10
• Developed by McCroskey (1970)
• 34 items on a 5 likert scale
Examples of PRPSA (McCroskey, 1970)
• _____1. While preparing for giving a speech, I feel tense and nervous.
• _____2. I f...
12
PRPSA as pre-test/post-test
EG: With speech instruction
CG: Without speech instruction
9/2017
Pre-test
1/2018
Post-test
A mixed-design ANOVA
13
Time: Pre-test vs. Post-test [repeated factor]
Group: Experimental vs. Control [between-participan...
• Cronbach’s alpha: pre-test (.96), post-test (.96)
• Significant main effect on Time (F(1,61) = 3.16, p = .08)
• No signi...
Discussion
15
• No significant interaction effects on experimental
and control groups.
• Different result from the earlier...
Discussion
16
• When to conduct a post-test
• Students’ learning experience prior to the study
• Qualitative data
Group instruction helped reduce speech anxiety?
17
3.21
3.00
3.38
3.34
Pre-test Post-test
EG
CG
Average Scores of PRPSA
Conclusion
18
• Communication style as seen in low-context cultures
• Create a classroom environment to reduce speaking
an...
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G285 Okada, Y., Sawaumi, T., & Ito, T. (2018, June). Can college-level English courses help reduce EFL learners’ public speaking anxiety? The 16th Asia TEFL International Conference University of Macau, Macau SAR, China 27th to 29th June, 2018

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Abstract:
Learning how to design and deliver a speech in a native language context may reduce public speaking anxiety and increase feelings of confidence. This pilot study examined the effects of group instruction on delivering a speech in courses for English as a foreign language (EFL). Participants were 62 Japanese EFL learners in four different university-level EFL classes during Fall 2017. In the treatment group (n = 19), students were taught how to design a speech and were asked to deliver two or three speeches during the semester. In the control group (n = 43), students were taught such language skills as reading and listening rather than public speaking. McCroskey’s Personal Report of Public Speaking Anxiety (PRPSA) was then administered and analyzed, using a mixed-design ANOVA, for comparing class beginning and ending scores from the two groups. Pedagogical implications for public speaking instruction include the desirability of emphasizing the importance of opportunities for students to deliver a speech multiple times in the course, thus reducing speaking anxiety.

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G285 Okada, Y., Sawaumi, T., & Ito, T. (2018, June). Can college-level English courses help reduce EFL learners’ public speaking anxiety? The 16th Asia TEFL International Conference University of Macau, Macau SAR, China 27th to 29th June, 2018

  1. 1. Can college-level English courses help reduce EFL learners’ public speaking anxiety? Yasuko Okada, Saitama Women’s Junior College Takafumi Sawaumi, Ryutsu Keizai University Takehiko Ito, Wako University The 16th Asia TEFL International Conference, University of Macau, Macau SAR, China E22-1009 (10), 15:40-16:05, 28th June, 2018
  2. 2. We aimed to examine the effects of group instruction on reducing EFL learners’ public speaking anxiety. 2
  3. 3. Previous studies Results Discussion Conclusion Method 3
  4. 4. Low Context Culture 4
  5. 5. High Context Culture 5
  6. 6. A method of develop students’ public speaking skills • To improve their language and speech skills, students’ performance was recorded using their cellphones (Makino, 2014). • Learners watched recordings of other students’ performance as models (Okada, Sawaumi, & Ito, 2017, in press). 6
  7. 7. Public Speaking Anxiety • Fear that occurs when speaking in front of others. • Various factors cause speaking anxiety in a foreign language classroom. • Public speaking anxiety was reduced by skill-training program, t = 3.63, p < .010 (one-tailed), η2 = .422, R2= .422. (Pribyl, Keaten, & Sakamoto, 2001) • Group instruction on public speaking skills may be effective to reduce learners’ speaking anxiety. 7
  8. 8. Japanese university/college students participated. 8 Experimental group (EG) Control group (CG) School A 9 24 School B 11 19 20 43
  9. 9. Experimental Groups (EG) • With speech instruction • Taught nonverbal and peripheral linguistic skills • Delivered 2 or 3 speeches 9 Prepare a draft Deliver a speech and have it recorded Self &Peer evaluation
  10. 10. Personal Report of Public Speaking Anxiety (PRPSA) 10 • Developed by McCroskey (1970) • 34 items on a 5 likert scale
  11. 11. Examples of PRPSA (McCroskey, 1970) • _____1. While preparing for giving a speech, I feel tense and nervous. • _____2. I feel tense when I see the words “speech” and “public speech” on a course outline when studying. • _____3. My thoughts become confused and jumbled when I am giving a speech. • _____4. Right after giving a speech I feel that I have had a pleasant experience. • _____5. I get anxious when I think about a speech coming up. • _____31. I have trouble falling asleep the night before a speech. • _____32.My heart beats very fast while I present a speech. • _____33. I feel anxious while waiting to give my speech. • _____34. While giving a speech, I get so nervous I forget facts I really know. 11
  12. 12. 12 PRPSA as pre-test/post-test EG: With speech instruction CG: Without speech instruction 9/2017 Pre-test 1/2018 Post-test
  13. 13. A mixed-design ANOVA 13 Time: Pre-test vs. Post-test [repeated factor] Group: Experimental vs. Control [between-participants factor]
  14. 14. • Cronbach’s alpha: pre-test (.96), post-test (.96) • Significant main effect on Time (F(1,61) = 3.16, p = .08) • No significant main effect on Group (F(1,61) = 1.70, p = .20) • No significant interaction effect on Time x Group (F(1,61) = 1.42, p = .24) 14 3.21 3.00 3.38 3.34 Pre-test Post-test EG CG Average Scores of PRPSA
  15. 15. Discussion 15 • No significant interaction effects on experimental and control groups. • Different result from the earlier study (Pribyl, Keaten, & Sakamoto, 2001)
  16. 16. Discussion 16 • When to conduct a post-test • Students’ learning experience prior to the study • Qualitative data
  17. 17. Group instruction helped reduce speech anxiety? 17 3.21 3.00 3.38 3.34 Pre-test Post-test EG CG Average Scores of PRPSA
  18. 18. Conclusion 18 • Communication style as seen in low-context cultures • Create a classroom environment to reduce speaking anxiety and enhance their motivation for improving public speaking skills

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