Addressing Anxiety among EFL Students during Speaking Tests and Presentations: Strategies for Enhancing Performance
| المصدر: | مجلة أكاديمية شمال أوربا المحكمة للدراسات والبحوث |
|---|---|
| الناشر: | أكاديمية شمال أوربا للعلوم والبحث العلمي |
| المؤلف الرئيسي: | قاسم، أبو عبيدة محمد أحمد (مؤلف) |
| المجلد/العدد: | مج4, ع20 |
| محكمة: | نعم |
| الدولة: |
الدنمارك |
| التاريخ الميلادي: |
2023
|
| الشهر: | يوليو |
| الصفحات: | 289 - 303 |
| ISSN: |
2596-7517 |
| رقم MD: | 1393675 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Test Anxiety | Achievement | Foreign Language Learning | EFL Learners | Performance | Fear | UTAS
|
| رابط المحتوى: |
عدد مرات التحميل
4
| المستخلص: |
This study examines the prevalence of anxiety among English as a foreign language (EFL) students during speaking tests and presentations. To achieve this goal, the researcher designed a questionnaire that was filled out by the students of UTAS (University of Technology and Applied Sciences –Nizwa Branch-Sultanate of Oman). The study presents the findings of three tables that highlight the level of discomfort, fear of failure, and pressure that EFL students experience during speaking tests and presentations. The study emphasizes the importance of addressing anxiety among EFL students and presents effective strategies to reduce anxiety levels and enhance performance, including relaxation techniques, positive self-talk, mindfulness training, metacognitive instruction, and the flipped classroom approach. The study recommends language instructors to provide ample opportunities for low-stress speaking practice, incorporate relaxation techniques and mindfulness training, integrate metacognitive instruction into language learning, and implement the flipped classroom approach to reduce the pressure of test and presentation preparation. The study underscores the need for language instructors to be flexible and open to experimenting with different approaches to find the most effective strategies that work best for their students. |
|---|---|
| ISSN: |
2596-7517 |
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