30th MELTA International conference

10-11 September 2022

THINK LIKE A TOASTMASTER: A PRACTICAL

APPROACH TO OVERCOME SPEECH ANXIETY AMONGST SPM
2021 CANDIDATES
Nur Atiqa binti Ismail
SM Sains Kota Tinggi
atiqah@sakti.edu.my

Abstract

This paper examines the use of adapted Toastmasters’ approach to overcome speech anxiety
amongst SPM 2021 English 1119 candidates. Covid-19 pandemic has pushed students to
become accustomed to online learning. However, due to lack of face-to-face interaction
during online learning, many students developed speech anxiety as soon as the physical
classes were permitted in October 2021. This could be detrimental especially to SPM 2021
candidates as they are required to sit for English 1119/3 Speaking paper in only 5 months
after the school reopened. Therefore, there is an urgent need of intervention plan for teaching
speaking skill – hence the adapted Toastmaster approach was introduced in the speaking
classes. A typical Toastmasters meeting comprises of 10 roles altogether. However, for the
practical purpose in a classroom setting and focusing on overcoming students’ anxiety, a few
of the roles in the Toastmasters’ meeting were either completely excluded or introduced at
later sessions. There were 15 sessions of adapted Toastmasters’ approach; conducted in the
span of 15 weeks from January to March 2022 in their speaking-focused classes. Pre-test and
post-test marks were compared to measure the effectiveness of this approach. Questionnaire
were distributed to 23 students who participated in this study. The findings indicate that
students perceive the adapted Toastmasters approach in speaking classes as useful in
overcoming their speech anxiety and rebuilding their confidence to speak in English –
particularly in sitting for their SPM 1119/3 (Speaking) paper. The paper concludes with a
discussion on the pedagogical implications of the findings.

Keywords: toastmaster, speech, anxiety, SPM, speaking

1. Introduction
Teaching speaking skill has never been straightforward. It requires context and
competence; as it goes beyond forming grammatically correct sentences. Not only that,
speaking also covers broad areas of mechanics, functions, pragmatics and social interaction
(KÜRÜM, 2016). As if those were not intimidating enough, speaking skill is now formally
assessed in SPM English 1119 (Paper 3); starting from 2021. In other words, with the current
CEFR-based syllabus, 17-year-olds – who are at their most self-conscious stage hence
heightened affective filter (Uquillas, 2021) are expected to produce fluent, accurate and
appropriate spoken discourse in their L2 despite spending most of their upper form years of
learning online; from home.
Prolonged Online Learning and Speech Anxiety
There are so many promises when it comes to learning online – however – improving
speaking skills during face-to-face interaction is definitely not one of them. There has been
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10-11 September 2022

studies that show that online learning only exacerbates the pre-existing speech anxiety that the
students might have experienced before learning online (Rahmawati, Sihombing, and Ginting,
2021) and unfortunately this has been the case for the 23 subjects of this study. They have
shown a significant regression in terms of their CEFR level for speaking once they resumed
their face-to-face learning after almost 2 years of online learning despite the best effort of
having continuous speaking practice during online learning.
Figure 1: The regression of students’ CEFR level for speaking
14

12

10

8
Feb-19
6
Oct-21
4

0
B1 B2 C1

From Figure 1, it is clear to see that the regression of most of the subjects has saturated to B1
level compared to 2 years prior; whereby most of them were at B2 level.
Table 1: CEFR speaking skills descriptor
B1 Independent Can understand the main points of clear standard
User input on familiar matters regularly encountered in
work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple
connected text on topics which are familiar or of
personal interest. Can describe experiences and
events, dreams, hopes & ambitions and briefly give
reasons and explanations for opinions and plans.
B2 Can understand the main ideas of complex text on
both concrete and abstract topics, including
technical discussions in his/her field of
specialisation. Can interact with a degree of fluency
and spontaneity that makes regular interaction with
native speakers quite possible without strain for
either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and
disadvantages of various options.
C1 Proficient User Can understand a wide range of demanding, longer
texts, and recognise implicit meaning. Can express
him/herself fluently and spontaneously without
much obvious searching for expressions. Can use
language flexibly and effectively for social,
academic and professional purposes. Can produce
clear, well-structured, detailed text on complex
subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
C2 Can understand with ease virtually everything heard
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or read. Can summarise information from different

spoken and written sources, reconstructing
arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very
fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
Source: Instructions for Speaking Examiners, Lembaga Peperiksaan Malaysia
Based on Table 1, it is hard to ignore the fact that due to exacerbated speech anxiety, students
somehow lost their spontaneity and fluency in speech hence making it difficult for them to
reach higher level of speaking skills. This is definitely frustrating as most students in the
sample group have quite good command of English otherwise. Therefore, a specific
intervention needs to come at play in addressing their speech anxiety.

2. Methods

Typical Toastmasters’ Meeting

Table 2: Roles in Toastmasters’ Meeting
Roles Description of Role
1. Sergeant-at-Arms Serves as a master host and arranges room
and equipment for each meeting
2. Toastmasters of the Act as the host and conduct the entire
Day meeting. Introduce participants and each
session Master. Give concluding remarks at
the end of the meeting.
3. Joke Master Tell a one-minute memorised humorous
story.
4. Master of Table Prepares and issues a topic and randomly
Topics selects meeting attendees who then respond
to the topic in an impromptu manner.
Collects and calculates voting for the Best
Table Topic Speaker of the Week.
5. Prepared Speech Presents a prepared speech on a given topic.
Speaker
6. General Evaluator Gives an oral evaluation of one of the
prepared speech.
7. Speech Evaluator Gives an oral evaluation of one of the
prepared speeches.
8. Timer Explains the timing rules and keeps track of
time for each participant throughout the
meeting.
9. ‘Ah’ Counter Notes words and sounds that speakers use as
a pause filter during the meeting.
10. Grammarian/Word Shares new words, phrases or grammar rules
master with students and encourages students to use
them during the meeting
Source: Yu-Chih, 2008
Essentially, the meeting flows are as follows: (1) Introduction Session— Sergeant-at-Arms
calls meeting to order (30 seconds); (2) Rules Session—Timer reports the time requirement
for each session (1 minute); (3) Joke Session—Joke Master invites 3 or 4 students to tell a
joke (7 minutes); (4) Prepared Speech Session—each speaker presents a prepared speech for 4
or 5 minutes (17 minutes); (5) Table Topics Session—the Master of Table Topics invites 3 or
4 speakers to present impromptu speeches (9 minutes); and (6) Evaluation Session—members
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consider three speech evaluations, the ‘Ah’ Counter’s report, the Grammarian/Word Master’s
report, the Timer’s report, the Master of Table Topics’ report, and the General Evaluator’s
report (10 minutes). Figure 2 illustrates the Toastmasters meeting procedures and the
interactions among the different roles.

Figure 2: Toastmasters Meeting Procedure

Before implementing a Toastmasters meeting in speaking-focused lessons, the teacher
prepared the students on the roles and the meeting procedure. Handouts were distributed to
present the details of each role and how a meeting should proceed. The meetings were
conducted for one and a half hours in 15 consecutive weeks. In these meetings every student
was given the opportunity to experience different roles.

Using the Toastmasters’ Meeting as Intervention

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10-11 September 2022

The study was conducted at SM Sains Kota Tinggi in speaking-focused intervention

lessons on a weekly basis throughout the Term 3 of 2021 (January – March 2022). At the end
of the term, each participant were interviewed. The study addressed the following questions:
1. How has the Toastmasters‘ approach helped you overcome your speech anxiety?
2. In what way has the Toastmasters‘ approach helped you improve your spoken discourse?
The 23 subjects were SPM 2021 candidates of SM Sains Kota Tinggi. This study aims to
overcome their speech anxiety and requires them to give a number of both prepared and
spontaneous oral presentations. During each weekly speaking-focused lessons, participants
played the various roles prescribed in the Toastmasters Meetings. In order to find answers to
the aforementioned questions, a few elements of Toastmasters’ roles were adapted. The
following is the adapted structures of Toastmasters’ meeting in the span of 15 weeks:
Week 1 – 5

Figure 3: Toastmasters Meeting Procedure Week 1- 5

For Week 1 – 5, Figure 3 shows the roles in the Toastmasters Meeting are reduced to only 3
roles, namely – Toastmasters of the Day, Joke Master and Prepared Speakers. As this was still
in the beginning process whereby students were newly out from their online mode of learning,
it was deemed necessary for students to have some sort of familiarity of speaking face-to-face
rather than pushing for fluency and spontaneity right away. Therefore, during these weeks,
students were only expected to prepare and memorise jokes (assigned to students who are
already at B2 to C1 level) as well as prepare 1 minute speeches (assigned to students who are
now at B1 level). The Toastmasters Meeting at this point mainly to lower students‘ affective
filter which simultaneously help in reducing their speech anxiety (Uquillas, 2021).

Week 6 – 10
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Figure 4: Toastmasters Meeting Procedure Week 6-10

For Week 6 – 10, Figure 4 exhibits one more role was added to the previous 3 roles, namely –
Master of Table Topics. As students were getting used to Toastmasters‘ meeting structures
and becoming more comfortable with it, the students were deemed ready to dip their toes in
impromptu speech through the use of Table Topics. Table Topics® is a long-standing
Toastmasters tradition intended to speakers develop their ability to organize their thoughts
quickly and respond to an impromptu question or topic (Toastmasters International, 2022).
Consequently during these weeks, students expected to deliver 1-2 impromptu speeches
(assigned to students who are already at B2 to C1 level) as well as prepare 1 minute speeches
(assigned to students who are now at B1 level) and they took turns in terms of experiencing
different roles. The goal of Toastmasters Meeting at this stage was to ensure that all 23
students had the opportunity to deliver their impromptu speeches.

Week 11 – 15
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Figure 3: Toastmasters Meeting Procedure Week 11-15

As for Week 11 – 15, in Figure 5, the roles of Evaluators are added in the final weeks of
Toastmasters Meeting. For Week 11 and 12, the teacher will play all the roles that a General
Evaluator entails. However, as weeks progresses, students who are already at B2 to C1 level
are given the autonomy fill in the seats of evaluators. These final weeks are crucial as it
helped the students to give their spoken discourse a little bit of finesse especially through the
use of ‘Ah‘ counter role and ‘Grammarian‘ role. The role of ‘Ah‘ counter is to make the
speakers aware of the number of overused words and filler sounds used as a crutch their
speeches. As for the ‘Grammarian‘ role, it helped the students to become aware of any
incorrect and unique grammar used. The role of ‘Timer‘ in these final weeks are also critical
in getting the speakers to speak within the time limit given so as to prepare students to get
their points across adequately during the time-sensitive SPM Speaking Test.
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3. Results and Discussion

The following is the result of this study as students‘ CEFR level in speaking are compared
from February 2019 to June 2022 (the subjects‘ actual SPM result for speaking).
Figure 6: The comparison of CEFR level in Speaking (Feb 2019 – June 2022)

18
16
14
12
10
8 Feb-19
6 Oct-21
4 Jun-22
2
0
B1 B2 C1
From Figure 6, it is clear that the 15-week intervention speaking programme using the
adapted Toastmasters Meeting structure in speaking-focused lessons has improved all 23
subjects‘ performance in 2021 SPM Speaking Test tremendously. The regress were eradicated
and remedied, so much so that none of the subjects were in B1 level in their 2021 SPM-CEFR
(Speaking). In fact, not just most students are now at B2 level, the number of students who
achieved C1 level has also increased.
From the interviews, more than 70 percent of the students felt that the meetings were
enjoyable and useful in alleviating their speech anxiety. They believed the meetings helped
them to feel confident speaking in public, see speaking as fun activity, and listen to others’
fascinating experiences. Krashen (1985), in his Affective-filter hypothesis, argues that a
student who is unmotivated, tense or bored will have low level of language acquisition. Thus,
the students’ positive perception on Toastmasters meetings would help them acquire speaking
skills and improve their ability to use the language.
Also, more than 65 percent of students felt that the meetings were helpful in getting
them to organise their thoughts promptly based on any given topics. Subsequently, it aided the
students to develop spontaneity and fluency in the most natural way possible. They also felt
that the role of ‘Ah‘ counter and ‘Grammarian‘ has been exceptionally helpful in pointing out
the areas of language that they need to work on in order to have smooth spoken discourse. In
other words, feedback from their peers has proven to be impactful and beneficial in improving
their communicative skills.

4. Conclusion
The addition of speaking test as a part of SPM 1119 component has caused great anxiety
amongst Malaysian teachers and students (Tee, 2021). On top of that, the implementation of
this particular test was at a time where Malaysian education paradigm is shifting at a great
acceleration in response to the Covid-19 pandemic. Simultaneously, as teachers are tasked
with insurmountable challenge of preparing students for their speaking test; the students
themselves are grappling with overwhelming feeling of anxiousness in reverting back their
medium of communication from online to face-to-face again. Therefore, there was an urgent
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need for a reformed way of teaching speaking skills in the classroom.

The Toastmasters meetings are a great addition to many repertoires of teaching
speaking skills in English language. With proper planning, it has the potential of making
speaking lessons genuinely meaningful and engaging for both teachers and students alike
(Rifah and Sabilah, 2022). It allows room for students to take ownership of their own learning
and gives room for teachers to approach speaking skills in a less apprehensive way through
the use of humour and shared personal experiences. Students find the Toastmasters experience
as fun, enjoyable and interesting – which bring a remarkable change in their attitudes of
learning speaking skills hence thoroughly rectify any speech anxiety that they might have
developed due to living in isolation for a long period of time during the pandemic. Still, there
is always room for further research and improvement of such activity.

References
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-
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KÜRÜM, E. Y. (2016). Teaching speaking skills. Annals of the University of Oradea:
Economic Science, 25(1), 264-273.
Rahmawati, R., Sihombing, C., Ginting, E. K. B., & Arimonnaria, E. (2021). The effect of e-
learning on students speaking skill progress: a case of the seventh grade at SMP Pencawan
Medan. Indonesian EFL Journal, 7(1), 69-78.
Rifah, L., & Sabilah, F. (2022). Augmenting English public speaking skill through peer
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https://www.toastmasters.org/membership/club-meeting-roles/table-topics-speaker
Tee, X. T. (2021). ESL public speaking anxiety: an exploration of self-regulatory strategies
used by Malaysian undergraduates (Doctoral dissertation, UTAR).
Yu-Chih, S. (2008). The Toastmasters approach: An innovative way to teach public speaking
to EFL learners in Taiwan. RELC Journal, 39(1), 113-130.