SEMINAR LESSON -

FINALS
PRESENTATION
LECTURER: PROF. DR. RANA YILDIRIM
STUDENT: EGE ÜLKÜ
NUMBER: 2022931402
LESSON CODE: ELTS700
UNIVERSITY: ÇUKUROVA UNIVERSITY – EDUCATION FACULTY
 LITERATURE REVIEW

• Literature shows that it is mainly the students who struggle with speaking in front of
their peers, not teachers. In addition, researchers state that teachers find speaking with
L2 more difficult more than the L1 culture of the country in which they are teaching.
• Studies give 3 principal reasons for speaking anxiety in front of a classroom:
‘’Shyness’’, ‘’Fear of Judgment’’ and ‘’Social Phobias’’. The total number of reasons
for speaking anxiety can vary depending on geography, context, political limitations
and so on. How the inhibiting factors can affect speech may also vary, most often
affecting grammar and morphology of a sentence.
 LITERATURE REVIEW
• While students find articulating their opinions in front of their peers challenging, teachers find giving
instructions and engaging the students more difficult. Teachers, as students do not usually speak unless told,
have to find a solution to interacting with students in an authentic, personalized way either in L1 or in L2.

• Beginner student-teachers often relate their experiences of using the Presentation-Drilling Method, coming
up to a board and giving the appropriate set of instructions. This, according to student-teachers, is the more
appropriate way to teach a lesson as the main teacher is absent. Taking teaching initiative, especially for the
first lesson, can seem like a daunting challenge. Researchers and mentor teachers usually state that
experience and personal relationships affect teaching more than practiced methods and approaches.
 REASONS FOR ANXIETY #1 - SHYNESS

• ‘’Shyness’’ is described as ‘’ … a temperamental trait characterized by wariness, fear, and

self-consciousness in social situations (Rubin, Coplan, & Bowker, 2009). Shyness may
affect not just students but teachers as well. Shy individuals tend to withdraw or quickly
end social situations. The shyness factor may inhibit those who are not overall
experienced with speaking to an audience, or presenting a homework to an instructor.
• Shyness in L2 speaking-learning comes when speakers are asked to make a presentation
or speak to the whole classroom. For both shy students and teachers, this can be a
mortifying experience as failing to convince the classroom may result in the lesson not
being adequately taught. Although information in the presentations and course-books
may be just as adequate, the speaker giving vocal contexts is still necessary. Therefore, it
is necessary to either eliminate shyness or use it in an ingenious way to present the best
personality to the listeners.
 REASONS FOR ANXIETY #2 – FEAR OF
JUDGMENT
• Jean- Jacque Rousseau postulates that we should “teach our children to preserve … to brave opulence and
poverty, to live, if he has to in freezing Iceland or on Malta‟s burning rocks’’ emphasizing the necessity of
protecting learners while simultaneously exposing them to situations that might be frightening (Rousseau,
1762/1979, p. 42). However, not always teachers may have the opportunity or say to express what students
ought or ought not learn. Political restrictions or parental backlash may negatively affect the developmental
planning of a lesson.
• For teachers, a whole array of tools may not be necessary so much as the most reliable and efficacious ones.
On the other hand, materials such as books or newspapers have the possibility of engaging students more
than movies, songs or advertisements. In terms of provoking thought, students tend to enjoy content in
literary works which was not seen or heard before and may be considered risque. The emphasis is on
marrying the ideas of Showing the students the new concepts, but keeping them grounded so that they are
not lost in their thoughts.
 REASONS FOR ANXIETY #3 – SOCIAL PHOBIAS

• Social phobia (SP) is a chronic, yet frequently under-recognized anxiety disorder categorized by strong fears
of humiliation and of appearing anxious in social situations, such as public speaking or interacting with
unfamiliar people (Ranta, Greca, Kaltiala-Heino, Marttunen, 2015/2016). Individuals with SP tend to avoid
talking or speaking altogether on the basis of not being a sufficient speaker. SP affects not just academic
success, but also personal relationships due to a fear of speaking wrongly inhibiting word articulation.
• SP as a phenomenon is altogether frequent in both teachers and students, and significantly impacts group
work and community bonding. Teachers, especially student-teachers, with SP has the difficult task of
developing and maintaining control in a personally hostile environment. Communicative competence is
usually fostered through trial-and-error and gained experience. Although the wait time for gaining enough
experience can be quite extensive, it can be significantly reduced with the help of techniques like using tests
and assigning specific pages in the workbook, and approaches like Flipped Class and Grammar-Translation.
 TECHNIQUE #1 – PEER ASSISTANCE

• Much of the research into improving teaching has been via induction programs with mentors to ease the
transition of beginning teachers into full-time teaching (Gratch, 1998). However, Hall et al. (2005) argue that
teachers themselves may not have a clear definition of their roles as mentors (Carbone, 2011). Teachers
starting from apprenticeship need to develop an idea about their teacher profiles. Those who wait too long to
do so usually will face an undertaking in adapting to new student profiles.
• One technique for managing transition time effectively is to consult peer guidance or assistance. Peers may
either show an unıque way of teaching a language or relating their experiences about a technique they did
not succeed in using, both of which are immensely valuable in terms of expanding the knowledge base. Peer
assistance may also help with lesson planning or test design, showing your finished product to a peer may
bring about differing opinions necessary for diversifying teaching. This technique’s importance can not be
understated as it also plays a significant role during the apprenticeship and induction programs.
 TECHNIQUE #2 – REPEATED PRACTICE

• Crucially, while not every scenario can be accounted for and shyness-related flaws in speech can be solved,
practicing often out-loud may allow the teachers to find their voice sooner than expected. As vocal pitch and
voice control are crucial instruments in dictating the flow of a lesson, it is necessary for any teacher to
devote time and attention to fine-tuning their speaking voices.

• Much of what constitutes lesson planning and lessons is related to speaking. Giving instructions, Asking
questions and calling students to the front requires a teacher to not only speak fluently, but shape their
speaking language in an understandable way. Because students have to understand what the teacher is
saying, a pre-teaching session may be conducted so as to familiarize the students to various speech patterns
and vocal inflections. Finding the right voice often requires intensive practice either in front of a mirror or a
willing peer group. It is necessary for all participants to take part in the development of the teaching voice as
it may take substantial fine-tuning before the appropriate settings can be found.
 TECHNIQUE #3 – TAKING CONTROL/FORMING
A RELATIONSHIP
• ‘Taking control’ refers to setting the rules and dictating the parameters of engagement to the students. Studies about
L2 speaking anxiety show that students struggle the most with peer pressure and rule forgetting, while teachers
struggle the most with knowledge forgetting and communication break-downs. Teachers need to set explicit
instructions and guide the students with the right way of giving output. Similarly, if teacher candidates are given
help in selecting the right approaches, the lesson may be taught in a way beneficial to all participants.

• The fundamental issue that the studies present is about choosing the most suitable approaches and methods for a
classroom. Teacher candidates and teachers are required to pick up and adapt different teaching styles according to
the level of teaching. All teaching styles require effective communication skills and understanding a student’s group
learning level and possible ways of adapting a material. Therefore, communication is essential in presenting critical
information, one example method is the Drilling Method, where the teacher repeats one word or phrase, and expects
the others to join in. The chosen method should reflect not just students’ choices and behavior patterns in a
classroom, but also the teachers’ way of giving instructions.
 TEACHING ANXIETY IN SCHOOLS FOR EFL
STUDENT-TEACHERS
• EFL student-teachers are expected to use theoretical knowledge in the practical act of teaching. Theory refers to
information learned about instructional settings, methods & approaches, behavioral psychology, material selection
etc.; practical refers to applying a version of the learned knowledge in the process of teaching select sections of a
curriculum. A usual learning-teaching for student-teachers involves first observing the mentor teacher in action,
later taking center-stage and teaching a critical subject.

• Teaching and also speaking anxiety plays a substantial role in the initation phase where the student-teacher is
expected to introduce themselves, and put forward their preferred teaching styles. Student-teachers may feel
hesitant at first due to concerns over ideal teaching methods and student group behavior. These factors can be
mitigated with the ‘Course-book based teaching’ Method, however, student-teachers are generally expected to find
their own original approaches. Therefore, finding a consistent and clear speaking voice is essential for constructing
the correct Approach but convincing the students is also important if the process is to function smoothly.
CHALLENGES FOR EFL STUDENT-TEACHERS IN
TURKEY
• Turkish students tend to get negatively affected by deep polarization, socio-economic inequalities and multi-ethnic
class-rooms. These factors impact students’ cultural understanding, and language integration processes. Perceptions
about L1’s dominance in society and business, along with beliefs about the level of importance of an L2 in a
profession or social environment shape the overall process of language learning and teaching.

• Student-teachers are responsible for putting all students in an equal playing field and mitigating any inequalities
which may arise, socially or academically. Part of the solution involves finding a common language applicable to
all the students in the group. The right voice should constitute the elements of persuasion, compassion and reason.
Students should know that they need to do something that is not overtaxing, and within reasonable expectations of
their knowledge base. Due to the factors listed above, students may forget the details of a language lesson soon after
receiving them. It is important to not forget the direction of teaching, lose one’s temper or blame the students
necessarily for the mismanagement of lessons.
THE SELF-REGULATORY APPROACH TO SOLVING
ANXIETY FOR EFL-STUDENT TEACHERS
•  "Self-Regulation refers to the self-directive process through which learners transform their mental abilities into
task related skills" (Zimmerman, 2001). It refers to the process by which a learner applies motivation and
knowledge into fulfilling a beneficial purpose. Learners are expected to self-regulate themselves educationally at
every step after high-school, but it is just as relevant to consider the process being used in speaking. Talking in front
of an audience necessitates constant outward checking and inward regulation of prior knowledge and skills.

• In order for students to be self-regulated they need to be aware of their own thought process, and be motivated to
actively participate in their own learning process (Zimmerman, 2001).  It is just as rewarding for students as well as
teachers to be aware of their own learning styles. However, student-teachers are mandated to shape not just their
own internal learning systems, but their own students’ internal systems as well. Any deviation from the standardized
curriculum or prescribed techniques and activities when it comes to choosing learning styles may result in
complaints from the school board. As a result, it is vital to consider how low-high, clear-muffled or consistent-
uneven one sounds, the viability of the presentation and how these impact the students’ understandings as a whole.
EXAMPLE SPEAKING ANXIETY SCALE
 THE PURPOSE OF THE STUDY

• The first purpose of the study is to consider the elements of the author’s struggles with speaking and teaching
English in EFL classrooms in Turkey as well as the author’s speaking anxiety levels in general. Experience and
practice are key elements in the teaching profession, though teachers may not always pick up on the best practices
or may resort to students doing most of the speaking work. Via a thorough analysis, the author expects to gain an
understanding into what goes into successful teaching as a whole.

• The second purpose of the study is to consider suggestions for improving speaking levels either in daily life or
while teaching to students in classrooms. Most professions and academic posts put forward the importance of
speaking in front of a general audience. Via literature review and weekly control questionnaires, the author expects
to foster and cultivate an improved sense of spatial awareness, inter-cultural understanding and student-
management expectations, and gain insight into successful speaking conduct as a whole.
 THE OBJECTIVE OF THE STUDY
•
The first objective of the study is to shed light on areas of improvement that can be found with regards to self-governance and
self-regulatory abilities in teaching English to learners. Due to rapidly changing principles and ethics for teachers, it may be
relevant to discuss speaking elements for EFL purposes.
• The second objective of the study is to provide a model for what can be expected of speaking in EFL classes through
Conducting weekly self-research into speaking challenges. Though rapid progression for student-teachers is essential for
balancing application and theory, a centralized research self-study focusing on speaking anxiety may prove rewarding for
shaping self-development. As Hamilton and Pinnegar ( 1998 ) explain, self-study is, ‘the study of one’s self, one’s actions,
one’s ideas … It is autobiographical, historical, cultural, and political … it draws on one’s life, but it is more than that. Self-
study also involves a thoughtful look at texts read, experiences had, people known and ideas considered’ (p. 236). Therefore,
reflection may open up new discoveries about concepts which may have been misunderstood or forgotten.
 RESEARCH METHOD

• A self-research will be conducted over a period of six weeks, and two survey questionnaires and
one self-designed evaluatory open ended questionaire will be completed . Each week, the results
of the self-study analysis will be written down and the surveys will be filled out. At the end of
the study, an open ended questionnaire of 5 questions will be filled out. All Conclusions, results
and suggestions will be shared with the instructor at the end of the research period via Gmail.
 WEEK 1

• This week, the focus was on identifying problem areas, finding the origin of the
problems and coming up with suggestions to solve those problems fully in future
weeks. My own problem with speaking anxiety stems from being inexperienced with
others’ norms and with exerting my influence on the audience or a student group. My
overall presentation needs improvement with regards to clarity and understandability.
 WEEK 2

• The second week consisted of self-regulatory exercises by way of mirror practice

activities. The main point of note was that my heart kept pounding less and less as the
activities went on. In the student-teacher initation phase of my ELT education, I was
also very nervous and worried that I would slip up while teaching, giving instructions
or Asking questions. Getting used to speaking out loud and observing myself doing it
has allowed me to look at this process in a different light. My voice and accent is also
improving with each enunciation.
 WEEK 3

• The third week consisted of further practicing in front of a family audience. Finding
support at dipping points in the presentation is always important if it’s to achieve its
purpose. As I read out a text to my family, I was encouraged to receive support and
suggestions as to how my presentation can become more efficient, clean and
appreciable. Familiar surroundings allowed me to focus my work on the principal
problems of my speech and this led to visible improvement in all areas of speaking.
 WEEK 4

• The fourth week consisted of using voice-messages to form a Picture of others

perceive my speech. I was surprised to notice my voice being different on the voice-
message. This exercise allowed me to play with my voice and alter its dimensions in a
comfortable setting. The voice being unfamiliar hampered the exercise, but the
flexibility of the application and its capacity for recognizing nearly all frequencies was
a substantial benefit to my research. I feel more confident now with regards to spatial
awareness and voice calibration than ever before.
 WEEK 5

• The fifth week consisted of conducting one-on-one interviews with my teachers and
instructors. This kind of speaking reflected a natural progression from controlled
settings to semi-controlled scenarios. The interview format permitted me to observe
their speech patterns, and talking techniques without sacrificing class time. The
teachers and instructors being not familiar with English helped me to visualize how an
example teacher-student dialogue may be shaped, and how I need to shape it going
forward.
 WEEK 6

• The last week consisted of practicing speaking to several of my friends. Speaking not in
a pressured setting in front of everyone else, but in a more relaxed setting allowed me to
gauge their reactions without wondering if I’m doing something wrong. They were
semi-familiar with English and how it’s used but weren’t in the habit of speaking English
in daily life regularly. This being the case empowered me to make deductions and
inferences on how most students from middle-school onwards may view English. In
addition, the partially-controlled question-and-Answer activity was the decisive step I
needed for my improvement. My voice, presentation and the flow of narrative elements
are improving gradually. More experience will be needed for further comment.
 CONCLUSION

• Speaking anxiety as a phenomena may be seen not just in shy students, but the most self-
confident students as well. The un-familiar settings and the pressure arising from not
recognizing the correct path at all times could negatively impact students’ motivation towards
further expression of thoughts. Various techniques and approaches may be used to mitigate
loss of confidence. The most efficient techniques are the ones that give further opportunities
for self-expression and reduce stress and anxieties gradually. While not all anxieties may be
eliminated, they may be strictly reduced in case proper techniques are chosen and precautions
are taken. Student-teachers’ careers depend on finding the right balance, so they should find
the most correct techniques which help with self-efficacy as soon as possible.
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