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Dissertations / Theses on the topic 'Speaking anxiety'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Wald, Shannon M. "Framing social information and public speaking anxiety /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1083543041&sid=36&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Ardizzon, Anna <1992&gt. "The Age Factor and Foreign Language Speaking Anxiety: A Comparative Study of Speaking Anxiety Levels Among EFL Secondary School Students." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10248.

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In an attempt to understand the reason why some language learners have more difficulties in learning a foreign or a second language, there has been a great interest into the relationship between language learning experience and affective factors. In particular, foreign language anxiety, or the moment of anxiety experienced by learners while attaining a foreign language, has been considered one of these affective variables. The purpose of this study is to ascertain how the age factor can have an impact on language speaking anxiety felt by a group of 113 Italian students aged between thirteen t

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Obasaju, Mayowa. "Speaking while Black: The Relationship between African Americans’ Racial Identity, Fear of Confirming Stereotypes, and Public Speaking Anxiety." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-122250/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from file title page. Page Anderson, committee chair; Rod Watts, Leslie Jackson, committee members. Electronic text (101 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed Dec. 5, 2007. Includes bibliographical references (p. 76-85).

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Basic, Lejla. "Speaking anxiety : An obstacle to second language learning?" Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10831.

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Language is a system for communication, for that reason it is evident that communication skills are a big part of learning a language. To practice speaking is therefore a central part of English lessons in schools today. However, to make students speak the target language is not always easy and there can be several different reasons why this is the case. The current study investigates one possible reason, namely speaking anxiety and its influence on second language acquisition. The study’s purpose was to examine how a teacher can encourage students to communicate orally but also to learn why t

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5

Iba, Debra L. Lumsden D. Barry. "Hardiness and public speaking anxiety problems and practices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3960.

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Iba, Debra L. "Hardiness and public speaking anxiety: Problems and practices." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3960/.

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This study explored the relationship between the personality construct of hardiness and public speaking anxiety. Although hardiness has been widely explored in a variety of anxiety-arousing life events, its relationship with communication anxiety had not been previously studied. Therefore, hardiness, public speaking trait anxiety, and public speaking state anxiety were measured in a course requiring an oral presentation assignment. One hundred fifty students enrolled in a basic speech communication course participated in the study. A statistically significant correlation was revealed between h

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7

Beck, Robert Drew. "The Speaking Cognitions and Attention Scale: An Empirically-Derived Measure of Public Speaking Anxiety." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/221.

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Although public speaking anxiety is one of the most commonly reported causes of both clinical and non-clinical anxiety, many of the currently used questionnaire measures of public speaking anxiety do not reflect the advances made in recent decades regarding empirical methods of test construction, including item generation and determination of subscale composition. The current study administered 35 empirically-generated cognitive self-statement items related to speaking anxiety to a sample of 367 undergraduate students along with measures of public speaking anxiety, fear of negative evaluation,

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Eriksson, Daniel. "Teachers’ Perspectives on Foreign Language Speaking Anxiety : A Qualitative Study of Foreign Language Speaking Anxiety in a Swedish Upper Secondary School Context." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78319.

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The aim of the present study was to find out about teachers’ awareness, experiences and specific strategies used when dealing with Foreign Language Speaking Anxiety in the subject of English in Swedish upper secondary schools. Five teachers were interviewed to find out about their awareness and experiences of what contributes to Foreign Language Speaking Anxiety, and what manifestations students show who suffer from it. Further, the interviews also intended to find out about the teachers’ specific strategies used in order to reduce Foreign Language Speaking Anxiety. The results demonstrated th

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Törnqvist, Sara. "Speaking through poetry- Using spoken word poetry to lower speaking anxiety among Swedish EFL learners." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76300.

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This paper presents a qualitative study investigating whether exercises inspired by spoken word poetry can be used as anxiety-lowering speaking exercises for Grade 9 students in Swedish secondary school and increase their motivation for speaking English in class. My initial hypothesis was that the students would feel less anxious to speak English in class when performing spoken word than when doing oral presentations. I also thought that the students would feel less anxious performing found poems, where the words in poems are taken from a model poem. To test my hypothesis, I conducted a lesson

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Sawyer, Chris R. (Chris Roberts). "Predictors of Judgment Accuracy in the Nonverbal Communication of Public Speaking Anxiety: a Social Relations Analysis." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278614/.

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This study examined the encoding accuracy and decoding accuracy of individual speakers and audience members as predictors of the accuracy with which public speaking anxiety is communicated during speech performance. Previous research revealed that audiences tend to underestimate the state anxiety of public speakers and that a low-to-moderate, positive correlation exists between speaker self-report and audience-observed state public speaking anxiety. Two divergent theoretical perspectives, differential information processing and emotional communication processes, were proposed as explanations f

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11

Kim, Simon Y. "The Impact of Stereotypes on Public Speaking Performance and Anxiety." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_diss/25.

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Public speaking anxiety is a common experience in both community and clinical populations and can have a negative impact on quality of life. Although contemporary treatments have been found to be effective, there is a lack of cultural relevance in existing theories and treatments. The purpose of this study is to examine the impact of stereotypes, a culturally relevant variable, on public speaking performance and anxiety for African Americans and Asian Americans. Participants (N=97) were randomly assigned to one of two experimental conditions where they either received feedback that was stereo

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Dervisic, Edvin. "All eyes on me: : Public speaking skills and performance anxiety." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-54769.

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This research investigates how pupils perceive performance anxiety and where this trait may originate. Based on the findings from the interviews, it was factors such as lack of studying technique, expectations of a high grade, and pressure from home as well as classmates that were the main reasons to why their performance anxiety arose from the very beginning. In relation to this, the study aims at discussing how rhetoric as a subject in school may reduce performance anxiety amongst pupils. A qualitative method was used to investigate the research question of this essay. The interviews have be

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Smith, Tony Edward. "Keeping it real does practicing speeches before an audience improve performance? /." Oxford, Ohio : Miami University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1058484247.

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Thesis (M.A.)--Miami University, Dept. of Speech Communication, 2003.<br>Title from first page of PDF document. Document formatted into pages; contains iii, 35 p. Includes bibliographical references (p. 20-24).

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Irvine, Lesley. "Let's talk about public speaking anxiety: Supporting and scaffolding sustainable speaking practices while at university and beyond." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201344/1/Lesley_Irvine_Thesis.pdf.

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Public Speaking Anxiety (PSA) is an enduring challenge in education and employment. This professional doctorate investigated PSA in higher education via two connected projects. Project 1 utilised an instrumental case study to explore how PSA was recognised and experienced in an undergraduate university oral communication unit. Applying critical reflective practice, this study concluded that PSA is complex, prevalent, individual and unstable. Leveraging this understanding, Project 2 presents a new support framework and offers practical guidance for both educators and students. This framework pr

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15

Lewis-Holmes, Brenda. "Reducing Public Speaking Anxiety For Community College Students: The Effects of A Combination Anxiety Reduction Technique on Trait and State Anxiety." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30620.

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The effectiveness of a treatment for communication apprehension (CA) was examined in this study. Trait and state anxiety were examined by using community college students enrolled in four sections of a required basic speech communication course. The sample size consisted of 81 students, ranging in ages 17-82. Each student was asked to complete a trait anxiety measure (Personal Report of Communication Apprehension-24) during the second class meeting (pre-test) and again on the last day of class (post-test). For the state anxiety measure, students were asked to complete the Speaker Anxiety (SA)

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16

Gaillard, Celine. "The Effects of Pre-Speaking Planning on Students' Performance during Speaking Tasks." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4067.

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Research has explored the impact of various planning types (i.e. different ways to help students prepare for a language task by, for instance, giving them time and/or specific instructions) on the fluency, complexity, and accuracy of second language learners (e.g., Ellis, 2009). However, results have been mixed and studies have never investigated the impact of pre-speaking activities such as those proposed by Thompson (2009), a teacher-led planning focusing on both form and content with students. Previous research suggests that this type of planning could benefit students: Foster & Skehan (199

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17

Hait, Aaron Vincent. "Is breathing control an effective coping strategy for public speaking anxiety?" Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31015.

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Two studies were conducted to determine whether controlled, abdominally-predominant breathing could be accurately implemented during periods of acute anxiety by speech anxious/phobic individuals, and what effect breathing control has on autonomic and subjective indices of anxiety. Twenty-two moderately speech anxious young adults took part in Study 1. The results of this study indicated that after two weeks of training, only 50% of trainees were able to implement the controlled breathing technique with any degree of accuracy while waiting to deliver an impromptu speech before a small audience.

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Apaibanditkul, Kaeokallaya. "The anxiety of international Thai students in an English speaking context /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1251814891&sid=20&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Hadziosmanovic, Lejla. "Students' Perspective on Speaking Anxiety and Dynamics in the ESL Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36459.

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The purpose of this study is to examine speaking anxiety and classroom dynamics in the ESL classroom from the students’ perspective. This paper also sets out to investigate the specific behaviors or thoughts learners have in regards to speaking English. The investigation gives an explanation how these factors influence students’ ability to learn and perform in a particular instructional framework. The ESL classroom is looked upon as a group formation having its own dynamics that might have an effect on some students’ speaking anxiety. This study is conducted using both qualitative and quantita

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von, Kogerer Sofia. "Four Teachers’ Thoughts about Pupils’ Speaking Anxiety in the ESL Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29800.

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Findings by the Swedish Schools Inspectorate (2011), show that some pupils in Sweden feel anxiety when speaking English. This is no surprise to Horwitz, Horwitz and Cope (1986) who state that speaking is regarded to be the scariest part of language learning. To understand the phenomenon of speech anxiety further and to contribute to existing research, the purpose of this study was to investigate what learner speech anxiety is according to four chosen teachers as well as their strategies in dealing with speech anxiety. The teachers play an essential role when dealing with learner anxiety. Not i

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England, Erica Lee Herbert James D. Forman Evan M. "Exposure with acceptance-based versus habituation-based rationale for public speaking anxiety /." Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3267.

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Nessler, Nina. "The Speaking Silence : A qualitative study of how Swedish teachers meet and handle the challenges of speaking anxiety among their students in English language education." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75965.

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Being able to communicate, interact and speak your mind in our time is considered one of the most essential proficiencies, especially in English which is accepted as a lingua franca. The most frequently used word in the Swedish course syllabuses for English is communication. Although there is an instant occuring communication in a classroom, some students stay silent since they fear to speak, they fear to fail and their way of preventing that from happening is to stay silent. In order to assess students language proficiencies, students must in some way demonstrate and show their knowledge to t

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Frey, Kristen Ann. "Do College Students with Public Speaking Anxiety Show an Attentional Bias Toward Threat?" Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/43359.

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Cognitive theories postulate that attention toward threatening information and away from neutral cues plays an etiological role in anxiety. The present study examines whether a preconscious attentional bias (AB) toward threatening stimuli exists in individuals with public speaking anxiety. Participants included 61 undergraduates with high and low speech anxiety. AB was measured using a dot-probe paradigm with threatening and neutral words. Reaction times to dot-probes on threatening and neutral trials were compared between the two groups. Results indicated that, contrary to expectations,

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Beharry, Prya. "Acceptance and commitment therapy for public speaking anxiety: A self-help format." The University of Waikato, 2008. http://hdl.handle.net/10289/2442.

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A non-concurrent multiple baseline design across eight participants was used to determine whether working through Hayes and Smith's (2005) book would help those with public speaking anxiety. Hayes and Smith (2005) is based on Acceptance and Commitment Therapy. It encourages people to accept internal experiences as opposed to avoiding and struggling with them. For the purposes of this study, the book was divided into nine components, which participants discussed with the researcher. They also completed measures daily, during baseline and over the intervention period, as well as a battery of tes

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Amouna, Abdullah. "Foreign Language Speaking Anxiety among EFL Leaners in Swedish Lower Secondary Schools." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37454.

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Language anxiety (LA) is “the worry and negative emotional reaction when learning and using a second language and is especially relevant in a classroom where self-expression takes place” (Gregersen & MacIntyre, 2014, p. 14). In the present study, particular attention is drawn to the development of students’ communicative competence and speaking proficiency in English-as-a-foreign-language (EFL) classrooms. The prevalence and effects of foreign language speaking anxiety (FLSA) were examined among Swedish EFL lower secondary school students, reporting the triggers of foreign language anxiety

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Stevens, Charmaine. "The efficacy of Hayes Anxiety Relief Technique versus the Self Control Triad in the treatment of public speaking anxiety." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22811.pdf.

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Rogland, Harutunian Erik. "Overcoming Speech Anxiety in the Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30539.

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Speech anxiety is an issue that persists and presents itself innumerably in schools, especially affecting students who learning English either as their second language or as a foreign language. Speaking anxiety may stem from different sources and affect each individual student differently. The research question that is key to this research is “How can teachers support students who are struggling with speech anxiety?”The research for this thesis has been done through the use a qualitative interview with two secondary school teachers in Lund. The interview was structured after a semi-structured

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Schmidt, Nancy Li. "Self administered tactile therapy : a proposed intervention for the treatment of public speaking apprehension." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/n%5Fschmidt%5F050306.pdf.

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Freiberger, Scott. "L2 ANXIETY IN SPANISH-SPEAKING ADULT ESL POPULATIONS: POSSIBLE CAUSES AND CULTURAL INFLUENCES." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2145.

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Anxiety has been identified as a plausible factor affecting second language (L2) acquisition. However, more research is needed on how anxiety may influence Spanish-speaking adult English as a Second Language (ESL) populations. Determining precisely what causes anxiety in Spanish-speaking adult ESL populations should be of interest not only to L2 researchers but also to ESL instructors who may have adult Spanish-speaking English language learners (ELLs) in their classes. This study researched L2 anxiety in Spanish-speaking adult ESL learners. Specifically, it considered possible causes and cult

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Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.

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This current research study is an exploratory study which has the aim to investigate language anxiety experienced by students majoring in English for International Communication (EIC) at the college in a university in the southern part of Thailand. This study adopted an interpretive methodology that used a sequential mixed methods approach for data collection. There were 42 students participating in the quantitative study whilst 6 students in qualitative study. The data, both quantitative and qualitative, were collected through questionnaire, diary and semi-structured interview. Data were anal

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Ramstad, Andrea. ""Can We Help?": Students? Reflections on their Public Speaking Anxiety and Teacher Immediacy." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28784.

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Public speaking is one of the most common anxieties for the average person, with many even ranking it as a more significant fear than death. Even though several people suggest that they would rather be the one in the casket than the one giving the eulogy at a funeral, public speaking courses are required at almost all colleges and universities. Public speaking anxiety is particularly real for most college students, meaning that it is important for public speaking teachers to develop andragogical strategies to help students alleviant their public speaking anxiety. Thus, the purpose of the study

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Jazan, Alejandro. "ADDRESSING PUBLIC SPEAKING ANXIETY THROUGH THE CONTEMPLATIVE PRACTICE OF MEDITATION: A MINDFULNESS APPROACH." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/799.

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Public speaking has been found to be one of the greatest fears people face in their lifetime. Students, in particular, may feel extremely nervous about public speaking or the anticipated event of speaking to an audience. The purpose of this research study is twofold: (1) investigate the contemplative practice of mindfulness meditation, and (2) to understand the experiences of students who practice mindfulness meditation while enrolled (or previously enrolled) in a Public Speaking course at a community college. Data was collected using a Transcendental Phenomenology methodological approach. Mor

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Gilchrist, Elizabeth Marie Cleland. "Effects of video self-modelling as an intervention for teenagers with public speaking anxiety." Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8199.

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Public Speaking Anxiety (PSA) arises from the real or anticipated performance of an oral presentation. People with PSA experience an increase in Heart Rate (HR), negative self- focused thoughts and observable behaviours such as, trembling or non-fluent speech. In this study Video Self-Modelling (VSM), an intervention based on observational learning, was used to increase performance fluency and decrease cognitive, behavioural, and physiological anxiety. Ten high school students with high PSA participated from an English class in a New Zealand school. Video self-models were created for each stud

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Ozturk, Gokhan. "Foreign Language Speaking Anxiety And Learner Motivation: A Case Study At A Turkish State University." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12613989/index.pdf.

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This study aimed to identify the relationship between foreign language speaking anxiety and foreign language learning motivation. In addition to this, the motivational level of learners, the effect of gender on this motivational level and the relationship between motivational orientations were examined. Besides, the level of foreign language speaking anxiety that the students experience, the effect of gender on this anxiety and the relationship between foreign language speaking anxiety and students&rsquo<br>motivational level were also investigated. Finally, foreign language speaking anxiety w

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Samad, Abdus. "An exploratory investigation of foreign language classroom speaking anxiety amongst Pakistani EFL university students." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17101.

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Foreign language anxiety is a phenomenon specific to language learning contexts that can have seriously detrimental consequences on the ability of students to acquire, retain, and speak the language they are learning. To the best of my knowledge, this study is the first to be carried out on foreign language classroom speaking anxiety (SA) specifically in the Pakistani context. The overall purpose of this study is to investigate the perceptions of Pakistani postgraduate (MA/MSc) non-major EFL (English as a foreign language) students about SA. It attempts to achieve the following four objectives

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Finn, Amber N. "Widening the lens: An interdisciplinary approach to examining the effect of exposure therapy on public speaking state anxiety." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3975/.

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This study used an interdisciplinary approach to examine an intervention for reducing public speaking state anxiety. A quasi-experiment was conducted to determine if a multiple-exposure treatment technique (TRIPLESPEAK) would help to attenuate public speaking anxiety. The treatment group reported experiencing significantly less state anxiety during their post-test presentation than did the control group. This lead to the conclusion that exposure therapy can be used to help students enrolled in basic communication classes begin to overcome their fear of speaking in front of an audience. Follow-

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Finn, Amber N. O'Connor Brian C. "Widening the lens an interdisciplinary approach to examining the effect of exposure therapy on public speaking state anxiety /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3975.

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Burström, Julia. "How speaking anxiety affects students in the foreign language classroom : A comparison of English and Spanish learners in Swedish high schools." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79027.

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The study investigated the phenomenon of speaking anxiety in two groups of English learners and two groups of Spanish learners, studying in four different courses: English 5, 6 and Spanish 3, 4. The participants answered a background questionnaire, followed up with a modified foreign language anxiety scale. The students who wanted to also, participated in an interview where they gave more in depth answers about their experience with the phenomenon. The findings showed that students experienced speaking anxiety in relation to their language learning, but at different levels such as low, medium

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Charle, Poza María Isabel. "The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4007.

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Thesis (Ed. D.)--West Virginia University, 2005.<br>Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).

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Kemper, Matthew Thomas. "An assessment of curricular methods to reduce communication apprehension among public speaking students." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/674.

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This study investigated curricular methods to reduce communication apprehension among public speaking students. Previous research has found many intervention strategies to be successful in reducing levels of communication apprehension, including both visualization and cognitive restructuring. However, prior research has failed to examine the efficacy of such techniques within the context of teaching a public speaking course that has limited time to devote to these techniques. Consequently, an experiment was conducted which examined whether a one hour instructional unit using cognitive restruct

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Abal, Abdulaziz. "A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/806.

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The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009;

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Diehl, Janine. "The relationship between salivary cortisol levels and self-perception of anxiety in adults who stutter across various speaking situations." Thesis, University of Canterbury. Department of Communication Disorders, 2011. http://hdl.handle.net/10092/5238.

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Adults who stutter (AWS) are reported to have increased levels of anxiety compared to adults who do not stutter (AWNS), particularly in social interactions (Kraaimaat, Vanryckeyham, & Dan-Baggen, 2002; Mahr & Torosian, 1999; Messenger, Onslow, Packman, & Menzies, 2004). However, the level of perceived anxiety in AWS according to specific speaking situations has not been critically evaluated. In addition, most studies addressing state anxiety (i.e., communication apprehension) are based on self-judgments (Craig, 1990; Craig, Hancook, Tran, & Craig, 2003; Ezrati-Vinacour & Levin, 2004; Gabel, Co

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Hogue, Joshua Alan. "The Effects of One-on-One Teaching on Chinese Speaking Ability, Student Anxiety, and Student Preference." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6340.

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One-on-one language teaching holds great potential for improving students' speaking ability. Programs such as Brigham Young University's Chinese Flagship program uses a one-on-one approach to help students learn how to use the language in respect to their desired profession. The Ohio State University uses individualized instruction as an alternative to traditional classroom-based classes. However, little to no research has compared one-on-one language teaching to traditional group classroom teaching in terms of language gains. Many studies show that one-on-one teaching can lead to language imp

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Haji, Sanaa, and Sara Jejo. "Degree Project with Specialization in English Studies and Education : Teaching Strategies to Overcome EFL Pupils` Speaking Anxiety." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41832.

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Gibbons (2015) writes that speaking is considered as the most important skill in language learning. However, Lundahl (2014) states that there are some pupils, in year 4-6, in Sweden who do not speak during the English lessons. Thus, the aim of this study is to find out what the reasons behind EFL pupils' unwillingness to speak English are. Furthermore, teaching strategies to overcome pupils' speaking anxiety are investigated. There are many studies that investigate the underlying reasons. The data collection, for this thesis, consists of interviews with some student-teachers at Malmö Universit

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Chien, Tzu-Hsiang. "Mental Contrasting as a Technique to Lower Learners' Levels of Anxiety when Completing Communicative Tasks in a Chinese Beginning Classroom." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8454.

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Learning a foreign language is stressful. If learners are anxious, they might be less confident and less willing to communicate (MacIntyre, Dörnyei, Clément, & Noels, 1998). Mental Contrasting with Implementation Intentions (MCII) are widely used in the field of personal health, career pursuit among others. I introduce mental contrasting techniques to Chinese teaching and learning to see if MCII help learners lower their anxiety level. Foreign Language Classroom Anxiety Scale is implemented to test participants’ self-perceived anxiety. Participants’ cortisol in saliva serve as a manifestation

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Heljeberg, Ida-Lie. "Overcoming Students’ Speaking Anxiety with Drama Pedagogy: -A Study of the Perceived Benefits of Drama Pedagogy in the Swedish Secondary andUpper-Secondary English Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75542.

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In the society of today English-speaking skills are essential, and the school should prepare students to live, work and participate actively in society. However, speaking English does pose a challenge for some students due to speaking anxiety, which can have a negative impact on their development. One possible strategy to counteract this is implementing drama techniques in the foreign language classroom. This study examines two classes of Swedish secondary and upper-secondary school students’- and teachers’ perceptions of the ability to speak in English, of using drama techniques in the second

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Johansson, Arola Simon, and Ahmed Karkoukli. "Teamwork Equals Dreamwork : A Survey-based Study of Second-language Students’ Speaking Anxiety in Upper Secondary School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42974.

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This survey-based study aimed to find out how to reduce speaking anxiety amongst second-language students attending two different upper secondary schools in Halmstad, Sweden. The survey participants were in their first and second years of upper secondary school and attending English 5 and 6 courses. The survey participants were asked to complete two online-surveys. The first survey dealt with measuring if the participants felt anxious while speaking English in class and what they considered was the most conducive way to alleviate anxiety when working with communicative exercises. After compili

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Jejo, Sara, and Sanaa Haji. "Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.

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AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal article

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Andersson, Linn. ""Får jag ta det på svenska?" : en empirisk studie i FLSA ur lärarperspektiv." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79746.

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Studien syftar till att kartlägga ämneslärares arbetssätt, kunskaper och attityder till elever som lider av Foreign Language Speaking Anxiety, även kallat FLSA. I bakgrunden redogörs för begreppets innebörd, dess uppkomst hos elever och vilken påverkan det har på engelskundervisningen i skolan. Vidare redogörs sambanden mellan undervisningen och språkets roll i det svenska samhället för att ge läsaren en förståelse för de utmaningar som både ämnesläraren och FLSA-elever står inför. Data för studien har samlats in genom kvantitativa elevenkäter samt kvalitativa lärarintervjuer och klassrumsobse

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Stratton, Crystal Havely. "The component theory of communication apprehension in the public speaking course grade-evaluation anxiety as a form of negative evaluation /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594494191&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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