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Exploring Speaking Anxiety Among Indonesia EFL Learners_nafan

Exploring Speaking Anxiety Among Indonesia EFL Learners

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Exploring Speaking Anxiety Among Indonesia EFL Learners_nafan

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  1. Exploring Speaking Anxiety Among Indonesia EFL Learners: An Explanatory Mixed-Method Study at Islamic University The 8th International Conference on Community Development in the ASEAN, Tashkent Uzbekistan October 2021 Dr. Naf’an Tarihoran UIN Sultan Maulana Hasanuddin Banten, INDONESIA nafan.Tarihoran@uinbanten.ac.id

  2. Statement of the problem and significance Purpose of the research Literature review Research questions Contents Methodology Results Conclusions Future research

  3. Introduction • Speaking is crucial for any human communication especially communication among nonnative learners (Boonkit, 2010). • Speaking is widely considered to be the main skill that indicates foreign language learners' overall knowledge of a language (Nowicka & Wilczynska, 2011). • Communicating through English in classrooms is a basic requirement for English as a foreign language (EFL) learners, but it can be a challenge. • Speaking anxiety is an unpleasant situation for an individual when he or she in public. • Self-efficacy and Scaffolding activities in language learning include mechanisms of instruction that may influence how students learn.

  4. Speaking Anxiety The Notion of Scaffolding Statement and Presentation feedback Significance Self-Efficacy Self Confidence

  5. Purpose of the research This study examined the impact of a process enriched with presentations, and scaffolded feedback on foreign language speaking anxiety of EFL learners

  6. Speaking Anxiety Foreign Language Speaking Anxiety Scale Literature review Presentation and Scaffolded Feedback Reflective

  7. Instructional- learner Speaking Anxiety Types of Interactions Content learner Learner- learner

  8. Research questions • RQ1. Are the differences among the effects of presentation feedback, presentation feedback and no feedback conditions on EFL learners’ speaking self-efficacy statistically significant. • RQ2. Are the differences among the effects of scaffolded feedback, unscaffolded feedback, and no feedback conditions on EFL learners’ speaking anxiety statistically significant.

  9. Research method • Mixed-Method 1 • Quantitative Data: 71 participants, EFL students, Google form. 2 • Qualitative Data: Interview Speaking anxiety, 17 participants 3

  10. Analysis Quantitative: Foreign Language Speaking Anxiety Scale (FLSAS) Qualitative: content analysis scheme

  11. Results •R1. The result showed a significant impact on participants’ EFL speaking anxiety .R2. Resulting in around a thirty-five percent reduction •R3. Presentations and Scaffolded feedback helped them become less anxious learners.

  12. Conclusion •R1. The feedback participants felt most helped was increase self-confidence; •R2. Increasing the number of speaking opportunities; •R3. Learning from mistakes as major benefits of feedback sessions.

  13. Limitations and Future Research Limitations • Self-report survey • Based on their choice of course • Learning outcomes

  14. Future Research • Learner interaction with technology, course design and flexibility of learning. • The feedback-oriented tasks which are more user-friendly and less stressful can reduce learners' speaking anxiety. • Strategy instruction and feedback provided during interaction can play an influential role in L2 development

  15. Thanks Nafan Tarihoran Senior Lecturer at UIN Sultan Maulana Hasanuddin Banten Indonesia Email: nafan.tarihoran@uinbanten.ac.id

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