2014 Uluslararası Lider Martılar Projeleri_No 9 2014 International ICT Leading Seagulls Project #9

1. UNDERSTANDING STUDENTS’
BASIC PSYCHOLOGICAL NEEDS
STAGE FEAR
http://iveronicawalsh.files.wordpress.com/2012/06/frightenedpublicspeakingart.gif

2. FEARLESS FLYERS
“ FearLess LoveMore”
http://en.wikipedia.org/wiki/File:Bogazici_University_Logo.svg
https://circusnow.org/causes/fearless-flyers-academy/

3. FEARLESS FLYERS
• Funda Karaoğlu
• Nuriye Nur Ayak
• Tuğba Dağıtmaç
• We got together every Tuesday @ women’s
dormitory.

4. Content
• Brainstorming
• Matrix diagram-pareto diagram
• Gannt card
• Methodology
• Literature review
• Fishbone
• Survey and interview
• Solutions
• Conclusion

5. Brainstorming
1. What is the relation between anxiety and
achievement in EFL classrooms?
2. Why do students experience stage fear in EFL
classrooms?
3. How can the teachers manage speaking
anxiety of students?

6. Matrix Diagram
1-What is the
relationship between
anxiety and
achievement?
2- Why do students
experience stage
fear in EFL
classrooms?
3- How can the
teachers manage
speaking anxiety of
students?
Funda 3 7 5
Nur 2 6 4
Tuğba 3 7 6
TOTAL 8 20 15
%18.6 %46.5 %34.8

7. Pareto Diagram
0
5
10
15
20
25
30
35
40
45
50
Problem 1 Problem 2 Problem 3

8. STEPS March 18 March 21 March 25 March 27 April 1 April 3 April 8 April 15
PLAN
Circle Formation
Problem
Definition
Approval
Literature
Review
Cause
Strategy
Tools/Data
DO Interview
CHECK
Data Analysis
Suggestion
Conclusion
ACT Presentation
EXPECTED OBSERVED

9. Methodology
• Observation
• Interview
• Survey

10. Our problem is;
“Why do students experience stage fear in EFL
classrooms?”
http://4.bp.blogspot.com/-F58O1SR05TA/Uh_9d6EmkfI/AAAAAAAABoU/1eZJ_4IU32M/s1600/Social-Anxiety-Disorder.jpg

11. Literature Review
• Anxiety is defined as an uncomfortable
emotional state in which one perceives
danger, feels powerless, and experiences
tensions in the face an expected danger
(Shabani,2012).
Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and
Practice in Language Studies , 2378-2383.

12. Literature Review
• Anxiety has been found to interfere with many
types of learning but when it is associated
with learning a second or foreign language it is
termed as second or foreign language
anxiety(Shabani,2012).
Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and Practice in Language
Studies , 2378-2383.

13. Literature Review
• Gardner and MacIntyre (1993) describe the
“speaking anxiety” concept as the
apprehension experienced when a specific
situation requires the use of a second
language in which the individual is not fully
proficient (Shabani, 2012).
Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and
Practice in Language Studies , 2378-2383.

14. Literature Review
• Foreign language anxiety is "a distinct complex
of self perceptions, beliefs, feelings and
behaviors related to classroom language
learning arising from the uniqueness of the
language learning process“ (Lahtinen, 2013).
Lahtinen, L. (2013). COMMUNICATION APPREHENSION IN THE EFL CLASSROOM:a study of Finnish and Finnish-Swedish upper secondary
school students and teachers. University of Jyväskylä.

15. Literature Review
• Anxiety, in general, can have physical,
emotional, and behavioural manifestations,
and these manifestations can differ with each
individual.
Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

16. Literature Review
• Physical symptoms: heartbeat, muscle
tension, dry mouth, and excessive
perspiration.
http://consonantlyspeaking.com/sites/consonantlyspeaking.com/files/images/anxiety-symptoms-cartoon.png
Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

17. Literature Review
• Psychological symptoms: embarrassment,
feelings of helplessness, fear, inability to
concentrate, as well as poor memory recall
and retention.
Pršić, B. (2013). Speaking Anxiety among High-school EFL Students: Effect and Possible Remedies. University of Niš .

18. Fishbone

19. Individual factors
• Low self-esteem
• Low motivation
• Anxiety
• Perfectionism
• Negative self-beliefs

20. Educational factors
• Students attitudes
• Teacher’s approach to mistakes
• Classroom environment

21. Parental factors
• Parenting style
• Child-rearing practices
• Family relations

22. Societal factors
• Social relations
• Cultural stereotypes

23. Survey
1 2 3 4 5
“I feel anxious
about speaking English
in EFL classes
because…”
Completely
Disagree
Disagree Agree Completely
Agree
First
Lang.
1- “…I think the teacher
thinks I am a poor
student”
2-”… I think the teacher is
also anxious about
speaking English”
3-”…the teacher is so
demanding”
4-”…I do not understand
everything the teacher says
in English in class”

24. Survey
1 2 3 4 5
“I feel anxious
about speaking English
in EFL classes
because…”
Completely
Disagree
Disagree Agree Completely
Agree
First
Lang.
5-”…I do not like the
teacher”
6- ”…I feel the teacher has
such a high status and
authority”
7-”…It irritates me when I
do not understand the
teacher’s corrections of my
English”

25. Participants
• 10, 4th grade students in Enka Schools
• 10, 4th grade students in Orgeneral Kami ve
Saadet Güzey İlk.öğretim okulu

26. Results
• “I feel anxious about speaking English in EFL
classes because I think the teacher thinks I am
a poor student”
20%
10%
40%
30%
Private School
completel
y agree
agree
disagree
completel
y disagree
10%
50%
20%
20%
State School
Completel
y agree
Agree
Disagree
Completel
y Disagree

27. Results
• I feel anxious about speaking English in EFL
classes because my teacher is also anxious
about English.
20%
80%
Private School
Completely
Agree
Agree
Disagree
Completely
Disagree
10%
40%
30%
20%
State Schools
Completely
Agree
Agree
Disagree
Completely
Disagree

28. Results
• I feel anxious about speaking English in EFL
classes because the teacher is so demanding.
10%
20%
20%
50%
Private Schools
Completely
Agree
Agree
Disagree
Completely
Disagree
10%
40%
20%
30%
State Schools
Completely
Agree
Agree
Disagree
Completely
Disagree

29. Results
• I feel anxious because I do not understand
everything the teacher says.
10%
10%
60%
20%
Private School
Completely
Agree
Agree
Disagree
Completely
Disagree
10%
70%
10%
10%
State School
Completely
Agree
Agree
Disagree
Completely
Disagree

30. Results
• “I feel anxious about speaking English in EFL
classes because I do not like the teacher.
0%
20%
40%
40%
Private School
Completely
Agree
Agree
Disagree
Completely
Disagree
11%
22%
22%
45%
State School
Completely
Agree
Agree
Disagree
Completely
Disagree

31. Results
• “I feel anxious about speaking English in EFL
classes because the teacher has such a high
status and authority.
10%
10%
60%
20%
Private School
Completely
Agree
Agree
Disagree
Completely
Disagree
50%
10%
20%
20%
State School
Completely
Agree
Agree
Disagree
Completely
Disagree

32. Results
• “I feel anxious about speaking English in EFL
classes because It irritates me when I do not
understand the teacher’s corrections of my
English.
20%
10%
20%
50%
Private School
Completely
Agree
Agree
Disagree
Completely
Disagree
10%
40%
30%
20%
State School
Completely
Agree
Agree
Disagree
Comletely
Disagree

33. Interview
• We carried out an interview with 3 native
English teachers from private schools.

34. Interview Questions
1. What are the symptoms of learners when
they are afraid of speaking English?
2. What do you think about the reasons of fear?
What can be the reasons behind the fear?
3. How do you try to overcome the fear? Is
there any strategies?
4. What can be the positive and negative effects
of fear on the success of the students?

35. 1. What are the symptoms of learners when they
are afraid of speaking English?
–Being nervous
–Anxiety, over excitement
–Tendency to give up the task
–Mental shut-down
–Avoiding class
–Hating the class more
–Being shy and smiling

36. 2. What do you think about the reasons of fear?
What can be the reasons behind the fear?
–Pressures put on the students by their
parents, society, the school.
–Doing well and achieving well in exams to
help with their career choices, university
options.

37. 3. How do you try to overcome the fear? Is there
any strategies?
If a student is overcome by fear before
something happens, they don't tend to tell
you so much, but get very panicked and then
you may get their reaction reluctantly just
before an exam, but generally it is the upset
after an exam results have come out and how
their parents will react.

38. 4. What can be the positive and negative effects
of fear on the success of the students?
The major impact is if they are very scared
they won't concentrate and won't learn and
give up. The positive effects as it can be a
motivation to do well to counteract their fear.

39. Our solutions
• Teachers should try to create a relaxed
atmosphere to decrease students’ affective
filter (individual factor).
• Teachers should try to boost students’ self-
confidence by using positive reinforcement
(ind. f.)
• Teachers should ask students not to laugh if
somebody makes a mistake (educational f.)

40. Our solutions
• Teachers should not criticize students in front
of the whole class and should not correct their
mistakes immediately (educational f.)
• Teachers should give students enough time to
prepare themselves before the speaking
activity (educational f.)

41. Our solutions
• Teachers should have a friendly and caring
relationship with students. They should
establish closeness with students to know
them and to learn their needs better (edu. f.)
• Teachers should treat all students in a fair way.
They should not discriminate students as a
boy or girl, hardworking or lazy (edu. f.)

42. Our solutions
• Administrators should encourage students to
attend social activities (educational f.)
• Administrators should give students the
chance to express themselves, and they
should not apply strict rules (educational and
individual f.)

43. Our solutions
• Parents should give freedom of expression to
their children equally (both boys and
girls)(parental)
• Parents should give their children the chance
to make decisions about their lives (parental
f.)
• Parents should have good relations with
teachers and administrators to follow the
needs of their children (parental and
educational).

44. Conclusion
• Students can experience “stage fear”, namely
speaking anxiety, in an EFL classroom.
• Stage fear is more prevalent among the state
school students.
• Stage fear can be caused by different reasons,
especially when they are not fully proficient in
the language.

45. Conclusion
• Speaking anxiety can hinder the learning
process of students, but at the same time it
can be a source of motivation to overcome
their fears and learn.
• Stage fear is not something we have to live
with. It can be overcome with the
collaboration of teachers, parents and
students themselves.

46. http://cdn2-b.examiner.com/sites/default/files/styles/image_content_width/hash/ba/cd/bacd0637254d60990ba61955681ff50f.jpg?itok=mBG5_8Jw
http://l.yimg.com/ck/image/A1418/1418294/300_1418294.jpg

47. References
• İmece Circles by Dr. Hayal Köksal.
• Lahtinen, L. (2013). communication apprehension
in the EFL classroom: a study of Finnish and
Finnish-Swedish upper secondary school students
and teachers. University of Jyväskylä.
• Pršić, B. (2013). Speaking Anxiety among High-
school EFL Students: Effect and Possible
Remedies. University of Niš .
• Shabani, M. B. (2012). Levels and Sources of
Language Anxiety and Fear of Negative Evaluation
among Iranian EFL Learners. Theory and Practice
in Language Studies , 2378-2383.

48. References
http://en.wikipedia.org/wiki/File:Bogazici_University_Logo.svg
https://circusnow.org/causes/fearless-flyers-academy/
http://iveronicawalsh.files.wordpress.com/2012/06/frightenedpublicspeakingart.gif
http://4.bp.blogspot.com/F58O1SR05TA/Uh_9d6EmkfI/AAAAAAAABoU/1eZJ_4IU32
M/s1600/Social-Anxiety-Disorder.jpg
http://consonantlyspeaking.com/sites/consonantlyspeaking.com/files/images/anxie
ty-symptoms-cartoon.png
http://cdn2b.examiner.com/sites/default/files/styles/image_content_width/hash/ba
/cd/bacd0637254d60990ba61955681ff50f.jpg?itok=mBG5_8Jw
http://l.yimg.com/ck/image/A1418/1418294/300_1418294.jpg

49. Special thanks to Hayal Köksal