“Teachers’ Strategies to Help EFL Students to Overcome their Glossophobia: The Case of Under-Graduate University Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou.”
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Date
2022
Authors
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Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University
Abstract
This academic investigation explores glossophobia in speaking classes among English as a Foreign Language (EFL) students at the Department of English at Mouloud Mammeri University of Tizi Ouzou. More to the point, the goal of the research is to help students become more confident while speaking English in front of an audience and to enhance their oral communication skills. The study investigates whether undergraduate university students experience glossophobia, how they overcome it, and the most prevalent teaching strategies used by teachers to assist their students in overcoming glossophobia. The analytical framework has been borrowed from Bandura 1970's “Social Cognitive Theory” claiming that learning happens as a result of a mutual interplay between personal variables, behaviour, and the environment. It stresses the relevance of cognitive processes in influencing behaviour and the impact of observational learning, self-efficacy beliefs, and self-regulation. In order to collect and analyse data, the mixed-methods approach have been adopted combining qualitative and quantitative procedures. An interview has been conducted with six teachers of listening and speaking subject, and a questionnaire with fifty-nine undergraduate English university students at MMUTO. The findings of the study expose the damaging effects of glossophobia on students' language development, especially speaking abilities, and identify a number of its sources, situations where students manifest glossophobia, and mitigation tactics. Nevertheless, the results show that through careful planning, repetition, gaining self-confidence, encouraging self-talk, and relaxation techniques, students can reduce their speech anxiety. Furthermore, teachers play a vital role in the process of reducing students’ glossophobia through giving opportunities for peer collaboration, Gradual Exposure, Modeling and Demonstration, and Creating a Healthy Environment
Description
67p. : Ill. en coul. ; 30cm (+CD-Rom)
Keywords
Communication Apprehension, Glossophobia, Modeling, Self-efficacy, Social Cognitive, Theory, Teachers’ Strategies
Citation
Didactics of Foreign Languages