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

الموضوعات

تربية وتعليم

الملخص

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

روابط وملفات

التعريف والنوع

رقم الوثيقة

edc1c487-b439-4355-a188-c12e9c29a551

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

ماستر (LMD)

نوع الملف

pdf text

أسماء الملفات

781324_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":"Kamila Ammour","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"Meziane Larbes ","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"Noureddine Khaldi ","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

English

المصدر والدورية

اسم المصدر

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

المحتوى والصفحات

عدد الصفحات

0

كلمات الباحثين

Communication Apprehension- Glossophobia Modeling - Self-efficacy - Social Cognitive - Theory - Teachers’ Strategies

إشراف وإعداد

الإشراف

Kamila Ammour

الإعداد

Meziane Larbes , Noureddine Khaldi

الاقتباسات الببليوغرافية