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PRESENTATION.pptx

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PRESENTATION.pptx

  1. 1. THE STRUGGLE OF EDUCATION STUDENTS WITH SPEAKING ANXIETY IN ORAL DISCUSSION Researchers: CHARENA GEN CONDINATO ELVA GRACE M. AMAD ANGELIE E. NITUMAY Adviser: ANA MAE M. MONTEZA, MAEd
  2. 2. Introduction Background of the Study Research Questions Significance of the Study Second language speaking anxiety has sparked a lot of attention in recent years. Speaking has been cited as the foremost anxiety-inducing skill in language learning and it is the most prominent source of anxiety in an oral discussion among education students (Miskam & Saidalvi, 2019). Additionally, communicating orally in English, students usually encounter various speech problems that impede their communication. Speaking remains the hardest skill to master for the majority of English learners, and they are still incompetent in communicating orally in English (Azagra, 2017). 1.What are the struggles that education students face with speaking anxiety in the oral discussion? 2.How these students cope with these struggles? Education Students. Results of this study may help them be aware of the possible feelings and experiences towards speaking anxiety in oral discussion and thus they may devise techniques on how to deal with their emotions. Education Teachers. This study may provide baseline data for them to understand their students' experiences with speaking anxiety in oral discussion and thereby they may conduct interventions to help students manage their time and utilize their skills in dealing with different challenges in speaking anxiety. Future Researchers. Results in this study may provide a good reference for future research use.
  3. 3. Methodology Design This study employed a descriptive qualitative phenomenological study. Neubauer et al. (2019) defined phenomenology as an approach to research that seeks to describe the essence of a phenomenon by exploring it from the perspective of those who have experienced it. Thus, this design is uniquely positioned to help education students to learn from the experiences of others. As the main purpose, this is a powerful research strategy that is well suited for exploring challenging problems of Education students who encountered struggles in having speaking anxiety in an oral discussion. Participants The participants of the study were the twelve (12) Education students of UM Digos College. This is suggested by Moser and Kortjens (2016) who claimed that phenomenological studies require fewer than or exactly 10 interviews. Additionally, Vasileiou et al. (2018) stated that purposive sampling places participants in groups relevant to criteria that fits the research purpose which is to provide richly-textured information and relevant to the phenomenon referring to the challenges that education students face with speaking anxiety in oral discussion. Instrument The researchers established a set of questions which served as an interview to gather the data needed in the study. There were based on the problems being observed about the students` struggles with speaking anxiety in oral discussion and the strategies to overcome the challenges that they experienced. Hence, the questions were validated by the data analyst.
  4. 4. RESULTS AND DISCUSSION Struggles that Education Students Face with Speaking Anxiety in Oral Discussion Thematic analysis implies with the final theme: Struggles that Education Students Face with Speaking Anxiety in Oral Discussion, presented according to the composite themes emerged are as follows: Negative Behavior, Fear of Speaking, Inability to Express Thoughts and Feelings, and Low Self-esteem. -The participants mentioned that one of the struggles that the Education students encounter with speaking anxiety in oral discussion was the negative behavior. They said that when they speak in oral discussions, they feel a lot of emotions that can contribute to a negative behavior. They lack of confidence, feel nervous, shy, afraid, and uncomfortable. Hence, they cannot perform well because they just show negative behavior. -The participants also confessed that the one os the struggles that they experienced is having the fear of speaking. With the presence of fear, students cannot speak in an oral discussion. It is because they felt that they do not have trust within themselves, they are afraid of judgement, and they felt shy or uncomfortable to speak. -The participants additionally said that most of the time they did not have the chance or opportunity to speak, they had a hard time to explain or express their ideas, they had doubt of their opinions, and had a hard time to choose the right words to use in contructing a sentence to form their speech or conversation with others. - Lastly, the participants highly emphasized that they felt shy, nervous, and uncomfortable when they speak in an oral discussion. They are afraid to be critized or judged by others. They do not trust themselves in expressing their opinions.
  5. 5. Coping Mechanisms in Dealing with Speaking Anxiety Thematic analysis implies with the final theme:Coping Mechanisms in dealing with Speaking Anxiety, presented according to the composite themes emerged are as follows: Preparedness in Speaking, Develop Strategies in Speaking, Accepting One’s level of Speaking, Talk Minimally, and Develop Strategies of Improvement. - The participant said that in order to combat nervousness, they tend to develop eye to eye contact, try to relax, focus on things studied, practice, focus on the end, and be positive. - The students also revealed that whenever they feel anxious in speaking, they tend to cope with it by means of organizing thoughts first, being positive, self- comforting, polite speaking, calming oneself, being confident in speaking, being optimistic and sincere. - The participants additionally said that they combat speaking anxiety in an oral discussion by being observant, using L1, speaking carefully or politely, being silent, giving ideas when asked, convincing oneself that nobody is perfect, accepting everyone's uniqueness, being honest in telling the speaking skills, and insisting one's opinion. - According to them, in order to deali with speaking anxiety they just prefer to be quiet, just listen, avoid conversation, try to speak up, make fun of it, and be careful with utterance. In other words, they think before they speak in order to avoid mistakes. - Students mentioned that they read the dictionary, seek help from others, believing in oneself, trying to relax, think that they do not know others, read books, be confident , just smile, read books, watch grammar videos, try to fit myself, and they also seek help from expert (tutors).
  6. 6. Conclusion With reference to the aforementioned findings, the researchers concluded that on the struggles of education students with speaking anxiety in oral discussion, final themes with their composite themes were identified which are Struggles that Education Students Face with Speaking Anxiety in Oral Discussion, presented according to the composite themes emerged are as follows: Negative Behavior, Fear of Speaking, Inability to Express Thoughts and Feelings, and Low Self-esteem. Meanwhile, the second final theme is Coping Mechanisms in dealing with Speaking Anxiety, presented according to the composite themes emerged are as follows: Preparedness in Speaking, Develop Strategies in Speaking, Accepting One’s level of Speaking, Talk Minimally, and Develop Strategies of Improvement.
  7. 7. Implication Speaking in an oral discussion takes a lot of courage and skills in order to express one’s opinion and feelings. However, some people experience struggles or difficulties in speaking in front of people. Based on the findings, the Education students show speaking anxiety due to many reasons. They have low self-esteem or lack of confidence, unprepared of what to say, fear of judgment, and lack of knowledge to speak using the second language. Due to these factors, students cannot perform well in an oral discussion and just prefer to be quiet and passive learner. Hence, there academic performace will be affected because they are not participating in a class discussion. On the other hand, even though Education students experienced struggles in speaking in an oral discrussion, they were still willing to improve their speaking skills by coping with their difficulties in speaking. They still had actions to combat such struggles. They prepare themselves, think first before speaking, choose words to speak carefully, and accept their weaknesses and convert into strengths. Indeed, despite of the struggles they still learned to fight and improve themselves in the field of speaking in an oral discussion.
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