The Role of Teacher Support, Classmate Support, and Self-efficacy in Reducing Speaking Anxiety among University Students Using English as a Foreign Language

Main Article Content

Jenette Villegas-Puyod
Sumit Sharma
Simon Ajah
Marut Chaisanrit
Bancha Skuldee

Abstract

The role of teacher support and student support in reducing speaking anxiety was explored in this research. The contribution of self-efficacy on the impact of teacher and classmate support in reducing speaking anxiety also was investigated among students at an international university in Thailand. The survey data were gathered from 345 students from the first to the fourth year. Partial least squares structural equation modeling was employed for data analysis. The results showed a positive association between teacher support and self-efficacy. Furthermore, classmate support had a positive linkage with self-efficacy. The results revealed that the higher self-efficacy of the student the lower the degree of speaking anxiety they experienced during oral presentations.

Article Details

Section
Research Articles

References

Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13(1), 63–82.

Ammons, J., & Mills, S. (2005). Course-embedded assessments for evaluating cross-functional integration and improving the teaching–learning process. Issues in Accounting Education, 20(1), 1–19.

Ansong, D., Okumu, M., Bowen, G., Walker, A., & Eisensmith, S. (2017). The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana. International Journal of Educational Development, 54, 51–58.

Anyadubalu, C. (2010). Self-efficacy, anxiety, and performance in the English language among middle-school students in English language program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5(3), 193–198.

Asakereh, A., & Dehghannezhad, M. (2015). Student satisfaction with EFL speaking classes: Relating speaking self-efficacy and skills achievement. Issues in Educational Research, 25(4), 345.

Ayllón, S., Alsina, Á., & Colomer, J. (2019). Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education. PloS One, 14(5), 0216865. doi:https://doi.org/10.1371/journal.pone

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26.

Bandura, A. (2010). Self‐efficacy.In I. Weiner, & W. Craighead (Eds.), The Corsini encyclopedia of psychology (pp. 1–3). John Wiley and Sons.

Bandura, A., Taylor, C., Williams, S., Mefford, I., & Barchas, J. (1985). Catecholamine secretion as a function of perceived coping self-efficacy. Journal of Consulting and Clinical sychology, 53(3), 406.

Behnke, R., & Sawyer, C. (1999). Public speaking procrastination as a correlate of public speaking communication apprehension and self‐perceived public speaking competence. Communication Research Reports, 16(1), 40–47.

Bradley, R., Browne, B., & Kelley, H. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518–530.

Brewster, A., & Bowen, G. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21(1), 47–67.

Brogan, S., Jowi, D., McCroskey, J., & Wrench, J. (2008). Social communication apprehension: The intersection of communication apprehension and social phobia. Human Communication, 11(4), 409–430.

Charoensukmongkol, P. (2019). The role of mindfulness in reducing English language anxiety among Thai college students. International Journal of Bilingual Education and Bilingualism, 22(4), 414–427.

Chen, S. (2007). Relationship between EFL learners' self-efficacy beliefs and English erformance. [Doctoral dissertation, Florida State University]. doi:http://diginole.lib.fsu.edu/etd/3846/

Chen, G., Gully, S., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62–83.

Cryder, C., Kilmer, R., Tedeschi, R., & Calhoun, L. (2006). An exploratory study of posttraumatic growth in children following a natural disaster. American Journal of Orthopsychiatry, 76(1), 65–69.

Danielsen, A., Breivik, K., & Wold, B. (2011). Do perceived academic competence and school satisfaction mediate the relationships between perceived support provided by teachers and classmates, and academic initiative? Scandinavian Journal of Educational Research, 55(4), 379–401.

Daud, N. S. M., Daud, N. M., & Kassim, N. (2016). Second language writing anxiety: Cause or effect? Malaysian Journal of ELT research, 1(1), 1–19.

Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553–561.

Dollah, S. (2016). The effects of self-esteem, anxiety and gender on oral communcation of EFL learners Pustaka Ramadlan, 15(3), 349–360.

Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of students' expectancy-value beliefs. Frontiers in Psychology, 8, 1193–1204. https://doi:10.3389/fpsyg.2017.01193

Fatemi, A., & Vahidnia, F. (2013). An Investigation into Iranian EFL learners' level of writing self-efficacy. Theory & Practice in Language Studies, 3(9), 1698–1704.

Fornell, C., & Larker, D. (1981). Structural equation modeling and regression: Guidelines for research practice. Journal of Marketing Research, 18(1), 39–50.

Fredriksen, K., & Rhodes, J. (2004). The role of teacher relationships in the lives of students. New Directions for Youth Development, 2004(103), 45–54.

Hair Jr, J., Matthews, L., Matthews, R., & Sarstedt, M. (2017). PLS-SEM or CB-SEM:Uupdated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107–123.

Ho, N., Schweitzer, R., & Khawaja, N. (2017). Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress. Journal of Psychologists and Counsellors in Schools, 27(1), 24–36.

Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of EducationalPpsychology, 99(1), 39–51.

Jackson, B., Compton, J., Thornton, A., & Dimmock, J. (2017). Re-thinking anxiety: Using inoculation messages to reduce and reinterpret public speaking fears. PloS One, 12(1). https://doi.org/10.1371/journal.pone.0169972

Kankam, P., & Boateng, S. (2017). Addressing the problem of speech anxiety among students. International Journal of Public Leadership, 13, 26–39. https://doi:10.1108/IJPL-07-2016-0029

Kasbi, S., & Shirvan, M. (2017). Ecological understanding of foreign language speaking anxiety: Emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1–20. https://doi:10.1186/s40862-017-0026-y

King, J. (2002). Preparing EFL learners for oral presentations preparing. Journal of Humanistic Studies, 4, 401–418.

Klem, A., & Connell, J. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.

Linnenbrink, E., & Pintrich, P. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327.

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86.

Lu, H., Lee, J., & Lin, M. (2019). Effects of authentic English-language videos on EFL students’ speaking anxiety. International Journal of Information and Education Technology, 9(6), 423–428.

Malecki, C., & Demaray, M. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375–395.

Mede, E., & Karaırmak, Ö. (2017). The predictor roles of speaking anxiety and english self efficacy on foreign language speaking anxiety. Journal of Teacher Education and Educators, 6(1), 117–131.

Nunnally, J. (1978). An overview of psychological measurement. In Clinical diagnosis of mental disorders (pp. 97–146): Springer.

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Dil ve Dilbilimi Çalışmaları Dergisi, 10(1), 1–17.

Pajares, F., & Schunk, D. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding, & S. Rayner (Eds.), International perspectives on individual differences: Self-perception (Vol. 2, pp. 239–265). Ablex.

Patrick, H., Ryan, A., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98.

Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15–29.

Porter, D. (1974). A multivariate analysis of the effects of communication apprehension upon language behavior. [Unpublished doctoral dissertation]. Florida State University,

Preece, K. (2011). Relations among classroom support, academic self-efficacy, and perceived stress during early adolescence [Master’s thesis, University of South Florida]. https://scholarcommons.usf.edu/etd/3295/

Pryor, B., Butler, J., & Boehringer, K. (2005). Communication apprehension and cultural context: a comparison of communication apprehension in Japanese and American students. North American Journal of Psychology, 7(2), 247–252.

Sakiz, G., Pape, S., & Hoy, A. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255.

Shorna, S., & Suchona, I. (2019). Speaking problems in English and solutions: Scrutinizing students’ perspective. Shanlax International Journal of English, 8(1). doi:10.34293/english.v8i1.661

Skaalvik, E., Federici, R., & Klassen, R. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136.

Suldo, S., Friedrich, A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents' subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67–85.

Torsheim, T., Wold, B., & Samdal, O. (2000). The teacher and classmate support scale: factor structure, test-retest reliability and validity in samples of 13-and 15-year-old adolescents. School Psychology International, 21(2), 195–212.

Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical Issues and practical recommendations. International Education Studies, 2(4), 39–44.

Wang, J., Iannotti, R., & Luk, J. (2011). Peer victimization and academic adjustment among early adolescents: Moderation by gender and mediation by perceived classmate support. Journal of School Health, 81(7), 386–392.

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308–328.

Yaikhong, K., & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23–35.

Živković, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 5(19), 468–468.