영어말하기 수업에서 자기 효능감, 불안감, 그리고 불안감 극복 책략
Self-efficacy, anxiety and anxiety coping strategies in an EFL speaking class
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초록
The purpose of this study is (1) to identify the causes of EFL students’ anxiety in making class presentations; (2) to investigate the differences between the causes of speaking anxiety of the students with high and low self-efficacy, and (3) to examine the anxiety-coping strategies of the groups. A total of 73 university students majoring in English education participated in this study. They completed a questionnaire that measured their self-efficacy and the causes of their anxiety in speaking in English. The questionnaire also included open-ended questions on strategies to cope with speaking anxiety. A semi-structured interview was conducted to gain insight into the students’ opinions on how to reduce their anxiety in making English presentations. The findings suggested that speaking anxiety stems mostly from unfamiliarity with the presentation topic, low language proficiency, and emotional factors. The sources of anxiety and the anxiety-coping strategies differed between the students with high self-efficacy. The analysis of the qualitative data showed that a teacher’s role as a facilitator is an important factor of reduced speaking anxiety in class.
Abstract
The purpose of this study is (1) to identify the causes of EFL students’ anxiety in making class presentations; (2) to investigate the differences between the causes of speaking anxiety of the students with high and low self-efficacy, and (3) to examine the anxiety-coping strategies of the groups. A total of 73 university students majoring in English education participated in this study. They completed a questionnaire that measured their self-efficacy and the causes of their anxiety in speaking in English. The questionnaire also included open-ended questions on strategies to cope with speaking anxiety. A semi-structured interview was conducted to gain insight into the students’ opinions on how to reduce their anxiety in making English presentations. The findings suggested that speaking anxiety stems mostly from unfamiliarity with the presentation topic, low language proficiency, and emotional factors. The sources of anxiety and the anxiety-coping strategies differed between the students with high self-efficacy. The analysis of the qualitative data showed that a teacher’s role as a facilitator is an important factor of reduced speaking anxiety in class.
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