Thesis (Ph.D.)--Drexel University, 2010. / Includes abstract and vita. Includes bibliographical references (leaves 61-76).

This degree project is an interview study investigating upper secondary EFL teachers’ perceptions of speaking anxiety in their classrooms. The aim of the study is to gain insight into how the teachers perceive the prevalence of foreign language speaking anxiety (FLSA) among their pupils, the factors contributing to FLSA and what methods they use to manage FLSA in their EFL classrooms. To achieve this aim, a phenomenological approach was applied, and six teachers were interviewed using semi-structured interviews in a mediumsized city in Sweden. Through the interviews, information of the teachers’ experiences in relation to the prevalence of FLSA, the contributing factors to FLSA and what methods they used to manage FLSA were gathered. The results showcase that the teachers perceive FLSA to be present in their EFL classrooms but to varying degrees. They perceived that the factors contributing to FLSA could be many, but the factors all the teachers named were fear of evaluation, having many people listening to your speech, being focused on correctness in the FL, and being inexperienced and afraid to make mistakes in the FL. To counteract this with methods of managing FLSA, the teachers perceived that positive reinforcement, communication, group division, individual adaptation, a focus on meaning over correctness, and showing understanding for the pupils’ feelings are suitable methods to manage FLSA in their classrooms. The most common of these methods was the usage of individual adaptations, where the teacher and pupil communicate to find the most suitable solution with reference to the knowledge requirements of the English subject and the pupil’s needs. Lastly, the results indicate that FLSA is a complex phenomenon in EFL education due to the variety of factors that might contribute to it and the variety of methods potentially useful in counteracting it.

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 stereotype confirming or non-stereotype confirming. Analyses of variance procedures were utilized to determine whether stereotype confirming feedback would have a negative impact on public speaking performance and anxiety during a speech performance task. Overall, stereotype confirming feedback was not found to have a negative impact on the participants’ public speaking performance or anxiety as measured by self-report and observer ratings. In particular, participants who received stereotype confirming feedback reported less prediction of poor performance in public speaking situations compared to those who received non-stereotype confirming feedback. However, there was a significant positive relation between the participants’ concerns for confirming negative stereotypes and self-report measures of public speaking anxiety. African American participants also reported fewer negative self-statements associated with public speaking compared to Asian American participants. These results encourage future studies to further examine the relation between stereotypes and public speaking anxiety.

This report addresses the importance of discussing adolescent learners in regard with their anxiety about foreign or second language (L2) speaking performance. To find implications on how to help adolescents reduce or overcome speaking anxiety in the language classroom, the report reviews extensive literature on 1) the distinct adolescent features that contribute to the development of shyness and communication apprehension; 2) the concept, component sources, and impacts of foreign language learning anxiety; and 3) the causes and effects of L2 speaking anxiety in language learning situations. Based on the review, the report provides implications from studies about language teaching and learning practices to alleviate L2 learning and speaking anxiety. These suggestions focus on meeting adolescents' needs in terms of 1) improving self-esteem, 2) developing coping skills about anxiety, and 3) facilitating a safer and more supportive classroom environment. / text

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 tests pre-baseline, mid and post intervention. The multiple baseline data showed that self-reported willingness to approach public speaking situations increased while self-reported avoidance decreased over the intervention. The pre and post measures also showed avoidance of internal experiences decreased significantly after the intervention. These outcomes are in line with changes suggested to result from engaging in such a therapy. The pre and post results also showed that quality of life increased significantly from mid to post-intervention. However, engagement with values did not change. While this measure is expected to change after such an intervention, this result may have occurred because the ideas about values were introduced last in the book. The intervention also led to significant decreases in anxiety, significant changes in thoughts about public speaking and significant increases in anxiety control as shown by the test battery. These findings are positive but are not predicted by processes posited for this therapy. However, there was no control group so these pre vs post comparisons must be interpreted with caution. Despite this limitation, the results suggest that the book, together with therapist contact, can help those with public speaking anxiety.

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 student through editing to depict confident speaking and then viewed by the students 5 to 8 times over a fortnight. Results indicated from pre-intervention to post-intervention that all students decreased their level of behavioural anxiety. Seven of the ten students decreased their level of self-reported speech anxiety and six students self-reported more positive thoughts about public speaking. There was a decrease in HR for two of the four students, who wore HR monitors during the study. These results suggest that VSM could be used as an intervention, within a high school setting, to reduce anxiety and improve public speaking performance.

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; Woodrow, 2006). Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs’ language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007). This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group, 6 in the experimental group) when speaking to Native English Speakers (NESs) during 10 simulation activities. Simulations in the control group were done face-to-face, while those in the experimental group were done in the MUVE of Second Life. The results of the repeated measures ANOVA revealed after the Huynh-Feldt epsilon correction, demonstrated for both groups a significant decrease in anxiety levels over time from the first simulation to the tenth and final simulation. When comparing the two groups, the results revealed a statistically significant difference, with the experimental group demonstrating a greater anxiety reduction. These results suggests that language instructors should consider including face-to-face and MUVE simulations with ELLs paired with NESs as part of their language instruction. Future investigations should investigate the use of other multi-user virtual environments and/or measure other dimensions of the ELL/NES interactions.

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 klassrumsobservationer. Grundad Teori (GT) är den metodansats som använts eftersom denna fokuserar på att nå resultat utifrån empiriska data framför specifika teorier. Resultatet visar att ämneslärare identifierar samma upphovsorsaker till FLSA som forskningen men att dessa inte konsekvent tas i beaktning i undervisningen.

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 language classroom to overcome students’ speaking anxiety, and other possible benefits of using creative drama in the language classroom. Data are collected through student questionnaires and teacher interviews. The results and findings reveal that reluctant speakers are found in the examined classes. The study also reveals that the teachers, and a majority of the students, perceive creative drama as being beneficial for the taciturn students in overcoming their speaking anxiety. In addition, creative drama is perceived by the students and the teachers as having additional benefits such as improved language skills and self-confidence. Moreover, this study shows that drama pedagogy has the potential of developing a more accepting classroom atmosphere, in which both students and teachers can have some fun.

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 of participants’ anxiety (i.e., stress) levels and as a measure of the changes of their anxiety levels. The results show that MCII can effectively lower participants’ speaking anxiety. Qualitative data also show that participants consider MCII helpful with Chinese learning and lowering anxiety levels.