Empowering Japanese Efl Learners With Video Recordings

Okada, Yasuko; Sawaumi, Takafumi; Ito, Tsuyoshi

doi:10.21125/inted.2017.0728

Cited by 1 publication

(2 citation statements)

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“…Several studies have shown how students improve their oral proficiency in the target language (L2) by doing presentations (Kibler et al, 2013;Nejad & Mahfoodh, 2019;Barrett et al, 2020). Okada et al (2017) explain that students can improve their presentation skills by video recording themselves, watching the video to be aware of their strengths and weaknesses, and improving their skills in other presentations.…”

Section: Introductionmentioning

confidence: 99%

“…There are several advantages to using oral presentations in the EFL classroom. First, oral presentations help integrate the four essential and important language skills in one single exercise (Al-Issa, 2006;Okada et al, 2017). Second, oral presentations can help students see language as a group of sources that facilitate its acquisition (Kim, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Determining Ecuadorian Undergraduate English Polytechnic Students’ Speaking Anxiety While Making Presentations in Virtual Environments During COVID-19

Estrella

2022

JARE

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Using oral presentations in foreign language classrooms is a widespread practice. This form of oral exercise entails generating speaking anxiety in students. This paper aimed to identify the anxiety levels experienced when learners do in-class presentations. A mixed-methods design was adopted. The Public Speaking Class Anxiety Scale (PSCAS) was utilized for the quantitative phase. Eight open-ended questions were used for the qualitative phase. One hundred thirty-two students of English registered at a public polytechnic university in Ecuador took part in the quantitative phase of the study. Twelve of them took part in the interviews. The data were analyzed using Factor Analysis which related three sources of anxiety “Communication apprehension,” “Apprehension to peer’s reactions,” and “Apprehension during the presentations.” The majority of participants were found to experience high levels of anxiety. Several implications stem from this study. Raising awareness of speaking anxiety among language department administrators and teachers is one.

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