Self-Regulated Training to Reduce Speaking Anxiety of Senior High School Students in Online English Learning

Authors

  • Nilam Sari Universitas Negeri Surabaya

DOI:

https://doi.org/10.26740/nld.v3n1.p11-23

Abstract

Research in speaking anxiety has been done by some previous studies, however, none of them has investigated the effect of self-regulated strategy training on reducing symptoms of speaking anxiety in online learning. Therefore, this study aims to investigate the symptoms of speaking anxiety reported by students before and after following self-regulated strategy training and also explain how the self-regulated strategy training help students to reduce the symptoms of speaking anxiety during online learning. The researcher used pre-experimental method which was a one-group pre-posttest. There were 20 students from Senior high school as the sample. The instruments used were questionnaire and interview. To collect the data, a questionnaire and interview was distributed. The obtained data were analyzed using SPSS Statistics, specifically paired sample t-tests and transcribing from interview’s result. The result of this research reveals that students have symptoms of anxiety before following self-regulated strategy training including tenseness, worried, confusing, jumbling, panic, trembling, stiffing, palpitation, sleep disturbances and perspiring. However, after following self-regulated strategy training the students can reduce all the symptoms. In conclusion, self-regulated training could reduce symptoms of speaking anxiety during online English learning.

Downloads

Download data is not yet available.

References

Akkakoson, S. (2016). Speaking Anxiety in English. Malaysian Journal of Learning and Instruction, 13(1), 63–82.

Ary, D., Jacobs, L. C., & Sorensen, C. (n.d.). Introduction to Research in Education.

Bates, T. (2014). A short history of educational technology. Online Learning and Distance Education Resources. https://tonybates.wpengine.com/2014/12/10/a-short-history-of-educational-technology/

Dabaghi, P. (2020). Journal of Language Teaching and Research. Journal of Language Teaching and Research, 11(6).

El-Sakka, S. M. F. (2016). Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students. English Language Teaching, 9(12), 22. https://doi.org/10.5539/elt.v9n12p22

Ferreira Marinho, A. C., Mesquita de Medeiros, A., Côrtes Gama, A. C., & Caldas Teixeira, L. (2017). Fear of Public Speaking: Perception of College Students and Correlates. Journal of Voice, 31(1), 127.e7-127.e11. https://doi.org/10.1016/j.jvoice.2015.12.012

Hamm, A. O. (2020). Fear, anxiety, and their disorders from the perspective of psychophysiology. Psychophysiology, 57(2). https://doi.org/10.1111/psyp.13474

Horwitz, E. K., Horwitz, M. B., Cope, J., Horwitz, E. K., Horwitz, M. B., & Cope, J. (2012). Foreign Language Classroom Anxiety. 70(2), 125–132. https://doi.org/https://doi.org/10.2307/327317

Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ Perceptions of Language Anxiety in Speaking Classes. Journal of History Culture and Art Research, 2(2), 142–160. https://doi.org/10.7596/taksad.v2i2.245

Kondo, D. S. (2009). Strategies for reducing public speaking anxiety in Japan. March 2015, 37–41. https://doi.org/10.1080/08934219409367579

Liu, M., & Huang, W. (2011). An Exploration of Foreign Language Anxiety and English Learning Motivation. Education Research International, 2011, 1–8. https://doi.org/10.1155/2011/493167

Mahjoob, E. (2015). Self-Regulation and Speaking Proficiency in Iranian EFL Learners. Journal of Language, Linguistics and Literature, 1(6), 182–188. http://www.aiscience.org/journal/j3lhttp://creativecommons.org/licenses/by-nc/4.0/

Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214. https://doi.org/10.1016/j.system.2011.04.002

Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah, M. (2015). EFL Speaking Anxiety among Senior High School Students and Policy Recommendations. Journal of Education and Learning (EduLearn), 9(3), 217–225. https://doi.org/10.11591/edulearn.v9i3.1828

Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172(2019), 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154

Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082

Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93, 1860–1868. https://doi.org/10.1016/j.sbspro.2013.10.131

Takac, M., Collett, J., Blom, K. J., Conduit, R., Rehm, I., & Id, A. D. F. (2019). Public speaking anxiety decreases within repeated virtual reality training sessions. 1–17.

Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. https://doi.org/10.1017/S0261444811000528

Zumbrunn, S. (2011). Encourage self regulated learning in the classroom. Journal Virginia Commonwealth University, 278–299. http://scholarscompass.vcu.edu/merc_pubs/18

Downloads

Published

2022-06-30
Abstract views: 215 , PDF Downloads: 332