Language Fluency and Public Speaking Anxiety among Tuy Senior High school students
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Summary
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These studies suggest that public speaking anxiety among senior high school students is influenced by low language fluency, fear of negative responses, low self-esteem, teacher evaluation, cultural influences, lack of preparation, and nervousness.
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Introduction
Public speaking anxiety (PSA) is a common issue among students learning English as a Foreign Language (EFL). This anxiety can be influenced by various factors, including language proficiency, fear of negative evaluation, and cultural influences. Understanding these factors is crucial for developing effective strategies to help students overcome their anxiety and improve their public speaking skills.
Key Insights
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Low Language Proficiency and Vocabulary:
- Students often experience anxiety due to low speaking skills, which stem from a lack of vocabulary and grammar knowledge .
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Fear of Negative Evaluation:
- Anxiety is heightened by the fear of negative responses from peers and teachers, as well as the fear of making mistakes and being laughed at .
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Low Self-Esteem and Confidence:
- Many students have low self-esteem and confidence when speaking English, which contributes significantly to their anxiety.
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Cultural and Educational Influences:
- Cultural factors, such as a teacher-centered educational style, can exacerbate speaking anxiety by limiting students' opportunities to practice speaking in a supportive environment.
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Gender Differences:
- Female students tend to report higher levels of PSA and require more time to prepare for speeches compared to male students. This is often due to their higher levels of grade consciousness and fear of performing poorly in front of classmates.
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Impact of Public Speaking Courses:
- Yearlong public speaking courses have been shown to reduce PSA among students, indicating that structured practice and exposure can help alleviate anxiety.
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Dominance of Speaking Anxiety:
- Among the various language skills, speaking is the most anxiety-inducing for students, followed by reading, writing, and listening.
Conclusion
Public speaking anxiety among senior high school students learning English is influenced by several factors, including low language proficiency, fear of negative evaluation, low self-esteem, and cultural influences. Gender differences also play a role, with female students experiencing higher levels of anxiety. However, structured public speaking courses can significantly reduce this anxiety. Addressing these factors through supportive and creative teaching methods can help students overcome their fears and improve their public speaking skills.
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