UNDERSTANDING STUDENTS’ BASIC PSYCHOLOGICAL NEEDS

STAGE FEAR

http://iveronicawalsh.files.wordpress.com/2012/06/frightenedpublicspeakingart.gif

FEARLESS FLYERS

“ FearLess LoveMore”

http://en.wikipedia.org/wiki/File:Bogazici_University_Logo.svghttps://circusnow.org/causes/fearless-flyers-academy/

FEARLESS FLYERS

• Funda Karaoğlu• Nuriye Nur Ayak• Tuğba Dağıtmaç

• We got together every Tuesday @ women’s dormitory.

Content• Brainstorming• Matrix diagram-pareto diagram• Gannt card• Methodology• Literature review• Fishbone• Survey and interview• Solutions• Conclusion

Brainstorming

1. What is the relation between anxiety and achievement in EFL classrooms?

2. Why do students experience stage fear in EFL classrooms?

3. How can the teachers manage speaking anxiety of students?

Matrix Diagram

1-What is the relationship between anxiety and achievement?

2- Why do students experience stage fear in EFL classrooms?

3- How can the teachers manage speaking anxiety of students?

Funda 3 7 5

Nur 2 6 4

Tuğba 3 7 6

TOTAL 8 20 15

%18.6 %46.5 %34.8

Pareto Diagram

Problem 1 Problem 2 Problem 30

5

10

15

20

25

30

35

40

45

50

STEPS March 18 March 21 March 25 March 27 April 1 April 3 April 8 April 15

PLAN

Circle Formation

Problem Definition

Approval

Literature Review

Cause

Strategy

Tools/Data

DO Interview

CHECK

Data Analysis

Suggestion

Conclusion

ACT Presentation

EXPECTED OBSERVED

Methodology

• Observation• Interview• Survey

Our problem is;“Why do students experience stage fear in EFL

classrooms?”

http://4.bp.blogspot.com/-F58O1SR05TA/Uh_9d6EmkfI/AAAAAAAABoU/1eZJ_4IU32M/s1600/Social-Anxiety-Disorder.jpg

Literature Review

• Anxiety is defined as an uncomfortable emotional state in which one perceives danger, feels powerless, and experiences tensions in the face an expected danger (Shabani,2012).

Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and Practice in Language Studies , 2378-2383.

Literature Review

• Anxiety has been found to interfere with many types of learning but when it is associated with learning a second or foreign language it is termed as second or foreign language anxiety(Shabani,2012).

Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and Practice in Language Studies , 2378-2383.

Literature Review

• Gardner and MacIntyre (1993) describe the “speaking anxiety” concept as the apprehension experienced when a specific situation requires the use of a second language in which the individual is not fully proficient (Shabani, 2012).

Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and Practice in Language Studies , 2378-2383.

Literature Review

• Foreign language anxiety is "a distinct complex of self perceptions, beliefs, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process“ (Lahtinen, 2013).

Lahtinen, L. (2013). COMMUNICATION APPREHENSION IN THE EFL CLASSROOM:a study of Finnish and Finnish-Swedish upper secondary school students and teachers. University of Jyväskylä.

Literature Review

• Anxiety, in general, can have physical, emotional, and behavioural manifestations, and these manifestations can differ with each individual.

Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

Literature Review

• Physical symptoms: heartbeat, muscle tension, dry mouth, and excessive perspiration.

http://consonantlyspeaking.com/sites/consonantlyspeaking.com/files/images/anxiety-symptoms-cartoon.png

Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

Literature Review

• Psychological symptoms: embarrassment, feelings of helplessness, fear, inability to concentrate, as well as poor memory recall and retention.

Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

Fishbone

Individual factors

• Low self-esteem• Low motivation• Anxiety• Perfectionism• Negative self-beliefs

Educational factors

• Students attitudes• Teacher’s approach to mistakes• Classroom environment

Parental factors

• Parenting style• Child-rearing practices• Family relations

Societal factors

• Social relations• Cultural stereotypes

Survey 1 2 3 4 5

“I feel anxiousabout speaking Englishin EFL classesbecause…”

Completely Disagree

Disagree Agree Completely Agree

First Lang.

1- “…I think the teacherthinks I am a poorstudent”2-”… I think the teacher isalso anxious aboutspeaking English”3-”…the teacher is sodemanding”

4-”…I do not understandeverything the teacher saysin English in class”

Survey 1 2 3 4 5

“I feel anxiousabout speaking Englishin EFL classesbecause…”

CompletelyDisagree

Disagree Agree Completely Agree

First Lang.

5-”…I do not like theteacher”

6- ”…I feel the teacher hassuch a high status andauthority”7-”…It irritates me when Ido not understand theteacher’s corrections of myEnglish”

Participants

• 10, 4th grade students in Enka Schools• 10, 4th grade students in Orgeneral Kami ve

Saadet Güzey İlk.öğretim okulu

Results• “I feel anxious about speaking English in EFL

classes because I think the teacher thinks I am a poor student”

20%10%

40%

30%

Private School

completely agreeagreedisagreecompletely disagree

10%

50%20%

20%

State School

Completely agreeAgreeDisagreeCompletely Disagree

Results• I feel anxious about speaking English in EFL

classes because my teacher is also anxious about English.

20%

80%

Private School

Completely AgreeAgreeDisagreeCompletely Disagree

10%

40%30%

20%

State Schools

Completely AgreeAgreeDisagreeCompletely Disagree

Results

• I feel anxious about speaking English in EFL classes because the teacher is so demanding.

10%

20%

20%

50%

Private Schools

Completely AgreeAgreeDisagreeCompletely Disagree

10%

40%

20%

30%

State Schools

Completely Agree

Agree

Disagree

Completely Disagree

Results

• I feel anxious because I do not understand everything the teacher says.

10%

10%

60%

20%

Private School

Completely Agree

Agree

Disagree

Completely Disagree

10%

70%

10%

10%

State School

Completely Agree

Agree

Disagree

Completely Disagree

Results

• “I feel anxious about speaking English in EFL classes because I do not like the teacher.

20%

40%

40%

Private School

Completely AgreeAgreeDisagreeCompletely Disagree

11%

22%

22%

44%

State School

Completely Agree

Agree

Disagree

Completely Disagree

Results

• “I feel anxious about speaking English in EFL classes because the teacher has such a high status and authority.

10%

10%

60%

20%

Private School

Completely Agree

Agree

Disagree

Completely Disagree

50%

10%

20%

20%

State School

Completely Agree

Agree

Disagree

Completely Disagree

Results• “I feel anxious about speaking English in EFL

classes because It irritates me when I do not understand the teacher’s corrections of my English.

20%

10%

20%

50%

Private School

Completely Agree

Agree

Disagree

Completely Disagree

10%

40%30%

20%

State School

Completely Agree

Agree

Disagree

Comletely Disagree

Interview

• We carried out an interview with 3 native English teachers from private schools.

Interview Questions

1. What are the symptoms of learners when they are afraid of speaking English?

2. What do you think about the reasons of fear? What can be the reasons behind the fear?

3. How do you try to overcome the fear? Is there any strategies?

4. What can be the positive and negative effects of fear on the success of the students?

1. What are the symptoms of learners when they are afraid of speaking English?–Being nervous–Anxiety, over excitement– Tendency to give up the task–Mental shut-down–Avoiding class–Hating the class more–Being shy and smiling

2. What do you think about the reasons of fear? What can be the reasons behind the fear?–Pressures put on the students by their

parents, society, the school.–Doing well and achieving well in exams to

help with their career choices, university options.

3. How do you try to overcome the fear? Is there any strategies?If a student is overcome by fear before something happens, they don't tend to tell you so much, but get very panicked and then you may get their reaction reluctantly just before an exam, but generally it is the upset after an exam results have come out and how their parents will react.

4. What can be the positive and negative effects of fear on the success of the students?The major impact is if they are very scared they won't concentrate and won't learn and give up. The positive effects as it can be a motivation to do well to counteract their fear.

Our solutions

• Teachers should try to create a relaxed atmosphere to decrease students’ affective filter (individual factor).

• Teachers should try to boost students’ self-confidence by using positive reinforcement (ind. f.)

• Teachers should ask students not to laugh if somebody makes a mistake (educational f.)

Our solutions• Teachers should not criticize students in front

of the whole class and should not correct their mistakes immediately (educational f.)

• Teachers should give students enough time to prepare themselves before the speaking activity (educational f.)

Our solutions• Teachers should have a friendly and caring

relationship with students. They should establish closeness with students to know them and to learn their needs better (edu. f.)

• Teachers should treat all students in a fair way. They should not discriminate students as a boy or girl, hardworking or lazy (edu. f.)

Our solutions

• Administrators should encourage students to attend social activities (educational f.)

• Administrators should give students the chance to express themselves, and they should not apply strict rules (educational and individual f.)

Our solutions

• Parents should give freedom of expression to their children equally (both boys and girls)(parental)

• Parents should give their children the chance to make decisions about their lives (parental f.)

• Parents should have good relations with teachers and administrators to follow the needs of their children (parental and educational).

Conclusion

• Students can experience “stage fear”, namely speaking anxiety, in an EFL classroom.

• Stage fear is more prevalent among the state school students.

• Stage fear can be caused by different reasons, especially when they are not fully proficient in the language.

Conclusion

• Speaking anxiety can hinder the learning process of students, but at the same time it can be a source of motivation to overcome their fears and learn.

• Stage fear is not something we have to live with. It can be overcome with the collaboration of teachers, parents and students themselves.

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References

• İmece Circles by Dr. Hayal Köksal.• Lahtinen, L. (2013). communication apprehension in the

EFL classroom: a study of Finnish and Finnish-Swedish upper secondary school students and teachers. University of Jyväskylä.

• Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

• Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and Practice in Language Studies , 2378-2383.

References

http://en.wikipedia.org/wiki/File:Bogazici_University_Logo.svg

https://circusnow.org/causes/fearless-flyers-academy/

http://iveronicawalsh.files.wordpress.com/2012/06/frightenedpublicspeakingart.gif

http://4.bp.blogspot.com/F58O1SR05TA/Uh_9d6EmkfI/AAAAAAAABoU/1eZJ_4IU32M/s1600/Social-Anxiety-Disorder.jpg

http://consonantlyspeaking.com/sites/consonantlyspeaking.com/files/images/anxiety-symptoms-cartoon.png

http://cdn2b.examiner.com/sites/default/files/styles/image_content_width/hash/ba/cd/bacd0637254d60990ba61955681ff50f.jpg?itok=mBG5_8Jw

http://l.yimg.com/ck/image/A1418/1418294/300_1418294.jpg

Special thanks to Hayal Köksal