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A. Situation Analysis: Ilocos Sur Polytechnic State College Graduate School

This study investigated factors that contribute to speaking anxiety among second language learners. Through interviews, learners cited numerous factors for their anxiety, including inability to comprehend lessons, pressure from speaking activities, and error correction practices. Common anxieties included not understanding fast-paced instruction, fear of peer and teacher evaluations, and feeling interrupted during responses. The study recommends that teachers create a supportive learning environment, use gentle correction, and consider individual learning styles to help reduce speaking anxiety among students.

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Chanel S. Alonzo
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57 views2 pages

A. Situation Analysis: Ilocos Sur Polytechnic State College Graduate School

This study investigated factors that contribute to speaking anxiety among second language learners. Through interviews, learners cited numerous factors for their anxiety, including inability to comprehend lessons, pressure from speaking activities, and error correction practices. Common anxieties included not understanding fast-paced instruction, fear of peer and teacher evaluations, and feeling interrupted during responses. The study recommends that teachers create a supportive learning environment, use gentle correction, and consider individual learning styles to help reduce speaking anxiety among students.

Uploaded by

Chanel S. Alonzo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ILOCOS SUR POLYTECHNIC STATE COLLEGE

Tagudin Campus
GRADUATE SCHOOL

Researcher: DHARSINERO S. SABANDAL


Course Title: Foundations of Education
Instructor: Mrs. Elisa Q. Apelado
Date: April 23, 2020

You do note English me! I’m panic!


Speaking Anxiety Provoking Factors:
A Case Study

I. Introduction
a. Situation Analysis
Speaking is one of the fundamental skills of language learning. In second
language education, speaking anxiety has a detrimental effect on
learners’ performance. Speaking anxiety is rooted in lack of self-
confidence. Many of the learners have been in situations as language
learners when we are asked a question and our minds mysteriously go
blank. Or perhaps their heads follow a teacher around the class as they
nervously await their turn to speak, barely listening to other learners'
output their eyes are trained on the teacher to see which "unfortunate
victim" will be chosen to speak next. At other times they shun
communicative opportunities altogether. Learners who experience
speaking anxiety in the classroom often base their fear on an inaccurate
assessment of its causes. They imagine danger where it does not
necessarily exist and do not have an effective plan of action to cope with
their anxiety. Over time and in different learning situations people
develop expectations concerning the likely outcomes of various
behaviours within and across situations, but when they engage in
communicative behaviours that seem to work, they develop positive
expectations for those behaviours, and these can become a regular
part of learners' communicative repertoire. However, if experiences are
negative, language anxiety begins to develop and if these negatively
perceived experiences continue, second language anxiety may become a
regular occurrence and the learner begins to routinely expect to be
nervous and perform poorly. Anxiety can be associated with a variety of
physiological and emotional states, embodied in feelings of tension even
in situations where the immediate cause of such tension is not readily
apparent. Speaking anxiety is related to self-focused, negative and
anxious cognition during interaction. Highly anxious learners often
have relatively negative self-concepts, underestimating the quality of
their speaking ability when compared with others.

b. Statement of Objectives
 To investigate the factors that contributes to speaking anxiety.
 Offer recommendations that might help teachers and learners to
overcome and reduce anxiety in speaking.
c. Time and Place
 February 24-28, 2020
 Ilocos Sur Polytechnic State College- Laboratory High School
d. Definition of Terms
 Anxiety-fear or nervousness about what might happen.
 Speaking- to express thoughts, opinions, or feelings orally.
 Second language- a language that a person learns in addition to
their first language.

A Case Study | Speaking Anxiety Provoking Factors 1


ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
GRADUATE SCHOOL

II. Results and Discussion


The learners cited numerous and various factors for their anxiety, such
as inability to comprehend, speaking activities, error correction. The factors of
anxiety often were intertwined, causing difficulty in teasing out a discrete
factor. The following discusses the most frequently cited speaking anxiety-
generating factors:

Non-Comprehension. The inability to comprehend what was being said in the


classroom provoked considerable anxiety. Many complained that the teacher
spoke much too fast, which resulted in an inability to keep up during class.

Speaking activities. Many of the anxiety-provoking factors reported by the


learners appeared to be generated by various speaking activities normally
encountered in a language class. As expected, the participants were sensitive to
both peer and teacher evaluation of their speaking. Additionally, a few seemed
to project negative thoughts on to the teacher. One highly anxious student
reported feelings of frustration that the teacher thought she didn't know
anything when she really did. Learners also report feeling overwhelmed and
anxious when speaking, perhaps due to an immature vocabulary or limited
grammatical knowledge. One frequently cited anxiety-provoking factor in the
interviews was simply being called on in class, whether prepared or not.

Error correction. Another practice cited as anxiety-provoking by the learners


concerned error correction. One student reported being disturbed when
teachers "begin to reprimand" learners for making errors. Learners reported
becoming frustrated when the teacher would correct the error before they had
time to completely formulate a response. Comments made by some students
pertained to teachers interrupting to correct speaking errors. These
interruptions would frequently cause students to lose their focus.

III. Summary
The findings of this study appear to suggest that anxiety can negatively affect
the language learning experience in numerous ways and that reducing anxiety
seems to increase language acquisition, retention, and learner motivation.
Therefore, it is suggested that awareness of second language anxiety be
heightened and taken seriously by teachers and students alike.

IV. Recommendations

Recommendations suggested by this study are that teachers strive to:

a. create a low stress, friendly and supportive learning environment;


b. foster a proactive role on the part of the students themselves to create an
atmosphere of group solidarity and support;
c. be sensitive to students' fears and insecurities and help them to confront
those fears;
d. use gentle or non-threatening methods of error correction and offer words
of encouragement;
e. consider ways to layer and reinforce the material in an attempt to aid
acquisition and retention;
f. give written directions for homework assignments;
g. speak more slowly or consider using English to clarify key points or give
specific directions;
h. attend to the learning styles or preferences of the students; and
i. hear and appreciate the voices of students for valuable insights, ideas and
suggestions.
V. References:
https://www.comm.pitt.edu/speech-anxiety
https://www.diva-portal.org/smash/get/diva2:453921/fulltext01.pd
https://www.thoughtco.com/public-speaking-anxiety-psa-1691551

A Case Study | Speaking Anxiety Provoking Factors 2

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