Management and Science University BTESL Students' Perceptions towards Anxiety in Oral Presentation (original) (raw)
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Anxiety During Oral Presentations in English Among Malaysian Undergraduates Research Paper
JOURNAL OF ELT AND EDUCATION
The study aims to investigate the factors that may cause anxiety during oral presentations that are conducted in English and to identify the strategies used by them to cope with it. The study employed a quantitative method. Questionnaires were distributed to 300 undergraduates from three public universities in Malaysia. SPSS (version 23) tool was used to analyze the data statistically to find frequency, mean, and standard deviation. The findings showed that the respondents commonly have negative emotions, physical symptoms, and fear of making mistakes during English oral presentations. The findings further revealed that students' language ability, audience reaction, and teacher' feedback are the factors that affected undergraduates' anxiety in oral presentation using the English language. Undergraduates cope with their anxiety by making efforts to understand the topic and prepare ahead of time to as part of their coping strategies.
Anxiety During Oral Presentations in English Among Malaysian Undergraduates
Hello-Teen Society, 2021
The study aims to investigate the factors that may cause anxiety during oral presentations that are conducted in English and to identify the strategies used by them to cope with it. The study employed a quantitative method. Questionnaires were distributed to 300 undergraduates from three public universities in Malaysia. SPSS (version 23) tool was used to analyze the data statistically to find frequency, mean, and standard deviation. The findings showed that the respondents commonly have negative emotions, physical symptoms, and fear of making mistakes during English oral presentations. The findings further revealed that students' language ability, audience reaction, and teacher' feedback are the factors that affected undergraduates' anxiety in oral presentation using the English language. Undergraduates cope with their anxiety by making efforts to understand the topic and prepare ahead of time to as part of their coping strategies.
Journal of English Education and Teaching, 2019
This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for presentation class and the most dominant factors is the Fear of Negative Evaluation.
Journal of English Education and Teaching, 2019
This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for present...
Journal of English Education and Teaching, 2019
ABSTRACTThis research was aimed to find out whether there is a correlation between students’ anxiety level and oral presentation’s performance in EFL speaking class. The population of this research was the 4th semester students in English Education Study Program of Bengkulu University class A, B and C with 51 students randomly chosen as the sample. The design of this research was descriptive quantitative with questionnaire and presentation test as the instruments. The questionnaire of this research was FLCAS (Foreign Language Classroom Anxiety Scales) by Horwitz (1986) meanwhile the presentation test was a presentation test rubric evaluated by two raters in order to find the reliability of the test. The result of this research showed that there was a significant negative correlation between students’ anxiety level and oral presentation test score from rater 1 and rater 2. Based on the result, the strength of this correlation was moderate. On the other hand, both of the results were ...
An Analysis of Student's Anxiety of Oral Presentations and Public Speaking in High Education
VISION
The ability to speak is a very important aspect, especially in oral presentations in the learning process. Previously, there was a lot of research evidence showing that many students had a fear of public speaking. For this reason, researchers conducted research using qualitative research methods to find out what problems caused students to experience fear or anxiety in speaking English and also aim to find out what and how the strategies used by students in reducing anxiety when speaking in public. This research was conducted at one of the universities in Medan, by using 6 students of English education as samples taken randomly. This research was conducted by answering questions from the google form that has been provided, so that the samples could describe their answers about common problems faced when speaking in public. The results of this survey identify the causes of students' fear of public speaking and to identify how they can minimize their fear of public speaking.
ELITE JOURNAL: Journal of English Linguistics, Literature, and Education, 2018
This study investigates at speaking anxiety of Students' Presentation. The subject of the study was freshmen in English Education Department. The study aimed at describing the factors that may contribute to anxiety in English learning environment based on students' perspective. The method used in this study was descriptive qualitative method. Forty one students were selected to be participants. The data were gathered through questionnaire and semi-structured interviews. The most commonly used tool for assessing FLA is the FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz et al. (1986). A modified version of FLCAS was used in this study. The original version of FLCAS is a 33-item, 5-point likert-scale instrument ranged from (strongly disagree to strongly agree) measuring students language anxiety. The result of the study showed that anxiety was exist in freshmen. It can be seen from the result of mean score of questionnaire's result that the average score of student anxiety existence of FLCAS is in the existing class, which is 39.025. The result of factors that contribute to students' speaking anxiety during presentation were overthinking, lack of preparation, bad experience, low proficiency, low self-confidence, afraid of making mistakes, and test.
IJEL, 2019
This study aims to investigate the factors affecting oral presentation skills of undergraduate-learners of English that influence their academic performance which potentially can affect professional career. The study has used quantitative instrument as questionnaire partially adopted from McCroskey (1982) for data collection among 100 undergraduate-participants on factors affecting oral communication skills at one Public Sector University. Purposive sampling method was used since participants were selected on specific criteria of only first year engineering undergraduates. The data were analysed through SPSS, v.20 for obtaining percentage, mean, median, standard deviation, and standard error of mean to be measured. The findings revealed that oral presentation skills as the most problematic for engineering undergraduates. The results also revealed that the several factors affected engineering undergraduates’ oral presentations.
Efl Male and Female Students’ Perception on Speaking Anxiety in Class-Oral Presentations
JALL (Journal of Applied Linguistics and Literacy)
The study attempted to investigate the perceptions of EFL male and female students about speaking anxiety in class-oral presentations and the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations. Afterwarrds, the writer set forth two research questions: (1) What are the perceptions of EFL male and female students about speaking anxiety in class-oral presentations? (2) What are the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations?. This study employed qualitative strategies by using case study. The participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in Ciamis. The results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students ...
Anxiety in classroom English Presentations: A Case Study in Korean Tertiary Educational Context
Higher Education Studies, 2019
The purpose of this study is to examine Korean students’ anxiety in classroom presentations in tertiary educational context through classroom observation, self-reported questionnaire and semi-structured interview. In the stage of classroom observation, the potential responsivities relating with anxiety were explored through the analysis of fieldwork notes; the questionnaires were filled out by the students after they finished their presentations to unveil the students’ perceptions of their anxiety and the causes for such anxiety; the semi-structured interview was carried out to provide further evidence for the above findings. The research participants were twenty two students majoring in English education in a Korean national university. The research findings indicated that Korean students suffered different degree of anxiety in the course of classroom presentations; the major responsivities to anxiety included repeatedly occurring subconscious behaviors, silence, speech...