Thursday, April 4, 2019

Public Speaking Anxiety for ESL Students

Public verbalize trouble for ESL StudentsFindingsThe purpose of this research is to determine the primary instruments of state-supported disquisition disquiet and speaking English as a second language amongst students from LG221 and LG241. alike that, to check upon the gender differences amid these students when it comes to prevalent speaking disquiet, whether gender differences engender an impact towards the train of public speaking foreboding. Last but not least to dominate out the human family relationship between students public speaking trouble as well as hero-worships for forbidly charged paygrade by their peers and educators. Upon completion of both the questionnaires, the data was tabulated and analyzed by calculating the lowly value in order to obtain pick outed information. In addition to finding the connection between students public speaking care together with their fears for negative evaluation, Karl Pearsons correlativity method is used.Resul t approach pattern 4.0 expatiate the demographic data of this research. Samples for this research consist of students of Bachelor of Applied Language Studies (Hons.) Malay Language for captain Communication, also known as LG221 and LG241 of MARA University of Technology (UiTM), Shah Alam. Participants atomic number 18 at the ranging of 20 to 24 old age old. The summatemation numbers of participants are 50 students consisting of 27 male and 23 womanly. epithet 4.0Factors of Public Speaking Anxiety (PSA)To determine the underlying doers behind both male and female students public speaking anxiety, element analysis was accomplished on the of the 34 item in the PRPSA questionnaires. All 34 items are consequently characterized onto six different factors that are related to making public speaking. These six factors are as followed plus speaking perceptions.Emotional final imparts of expression anxiety.Physical make of speech anxiety.Lack of preparation.Feeling vulnerable.P erfectionist. divulge of 34 items in PRPSA, 12 items are put into the first factor which was labelled positive speaking perception (Factor 1). Items loading on this factor pertained to the positive feeling a person has during the preparation and factual speech presentation. Students with this kind of attitude tend to have little or no problem when boastful a speech.Besides that, six items are put into the second factor which was labelled emotional effect of speech anxiety (Factor 2). Items loading on this factor pertained to the supposed emotional consequences a person feels during the preparation of the speech, as well as when asked to give a speech.The third factor is labelled physical effect of speech anxiety (Factor 3) with six items loaded into it that pertained to the supposed physical consequences a person feels during the preparation of the speech.The tail factor is labelled lack of preparation (Factor 4) and is loaded with three items from PRPSA. These three items perta ined to the comprehend consequences of insufficient speech preparation.Meanwhile, the fifth factor is labelled vulnerability (Factor 5) with four items put into it. Items loading on this factor pertained to the perceived feeling of helplessness during the preparation of the speech.Lastly, the sixth factor is labelled perfectionist (Factor 6) with three items from the PRPSA that pertained to the supposed consequences of being perfectionist.The c both up value of each items scored by both male and female students as well as the total regard as value were calculated to check upon the real reason to the occurrence of public speaking anxiety amongst students as well as to distinguish the differences in public speaking anxiety between the ii gender as shown in Table 4.0.Table 4.0Within these six factors of the PRPSA that has been characterized, the factor Emotional effects of speech anxiety scored the highest with a mean of 3.52. Although the result is moderate, it still shows that mo st students tend to have public speaking anxiety because they have a sense of nervousness together with uneasiness when bad a speech and this can negatively affect students speech by making them seem unsure near what they are saying.The next factor resulting in students public speaking anxiety is Perfectionist with a mean of 3.13. Students who are considered themselves perfectionists tend to have a tendency to set standards that are so high that they either cannot be met, or are only met with great difficulty. Perfectionists tend to believe that anything short of perfection is horrible, and that flush in significant imperfections will lead to catastrophe.This is followed by the third factor which is Vulnerability. Factor vulnerability scored a mean of 3.13. This factor shows that students think about an upcoming encounter negatively and may intensify feelings of anticipatory anxiety associated with the encounter. Besides that, speakers will also have depressive thoughts about th eir speech and this may contribute to public speaking anxiety before, during, and after a speech performance which lead to them believing they will not succeed when giving a speech.Factor Lack of preparation is found to be factor number four with a mean of 2.93. The level of preparation determines the level of students success in giving speeches. Most students hardly make believe enough for their speeches. This is often because they do not start their preparation early as to why they amend to a last minute approach, which then lead to them feeling unprepared and unready for a speech.The final factor that leads to students having public speaking anxiety is Physical effects of speech anxiety with a mean of 2.89. bringing anxiety can overwhelm the senses, the thoughts, as well as the body. Some of the common symptoms of speech anxiety accept shaking, sweating, butterflies in the stomach, dry mouth, rapid heartbeat, and squeaky voice.The first factor which is Positive perceptions to wards speech anxiety is not an underlying factor to students public speaking anxiety. This factor is actually the opposite of it. Positive perceptions towards speech anxiety factor scored a mean of 3.34. This proves that students public speaking anxiety is not that serious. However these students need improvement as it is hinted that students are still not that keen towards the importance of English speech proficiencies. to a greater extent importantly, it is known that the students still felt uncomfor control panel and unsure of their own potentials and that that they are still not undefendable of handling themselves during speeches.Gender Differences in Public Speaking AnxietyOn the other hand, to determine whether there is a difference in public speaking anxiety between male and female student, the mean value for PRPSA of each gender is distinguished. Results are as shown in Table 4.1.Table 4.1The above table revealed that although both male and female students fell in the mode rate level of PRPSA, female students tend to have a higher public speaking anxiety level as their mean value is large as compared to the male students.On Figure 4.1, it can be seen on which aspects students, whether male or female, depend their difficulties when giving a speech. This figure is based on the factors that have been deducted from PRPSA.Figure 4.1Despite the female students monopolizing all factors, there are some items from PRPSA that the male students scored higher mean values as compared to the female students. Examples of these items includeStatement 13I am in constant fear of forgetting what I prepared to say.From the affirmation above, 28 out of 50 students hold to it with 16 of them being male students. It can be cerebrate that male students experienced more anxiety compared to male respondents in terms of forgetting to say things they know even though the result is quite similar.Statement 30During an important speech I experience a feeling of helplessness bu ilding up inside me.On the hand, 17 out of 50 students agreed to statement above with 10 of them being males students while the other 7 are female students. In this statement, it can be said that the male students can still be nervous and more impatient compared to the female students.For the gender differences in public speaking anxiety, it can be indicated that both male and female students are equally anxious when involve in giving speeches although the male students show less significant anxiety as compared to the female students.Correlation between Public Speaking Anxiety and Fear of invalidating FeedbackIn order to determine the correlation between two variables and they are students public speaking anxiety together with their fears of negative feedback, Karl Pearsons Correlation Coefficient method is being used.Karl Pearsons Correlation CoefficientIn statistics, the Pearson product-moment correlation coefficient (r) is a common measure of the correlation between two variabl es X and Y. When measured in a population the Pearson Product Moment correlation is designated by the Greek letter rho (). Whilst computed in a sample, it is designated by the letter r and is sometimes called Pearsons r. Pearsons correlation reflects the degree of running(a) relationship between two variables. It ranges from +1 to -1. A correlation of +1 means that there is a perfect positive linear relationship between variables whereas a correlation of -1 means that there is a perfect negative linear relationship between variables. A correlation of 0 means there is no linear relationship between the two variables. Correlations are rarely if ever 0, 1, or -1. The result of the correlation could indicate whether correlations are negative or positive.Mathematical FormulaThe quantity r, called the linear correlation coefficient, measures the strength and the direction of a linear relationship between two variables. The linear correlation coefficient is sometimes referred to as the Pe arson product moment correlation coefficient in honour of its developer Karl Pearson.The mathematical formula for computing r isn = number of pairs of scoresxy = sum of the product of paired scoresx = sum of the x scoresy = sum of the y scoresx = sum of squared x scoresy = sum of squared y scoresThe strength and significance of the coefficient.The following general categories indicate a quick way of translation a calculated r valueResults for the relationship between public speaking anxiety and fear of negative feedback were displayed in a graphical representation Figure 4.2. From the table 4.2, it can be seen that the result showed a weak correlation between the students public speaking anxiety and their fear of negative evaluation as it only scored 0.256. This proves that the relationship between two variables is weak and not very significant.Table 4.2Figure 4.2The mean value for fear of negative evaluation score was 51.5. This demonstrates that the average for fear of negative e valuation level is in moderate level. However, out of 50 students that answered the questionnaire, 9 students fell on the high level for fear of negative evaluation, 27 students are on the moderate level while the remaining 14 students have low level for fear of negative evaluation as illustrated in Figure 4.3.Figure 4.3The students average anxiety level also fell on the moderate level that is at mean value 106.02. From the 50 students that answered the questionnaire, none of the students fell in highly active category. Meanwhile, 94% of the students are in the moderate category while the remaining 6% are in the low category. This can be illustrated as shown in Figure 4.4.Figure 4.4

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