“I Speak Not”: Accounts of English Language Learners With Glossophobia
DOI:
https://doi.org/10.56498/322021136Keywords:
English Language Learners, glossophobia, public speaking, speaking anxietyAbstract
This qualitative research employed the phenomenological method of study to determine the experiences of English language learners in public speaking and their coping mechanisms to redress such experiences. The study utilized in-depth interviews to elicit responses from the participants. Colaizzi’s data analysis method was used to analyze the data gathered. This study's participants were the ten selected and assessed Grade 12 students of a tertiary school located in Midsayap, North Cotabato. Results revealed that English language learners’ public speaking anxiety stemmed from the fear of perception or negative evaluation, the influence of unpleasant experiences, and pressure from competitiveness. The participants used four coping mechanisms to cope with the anxiety and improve themselves in the process – remediation, positive thinking, teacher’s positive attitude, and peer seeking. The researchers concluded that public speaking anxiety stems from fear of being judged, negative experiences, and pressure from the different environmental factors. However, certain anxious persons can use the abovementioned coping mechanisms to reduce or improve their speaking skills.
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