SavedAdd your journal

Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

Practice makes it perfect: Public speaking anxiety of prospective teachers of English

Pratikle kaygı azalır: İngilizce öğretmen adaylarının topluluk önünde konuşma kaygısı

Ayça Aslan(Liv College)0000-0003-0897-1066
Tunay Taş(YOZGAT BOZOK UNIVERSITY)0000-0002-6346-9936
Pages
785–802
Publication Date
2026-09-20
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results show a significant overall reduction in speaking anxiety following the intervention, with moderate to large effect sizes.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the effectiveness of a ten-week structured public speaking training programme in reducing speaking anxiety amongst Turkish prospective teachers of English.
📊
Key Findings & Data:Through a one-group pre-test–post-test design, quantitative data are collected from 54 senior-year undergraduates through the Personal Report of Public Speaking Anxiety (PRPSA) scale.
💡
Conclusion & Impact:Results show a significant overall reduction in speaking anxiety following the intervention, with moderate to large effect sizes.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:topluluk önünde konuşma · konuşma kaygısı · öğretmen eğitimi

Abstract

This study examines the effectiveness of a ten-week structured public speaking training programme in reducing speaking anxiety amongst Turkish prospective teachers of English. Through a one-group pre-test–post-test design, quantitative data are collected from 54 senior-year undergraduates through the Personal Report of Public Speaking Anxiety (PRPSA) scale. A mixed ANOVA is conducted to analyse both within-subject (time) and between-subject (sex) effects. Results show a significant overall reduction in speaking anxiety following the intervention, with moderate to large effect sizes. Although female participants initially report higher anxiety levels, they demonstrate greater reduction over time, resulting in non-significant gender differences at post-test. The results suggest that supportive public speaking instruction can effectively lower affective barriers and enhance self-perceived confidence in L2 use.

Özet

Bu çalışma, on haftalık yapılandırılmış bir topluluk önünde konuşma eğitim programının, Türk İngilizce öğretmen adaylarının konuşma kaygısını azaltmadaki etkililiğini incelemektedir. Tek gruplu ön test–son test desen kullanılarak, nicel veriler son sınıfta öğrenim gören 54 lisans öğrencisinden Kişisel Topluluk Önünde Konuşma Kaygısı Raporu (PRPSA) ölçeği aracılığıyla toplanmıştır. Hem denek içi (zaman) hem de denekler arası (cinsiyet) etkileri incelemek üzere karma ANOVA uygulanmıştır. Bulgular, müdahale sonrasında konuşma kaygısında orta ile büyük düzeyde etki büyüklükleriyle anlamlı bir genel azalma olduğunu göstermektedir. Kadın katılımcılar başlangıçta daha yüksek kaygı düzeyleri bildirmiş olsa da, zaman içinde daha büyük bir azalma göstermiş ve bu durum son testte cinsiyete dayalı farklılıkların anlamsız hâle gelmesine yol açmıştır. Sonuçlar, destekleyici topluluk önünde konuşma öğretiminin duyuşsal engelleri etkili biçimde azaltabileceğini ve L2 kullanımına yönelik öznel güveni güçlendirebileceğini göstermektedir.

🔖

Cite This Article

Aslan, A., Taş, T. (2026). Practice makes it perfect: Public speaking anxiety of prospective teachers of English. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 785–802. https://doi.org/10.31464/jlere.1908764

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (40)

  1. Alamri, W., & Qasem, F. (2024). Foreign language speaking anxiety in relation to gender: Students and teachers’ perceptions. Cogent Education, 11(1), Article 2423440. https://doi.org/10.1080/2331186X.2024.2423440
  2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  3. Bodie, G. D. (2010). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety. Communication Education, 59(1), 70–105. https://doi.org/10.1080/03634520903443849
  4. Boudreau, C., MacIntyre, P. D., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149–170. https://doi.org/10.14746/ssllt.2018.8.1.7
  5. Chen, Y. C. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
  6. Dewaele, J.-M. (2017). Psychological dimensions and foreign language anxiety. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 433–450). Routledge.
  7. Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
  8. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  9. Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
  10. Gan, Z. (2012). Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education, 37(1). https://doi.org/10.14221/ajte.2012v37n1.4
  11. Genç, G., Kuluşaklı, E., & Aydın, S. (2016). Exploring EFL learners’ perceived self-efficacy and beliefs on English language learning. Australian Journal of Teacher Education, 41(2). https://doi.org/10.14221/ajte.2016v41n2.4
  12. Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562–570. https://doi.org/10.1111/1540-4781.00161
  13. Gregersen, T., & MacIntyre, P. D. (2014). Capitalizing on language learners' individuality: From premise to practice. Multilingual Matters.
  14. Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230–239. https://doi.org/10.24815/siele.v5i2.10932
  15. Ho, H., Nguyen, L., Dang, N., & Nguyen, H. X. (2023). Understanding student attitudes toward delivering English oral presentations. International Journal of Learning, Teaching and Educational Research, 22(3), 256–277. https://doi.org/10.26803/ijlter.22.3.16
  16. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
  17. Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017
  18. Kayhan, S. (2025). The effect of intervention studies on foreign language speaking anxiety: A meta-analysis study. Journal of Pedagogical Research, 9(3), 62–83. https://doi.org/10.33902/JPR.202533156
  19. Li, Y., Gao, Y., & Zhang, D. (2016). To speak like a TED speaker: A case study of TED motivated English public speaking study in EFL teaching. Higher Education Studies, 6(1), 53–59. http://dx.doi.org/10.5539/hes.v6n1p53
  20. Liu, S. (2024). The effects of personality and self-perceived public speaking competence on public speaking anxiety in English as a Foreign Language (EFL) presentations. Current Psychology, 43(38), 30170–30179. https://doi.org/10.1007/s12144-024-06638-6
  21. Lucas, S. E. (2020). The art of public speaking (13th ed.). McGraw Hill.
  22. MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11–30). Multilingual Matters. https://doi.org/10.21832/9781783097722-003
  23. MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85–117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
  24. Marinho, A. C. F., de Medeiros, A. M., Gama, A. C. C., & Teixeira, L. C. (2017). Fear of public speaking: Perception of college students and correlates. Journal of Voice, 31(1), 127.e7–127.e11. https://doi.org/10.1016/j.jvoice.2015.12.012
  25. McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37(4), 269–277. https://doi.org/10.1080/03637757009375677
  26. Murison Travers, D. M. (1995). Public speaking for graduate student teachers in the diploma of education. Australian Journal of Teacher Education, 20(2). https://doi.org/10.14221/ajte.1995v20n2.5
  27. Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1–17. https://izlik.org/JA78JM98YM
  28. Park, G.-P., & French, B. F. (2013). Gender differences in the Foreign Language Classroom Anxiety Scale. System, 41(2), 462–471. https://doi.org/10.1016/j.system.2013.04.001
  29. Phakiti, A. (2014). Experimental research methods in language learning. Bloomsbury Academic.
  30. Plangkham, B., & Porkaew, K. (2012). Anxiety in English public speaking classes among Thai EFL undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 5, 110–119. https://so04.tci-thaijo.org/index.php/LEARN/article/view/102820
  31. Pribyl, C. B., Keaten, J. A., & Sakamoto, M. (2001). The effectiveness of a skills-based program in reducing public speaking anxiety. Japanese Psychological Research, 43(3), 148–155. https://doi.org/10.1111/1468-5884.t01-1-00171
  32. Pristiyaputri, A. E., Afiqoh, M., Jauhari, M. A., Al Afghani, M. J., & Kurniasih. (2023). The differences of speaking anxiety across academic levels and gender. The Journal of English Literacy Education, 10(1), 63–80.
  33. Stewart, B., Broeckelman-Post, M., & Rossheim, C. (2021). Making a difference: A quantitative study of communication center and basic course impact on public-speaking anxiety, goal orientation, and motivation. Communication Education, 70(3), 307–326. https://doi.org/10.1080/03634523.2021.1906923
  34. Tee, X. T., Joanna, T. A. T., & Kamarulzaman, W. (2020). A systematic review of self-coping strategies used by university students to cope with public speaking anxiety. English Language Teaching, 13(10), 57–73. https://doi.org/10.5539/elt.v13n10p57
  35. Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311 Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: A case from tertiary level students. ELT Research Journal, 4(1), 16–27. https://izlik.org/JA25DT74JB
  36. Tran, N. K. C., & Nguyen, T. T. H. (2024). The use of TED Talks to enhance EFL students’ public speaking skills: English-majored seniors’ practices and perceptions. International Journal of Language Instruction, 3(1), 66–90. https://doi.org/10.54855/ijli.24315
  37. Uysal, D., & Gökçe, S. (2024). An action research to alleviate speaking anxiety of prospective EFL teachers. Bartın University Journal of Faculty of Education, 13(3), 751–768. https://doi.org/10.14686/buefad.1193454
  38. Yee, K. M., & Abidin, M. J. Z. (2014). The use of public speaking in motivating ESL learners to overcome speech anxiety. International Journal on Studies in English Language and Literature, 2(11), 127–135. https://www.arcjournals.org/pdfs/ijsell/v2-i11/16.pdf
  39. Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta-analysis. The Modern Language Journal, 103(4), 763–781. https://doi.org/10.1111/modl.12590
  40. Zheng, C., Wang, L., & Chai, C. S. (2023). Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning, 36(4), 806–839. https://doi.org/10.1080/09588221.2021.1946562