articles and recent studies using different interventions to reduce speaking anxiety in classrooms

Hi dear you can look here https://www.researchgate.net/publication/340279016_Reducing_the_Public_Speaking_Anxiety_of_ESL_College_Students_Through_Popsispeak

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Conference Paper The Use of Pair Work to Reduce Speaking Anxiety in an EFL Classroom

The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3rd- year EFL university students were selected to form the experimental group of the study. This experimental group was tested using the pre-post speaking test and speaking anxiety scale before and after being exposed to the self-regulated strategy treatment. Paired- samples t-test revealed significant differences between the pretest and posttest of speaking proficiency as well as speaking anxiety in favor of the posttests. Additionally, a negative correlation was shown between speaking proficiency and speaking anxiety. It was concluded that teaching self-regulated strategies to university students was effective in developing their speaking proficiency and reducing their anxiety considerably.

Article Self-Regulated Strategy Instruction for Developing Speaking ...

A study examined the effects of controlling situational factors (i.e., instructional interventions) on reducing state anxiety level of low and high public speaking apprehensives. Subjects were 306 undergraduates enrolled in the basic public speaking course at a midwestern university during the 1988-1989 academic year. Situational factors tested were task difficulty, ambiguity reduction, acquaintance level, evaluation potential, familiarity, and stimulus duration. These factors were tested by manipulating the instructional format through which the initial public speaking assignment was structured. Results indicated support for several of the situational factors. It was demonstrated that speaking before half the class aroused less anxiety than speaking before the entire class, while a personal experience speech resulted in lower reported anxiety than the evidence speech. Speaking last on the assigned day also aroused less anxiety than speaking first, while a random speaking order and a speaking limit of 5 minutes each resulted in lower anxiety than the exact order and the 10-minute limit. Collectively, findings suggest that select interventions reduce public speaking anxiety of students enrolled in a basic public speaking class regardless of their prior communication apprehension level. (Two tables of data are included and 21 references are attached.) (MG)

Article Classroom Interventions for Reducing Public Speaking Anxiety

This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors’ speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students’ oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, & Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.Article A Sage on a Stage, to Express and Impress: TED Talks for Imp...

Article Undergraduates’ Speaking Anxiety in English as Second Langua...

This descriptive study was carried out to explore speaking anxiety among polytechnic students in Communicative English classrooms. Specifically, the objectives of the study were to determine students' anxiety level when speaking in English and to identify the factors which lead to English language anxiety. The main instrument used for this survey is a set of questionnaire, which was adapted from the Foreign Language Classroom anxiety Scale (FLCAS). The intended sample of the study comprised a total of 145 semester 4 polytechnic diploma level students majoring in 4 different departments namely Mechanical Engineering Department, Electrical Engineering Department, Civil Engineering Department and Commerce Department. The data obtained from the study was examined by using quantitative analysis from SPSS Version 20.0 programme. The survey showed that in general the polytechnic students experienced a medium level of speaking anxiety in Communicative English classrooms. The study also depicts that students are anxious of negative evaluation conducted from teachers and friends. Last but not least, the implications and conclusions were drawn from the findings.Conference Paper Exploring Speaking Anxiety in Communicative English Classroo...

The study aimed to gain information about what made students felt anxious and what factors triggered students' speaking anxiety in Academic Speaking class in English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The participants of the study were 52 second-year ELEP students. A close-ended and open-ended questionnaire developed from Horwitz et al, (1986) and Angelia and Listyani (2019) were administered to the participants. The findings revealed that students' speaking anxiety in English speaking class was derived from three main factors of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, as the questionnaires answers and interview data revealed, lack of vocabulary, underestimate their ability, lack of preparation, being afraid of making mistakes, and worried of being embarassed at by his/her friends had also contributed to students' anxiety in speaking. These findings suggest that the teachers' role is very important in this situation. Students and teachers could build a positive classroom atmosphere in order to overcome students' anxiety.Article AN ANALYSIS OF STUDENTS' SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS

Article SPEAKING ANXIETY AMONG PUBLIC SECTOR UNIVERSITY STUDENTS

Article Reducing the Public Speaking Anxiety of ESL College Students...

Preprint Effective Solutions for Reducing Saudi Learners’ Speaking An...

Conference Paper SPEAKING ANXIETY AMONG THE POLYTECHNIC STUDENTS IN ENGLISH L...

study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners´ English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the inc reasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.Article Drama Techniques as Correlators of the Level of English Lang...