European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.182589
Volume 2│Issue 11│2016
THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH
LANGUAGE TEACHERS’ SPEAKING ANXIETIESi
Kenan Bulut1, Fatma Açık2, Ömer Çiftçi3 ii
“sst. Prof. Dr., Y(z(nc( Yıl University, Faculty of Education, Van/Turkey
2Prof. Dr., Gazi University, Faculty of Education, Ankara/Turkey
3“sst. Prof. Dr., Y(z(nc( Yıl University, Faculty of Education, Van/Turkey
1
Abstract:
In this study, microteaching was tested to improve pre-service Turkish Language
teachers speaking anxieties. The purpose of this study is to reveal the effect of
microteaching on pre-service Turkish Language teachers’ speaking anxieties. This study which
was carried out within the context of Speaking Education course was conducted in the
spring term of 2014-2015 academic year. The study group of this research which
progressed during all the term consists of the students who took Speaking Education
course in the term aforesaid in Yuzuncu Yil University, College of Education, Turkish
Language Education Department. For this study which was carried on with true
experimental design two groups were formed one of them being Experimental Group
and the other one being Control Group. While Speaking Education course was given to
Experimental Group based upon microteaching, the same course was given
traditionally (the continuous teaching style) to Control Group. Pretests and posttests
were implemented to both groups for the study and, at the end of the study, not only
both groups interior differences between pretests and posttests were analyzed, but also
two groups difference between posttests was analyzed. In the analysis of data t-test
were used. Besides, effect size was computed with Cohen’s d. At the end of the study, it
was found that there was a significant decline (from intermediate level to beginner
level in experimental group s speaking anxieties posttest scores while there wasn t any
decline in control group s speaking anxieties posttest scores.
Keywords: Pre-service Turkish language teachers, Speaking Education course,
microteaching, speaking anxiety
This article is adapted from dissertation "The Effect of Microteaching on Pre-Service Turkish Language Teachers Speaking Skills
and Anxieties"
ii Correspondence: email: kenanbulut80@yyu.edu.tr, fatmaacik1@yahoo.com, omerciftci@yyu.edu.tr
i
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
Introduction
Human is a social being. Communication with other people is a necessity for social
beings. Because, by its very nature, it is impossible for human to live abstracted from
others, notably its fellows. It is unimaginable for individual and community life to
continue without agreement between people and sharing the feelings, thoughts and
opinions Temizkan,
, p.
. The primary goal of communication is to find the
least common denominator, exchange feelings by and fulfill the requirements by getting
along with one another Habacı,
, p.
. Speaking which is one of the most
obvious characteristics that differentiate human from other beings is an effective tool
shaping relationships with other people. Speaking ability is equal with history of
humanity. Thus humankind makes an effort to verbalize and transfer the felling and
thoughts to others from day one. ”ecause, the linguistic skill that allows human to
reflect information, thoughts and feelings within the shortest way is speaking “rslan
and Sevim, 2013, p. 152).
Definitely speaking is not a simple vocalization process. It contains various
mental functions and processes beyond vocalization. For this reason, speaking is also
called thinking aloud
G(nes,
, p.
. It is an undeniable fact that it is possible
with healthy communication for humankind to be successful in business, education,
trade and private life. As for the healthy communication tools, they are rhetoric and
apparentness. We maintain our daily lives and exchange information with people by
speaking. Speaking is also a spiritual requirement as a way for expressing feelings such
as distress, pleasure and desire 5zbay,
b . The meaning of the word human s
faith changes as much as language/ either it heads the country or loses his head in
Kutadgu Bilig reflects the same belief. Down the ages, speaking hasn t lost its value in
editing relationships with others and people interaction Sever,
, p. .
Individuals want to address correctly and effectively to the interactants, express
themselves properly by speaking well, and in this way impress them throughout their
personal, business and social lives Kardaş,
, p.
. However, various obstacles
may come into question in the process of achieving the objectives in a speech. Akbayir
(2011, p. 13-14) groups these obstacles that are known as basic speech blocks in
literature as related to speaker, related to speech, related to audience and related to
environment. The number of blocks related to speaker is a good many while varying
from person to person. “s Sargın
, p.
states, it is possible to make mention of
various factors effects that affect both public speech and face to face speech negatively
arising from individual whereabouts, social, cultural, economic and physical conditions
or individual s psychological mode, information and ability inadequacy. Sometimes, it
can be seen that people who are well equipped, cultured, exceptionally good in dual
conversations abstain from public speech (Gürzap, 2007, p. 140). This case is a lot more
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TEACHERS’ SPEAKING ANXIETIES
valid for primary students. Because of anxieties like what they say being found odd,
being laughed at, being ridiculed, feeling humiliated while speaking; students maintain
an extremely timid, diffident stance, trill, have heart palpitations, their mouth go dry
while speaking; and consequently they get into panic and want to go back to their place
forming the sentences one after another to finish their speech as immediate as possible
without lifting their head from the paper. Even though these students are well prepared
for the topic, they keep away from focusing on the topic in front of the class. According
to Gündüz (2007, p. 110) while speech errors are mostly common among primary and
secondary students, today, it can also be seen among higher education students.
Here, one of the factors that cause all of these is speech anxiety. “nxiety is
defined as a reaction related to an undetected factor that is present in the environment
or person s own individuality, or takes action with the changes in the environment or
by unconscious, suppressed force s in the individuality coming into play ”udak,
,
p. 437). Anxiety that is a spiritual and physical reaction that a person gives under
various circumstances is a feeling of extreme concern and panic that the person has
difficulty in hindering. This is one of the paradoxical characteristics of fear reaction a
person s involuntarily going through something that is most scary or disgusting for
him/her (Beck, 2006, p. 41). According to Türkçapar (2004, p. 13) it might come into
question for some sensations in the body to accompany this feeling. According to the
researcher, sensations like feeling of chest tightness, pulsation speedup, swelter,
headache, emptiness feeling in the stomach and sudden need to use the toilet can be
cited. Sometimes uneasy mood, coldness in hands and feet, tremble and chill,
restiveness might arise from anxiety. People who experience this feel anxiety such as
thinking something bad will happen, being afraid of being humiliated in front of others.
Sometimes this feeling can show up unidentifiably.
Anxiety having various degrees from very light to heavy panic is also a feeling
that all people can experience from time to time, sometimes while giving a speech, or
taking an exam. If it is felt in a normal degree it brings success to the individual. Not
feeling any anxiety or feeling it too much is harmful. Sevim (2012, p. 929) states that
when different fields of science are examined, some anxiety types such as mathematic
anxiety, computer anxiety, social anxiety, chemistry anxiety, career anxiety and writing
anxiety are mentioned. As to speaking anxiety being one of the important types of
anxiety, it is fear and anxiety state that people experience while giving a public speech.
“ccording to Şahin and Kana
, p.
one of the most difficult things in life is to
address to a community. No matter how the speaker is ready for the speech, rostrum
scares the speaker most of the time. Whoever goes up to the rostrum to speak gets
excited. This excitement may lead to absentmindedness . This affects a quality speech
negatively. Thus, such unfavorable cases, particularly speaking anxiety, which starts at
young ages should be minimized as immediate as possible. For this, kingpins are
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TEACHERS’ SPEAKING ANXIETIES
teachers, especially native language teachers. It is important for these teachers whether
to graduate from bachelor s program well equipped in this sense or not. “s a matter of
fact, one of the purposes of Speaking Education course in the ”achelor s Program of
Turkish Language Education is to overcome teacher candidates deficiencies in this
sense and ensure them to graduate with wherewithal to be beneficial to the students
they will teach.
At this point, to teach the Speaking Education course using various practice
based methods and techniques becomes prominent. In the literature review,
unfortunately, it is possible to see that practices and studies in this aspect are greatly
neglected although being effective to a large extent in people being accepted in their
social environment and having a good reputation. This situation is the starting point of
this study. Accordingly, it is thought that to teach the Speaking Education course with
microteaching technique would be effective in minimizing teacher candidates
speaking anxiety.
Microteaching
Microteaching was developed by Faculty of Education at Stanford University and first
applied as a combined training and diagnostic tool in Stanford's teacher intern program
in the summer term of
“llen,
, p. . This technique that has an important
role in transferring information into practice has been used in the field of education for
about sixty years.
According to Allen (1980) who is the inventor of the technique, microteaching is
a technique aimed to equip teacher candidates with teaching skills and improve them in
the environments that have restricted time and student and, simulated to real
classrooms “llen cited in Çakır,
, p.
. While Deniz
, p.
defines
microteaching as a laboratory method used to simplify the complexity of normal
teaching-learning process Uzunboylu and H(rsen
, p.
emphasize that it is a
technique which particularly helps teacher candidates to overcome the anxiety, fear and
deficiencies towards their job.
When implementations are examined microteaching appears to be a technique
including implementation of one of the knowledge and skills about teaching in a
controlled class and limited time, determining the deficiencies and overcoming these
deficiencies and unfavorable cases with various feedback. Richter (2009) figures the
model of microteaching technique, also known as a method of feedback (Güney and
Semerci, 2009, p. 77), as following:
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TEACHERS’ SPEAKING ANXIETIES
teach
reteach
critique
Figure 1. The process of microteaching technique (Richter, 2009)
According to the figure, first, teaching the lesson comes into question. Then, the critics
of the lesson, speech is made. In the meanwhile, constructive feedback has great
importance. The teacher candidate practices again in the light of these feedbacks and
critics.
There exist studies that mention about some negative sides of this technique
along with its many advantages. Külahci (1994) and Kazu (1996) explain such
unfavorable cases as not teaching the lesson in real classrooms, having limited time and
students not being real. This research lasted during a class period and was conducted
with real students. Additionally, the limitations which come into question in
microteaching like classes being short were out of question. As the research lasted
during a class period, each student made speech at least four times and video recorded.
The term of expanded microteaching technique is used for such implementations (Peker,
2009, p. 874).
“fter
s, microteaching technique has been used more functionally and
commonly in the Western countries. This technique which we acquainted with a lot
later than Western countries is still limited to few numbers of implementations in our
country.
No study about the effect of microteaching technique on reducing students ,
teacher candidates and teachers speaking anxiety was found in the native and foreign
literature. This makes this study important.
The aim of this study is to reveal microteaching technique’s utility in its implementation in
the Speaking Education course by examining its effect on reducing Turkish Language teacher
candidates’ speaking anxiety. Within the frame of this aim, answers for the following two
basic questions were sought:
1. What is the level of difference and effect size between Experimental and Control
Group teacher candidates public speech anxiety before and after the lesson?
(Within groups)
2. What is the level of difference and effect size between Experimental and Control
Group teacher candidates public speech anxiety before and after the lesson?
(Among groups)
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
Method
Research Model
In this study experimental design was used. Experimental designs are research models
that the data wanted to be observed is generated directly under the control of the
researcher with the purpose of defining cause and effect relationship Karasar,
, p.
. Experimental researches are the ones in all scientific methods that the most certain
results are obtained. Because researcher implements comparable processes and then
examines their effects, it is expected from such studies results to lead the researcher to
the most certain comments (Büyüköztürk, Çakmak, Akgün, Karadeniz and Demirel,
, p.
. The study was conducted with true experimental design which is the
strongest among experimental designs and has the most scientific value. In this study,
data was collected with quantitative research method. For this, a quantitative data
collection tool (anxiety survey) was used.
Study Group
This study was conducted within the Speaking Education course in the ”achelor s
Program of Turkish Language Education in the spring term of junior year. The students
who were taking this class in the Turkish Language Education Program in Yuzuncu Yil
University, Faculty of Education in the Spring Term of 2014-2015 academic year
composed the study group.
Forming the Groups
Two groups were formed one of them being Experimental Group and the other Control
Group for the study which lasted a class period. The groups were formed equally at the
beginning of the term with 30 students who took the class taking the gender factor into
account. It was statistically defined that there were no significant pre-test differences
between groups (Table 3). According to the data collected from the groups which
undergone the post-tests at the end of the term both pre-test and post-test differences
within each group and post-test differences among each group were examined. The
study design is as following:
Table 1. Study design
Groups
Experimental
Group
Before the study
(pre-test)
-
Speaking
Anxiety
Survey for
Teacher
Candidates
During the study
-
Speaking
Education course
based on
microteaching
technique
European Journal of Education Studies - Volume 2 │ Issue 11 │ 2016
After the study
(post-test)
-
Speaking Anxiety
Survey for
Teacher
Candidates
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
Control Group
-
Speaking
Anxiety
Survey for
Teacher
Candidates
-
Speaking
Education course
according to
traditional
method
-
Speaking Anxiety
Survey for
Teacher
Candidates
Instruments, Validity, Reliability
Speaking Anxiety Survey for Teacher Candidates developed by Sevim (2012) was used for
this study. The survey comprises three factors: 1. Speaker Focused Anxiety, 2.
Environment Focused Anxiety, 3. Speaking Psychology. Speech Focused Anxiety factor
has 11, Environment Focused Anxiety has 6, Speaking Psychology factor has 3 items.
Validity content and construct validity and reliability Cronbach s alpha studies were
conducted by the researcher. Cronbach s alpha factor was examined again with a preimplementation and also confirmatory factor analysis was measured for this study. The
Cronbach s alpha factors that were obtained from the measurements of pre-tests and
post-tests of the real study were examined separately. It was clearly seen that
measurement scores of both the researcher who developed the survey and this study s
researcher obtained were all fine and the reliability of the survey was at a high level.
In this study, it is aimed to evaluate the anxiety levels of teacher candidates as a
whole. Thus, total results of all items that form the survey were examined, sub-factors
were not evaluated separately.
Data Collection
The data constituting pre-test was collected with anxiety survey from the study
group mentioned above at the first week of the term. At the last week of the study that
lasted a class period, the data constituting post-test was collected with again the same
instrument. The differences between teacher candidates speaking anxiety and their
effect size were measured with the data collected.
Data Analysis
While examining the distribution of the results of the test for this study, skewness and
kurtosis values were taken into consideration. According to Kline (2005, p. 63), in order
to accept a test as having a normal distribution, it is enough for skewness value to be
between -3, +3 and kurtosis value be smaller than 10. On this respect, it is accepted for
the results of this study to have normal distribution. IBM SPSS Statictics (Statistical
Package for the Social Sciences) 21.0 Program was used for the data analysis. While
analyzing the results, the pre-test and post-test differences within groups were
measured by Paired Samples T-Test, the pre-test and post-test differences among groups
were measured by Independent Samples T-Test.
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
Additionally, in this study, effect sizes between tests were found to be significant
findings. Shortly, effect size is the statistical value which shows the deviation level
from the expectations identified in the null hypothesis of the results obtained from the
sample Cohen Vacha-Haasse and Thompson cited in Özsoy and Özsoy, 2013, p. 337).
In other words, it is how a newly tried method makes difference compared to the old
one Yıldırım and Yıldırım,
, p.
. “s t-tests were used in this study, Cohen s
measurement was used for effect sizes. Cohen (1988) states that size effect of d value up
to , can be assessed as weak , around , can be assessed as medium , higher
than , can be assessed as strong , and higher than can be assessed as very
strong Cohen cited in Işık,
, p.
.
Findings
Findings Related to Pre-Test and Post-Test Differences and Effect Sizes Within
Experimental Group and Control Group Teacher Candidates
Statistics about information in question are presented in Table 2.
Table 2. Paired samples t-test measurements of pre-test and post-test differences of
Experimental Group and Control Group teacher candidates (within groups) and effect
sizes (According to scores obtained from SASTC)
N
Groups
Pre-test
�
S
Post- test
Pre-test
Post- test
sd
T
p
Cohen’s d
Experimental
Group
15
54,60
49,73
9,68
8,18
14
2,68
,018
-0,54iii
Control
Group
15
53,53
54,46
13,60
11,00
14
-,33
,743
0,07
SASTC: Speaking Anxiety Survey for Teacher Candidates
According to the first line of the table above there is a statistically significant difference
between pre-tests and post-tests of Experimental Group teacher candidates who took
the Speaking Education course with microteaching technique, and thus it is possible to
say that there is a significant reduction in their public speech anxiety [t(14) = 2,689, p <
,05 (p = ,018)]. When all items of anxiety survey are examined in total, while speaking
anxiety average score in the teacher candidates pre-tests which were applied at the
beginning of the term was X = 54,60, it reduced to X = 49,73 after microteaching practice.
“nxiety Survey is used to reveal whether teacher candidates anxiety average of post tests reduces or not compared to pre-tests. If
average scores reduce, it is concluded that anxiety level of teacher candidates reduces and thus the training provided to them is
successful. When anxiety averages reduce effect size has a - value; when anxiety averages increase effect size has a + value. If the
effect values in the tables that shows findings about anxiety survey are - , it is a positive finding if they are + it is a negative
finding.
iii
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
This reduction means that the medium-level anxiety of teacher candidates who took the
Speaking Education course with microteaching technique reduced to lower level. As Sevim
(2014, p. 737) states, 20-52 score interval infers low anxiety and 69-100 score interval
infers high anxiety. Accordingly, 53-68 score interval infers medium-level anxiety.
When the second line of table is examined, according to total scores, it is
apparent that there is not a significant difference between pre-tests and post-tests of
Control Group teacher candidates who took the Speaking Education course with
traditional methods throughout a class period, therefore there is not a significant
reduction in their speaking anxiety [t(14) = -,33, p > ,05 (p = ,743)]. While speaking anxiety
average score in the teacher candidates pre-tests which were applied at the beginning
of the term is X = 53,53, there is not a reduction of the average after taking the course
with traditional method, on the contrary, there is little increase (about 1 point): X =
54,46. This finding shows that traditional method has no significant effect in reducing
speaking anxiety, contrarily, it may increase the anxiety.
When the effect size values at the last line of table above (Table 2) is examined,
effect size of Experimental Group who took the Speaking Education course with
microteaching technique is measured as - , . This value s being higher than -0,20
(especially being among -0,50) shows that there is a medium-level effect size between
Experimental Group’s pre-test and post-test. In spite of this, effect size of Control Group
who took the Speaking Education course with traditional method is measured as 0,07.
As this value is less than -0,20, it is possible to say that the effect size (0,07) between
Control Group’s pre-test and post-test is very low.
Findings Related to Pre-Tests And Post-Tests Differences and Effect Sizes Among
Experimental Group and Control Group Teacher Candidates
Pre-test differences among groups are measured as well as post test differences.
Statistical information about findings is presented in Table 3.
Table 3. Independent samples t-test measurements of pre-test and post-test differences among
Experimental Group and Control Group teacher candidates and effect sizes (According to
scores obtained from SASTC)
Pre-test
S
sd
t
p
Cohen’s d
9,68
28
,24
,806
0,09
28
-1,33
,192
-0,48
Groups
N
Experimental Group
15
Control Group
�
54,60
15
53,53
13,60
Post-test
Experimental Group
15
49,73
8,18
Control Group
15
54,46
11,00
SASTC: Speaking Anxiety Survey for Teacher Candidates
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
According to first part of the table (pre-test), in terms of total score of anxiety survey,
there isn’t a significant difference between pre-tests of Experimental Group who takes the
Speaking Education course with microteaching technique and Control Group who takes
the Speaking Education course with traditional method [t(28) = ,24, p > ,05 (p = ,806)].
While Experimental Group s speaking anxiety average score in the teacher
candidates pre-tests which were applied at the beginning of the term is X = 54,60,
Control Group s speaking anxiety average score in the teacher candidates pre-tests
which were applied at the beginning of the term is X = 53,53. It clearly appears that
there isn t a significant difference in pre-test between groups.
In previous findings, it was stated that there is a significant difference between
Experimental Group s pre-tests and post-tests, however there isn t a significant
difference between Control Group s pre-tests and post-tests (Table 2), and this is
because of microteaching technique s effect applied in the Experimental Group.
When the table above (Table 3) is examined, it is apparent that, in terms of post
tests, there is a significant difference between Experimental Group who took the
Speaking Education course with microteaching technique and Control Group who took
the Speaking Education course with traditional method, however this is not a
statistically significant difference [t(28) = -1,337, p > ,05 (p = ,192)]. When average scores
are examined in terms of anxiety survey total scores, while average anxiety of
Experimental Group reduces from 56,40 to 49,73; average anxiety of Control Group
increases from 53,53 to 54,46. Accordingly, while anxiety level of Experimental Group
reduces in post-tests, in Control Group, anxiety score in post-tests increases even if just
a bit.
According to effect size values in the last line of table above (Table 3) containing
Experimental Group and Control Group pre-test and post-test anxiety average scores,
when examined in terms of total score of all items in the survey, effect size between pretests of Experimental Group who took the Speaking Education course with
microteaching technique and Control Group who took the Speaking Education course
with traditional method appears to be of very low level . . In spite of this, effect
size between post-tests of Experimental Group and Control Group is measured as -0,48.
This finding shows that there is a medium-level effect between post-tests of two groups.
When findings above are considered as a whole, a significant reduction in speaking
anxiety happens in case of teacher candidates taking Speaking Education course with
microteaching technique. “dditionally, it appears to be that, generally, there isn t a
reduction in speaking anxiety after taking Speaking Education course with traditional
method. This reveals that microteaching technique has a significant effect on reducing
speaking anxiety.
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
Results and Discussion
General Results of the Study
1. Significant difference in favours of post-test (,018) and effect size (-0,54) between
Experimental Group teacher candidates public speech anxiety before and after
taking the Speaking Education course with microteaching technique were found
out.
2. Significant difference (,734) and effect size (0,07) between Control Group teacher
candidates public speech anxiety before and after taking the Speaking
Education course with traditional method were not found out.
3. Significant difference (,806) and effect size (0,97) between Experimental Group
teacher candidates and Control Group teacher candidates public speech anxiety
before taking Speaking Education course were not found out.
4. Significant difference (,192) between Experimental Group teacher candidates who
took the Speaking Education course with microteaching technique and Control
Group teacher candidates who took the Speaking Education course with
traditional method public speech anxiety was not found out, however effect size (0,48) was found out.
Discussion
As no study about the effect of microteaching technique on speaking anxiety was found
in the related literature, other studies about teacher training examining microteaching
technique s effects were benefited from in comparisons and discussion in this section.
Results above obtained from Speaking Anxiety Survey for Teacher Candidates
are found out by measurement of total scores that teacher candidates obtained from the
survey. Accordingly, significant difference in favours of post-test (,018) and effect size (,
between Experimental Group teacher candidates pre-tests and post-tests were
found out. In spite of this, significant difference (,734) and effect size (0,07) between Control
Group teacher candidates pre-tests and post-tests were not found out. This means that
a significant reduction in speaking anxiety happens in case of teacher candidates taking
Speaking Education course with microteaching technique.
“rslan
, p.
asked teacher candidates opinion in his study University
Students’ Various Opinions about Public Speech . According to results of this study,
teacher candidates stated that they felt numerous anxieties about public speech like
being afraid of forgetting the words or forgetting them, anxiety of confusing the words, anxiety
of fainting. In Basaran and Erdem (2
, p.
s study, teacher candidates stated that
anxiety (goof, forgetting the words, declamation to public) is one of the biggest obstacles that
hinders elocution most. It is one of the important duties of education to minimize such
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TEACHERS’ SPEAKING ANXIETIES
anxieties that teachers state before entering to the profession. This can be actualized
only if various techniques are implemented. Microteaching is an important technique in
overcoming problems in question. “ccording to Guven
, p.
, purpose of
microteaching is to transfer teacher candidates knowledge and skills into practice,
provide them with experience with usage of various skills, improve their research skills,
enhance their self-confidence, reduce their anxiety level and enable them to evaluate
themselves. In almost all studies it is concluded that microteaching practices reduce
various anxieties that teacher candidates feel despite the fact that the number of native
and foreign researches about the topic in question is limited. This study overlaps with
results of the studies found throughout the literature review.
As Ghafoor et al. (2012) emphasize in their study that microteaching technique
reduces mathematics teacher candidates anxiety, Kallenbach and Gall
confirmed
in their study that teacher candidates uneasiness related to the first lesson was reduced
to a large extent with microteaching technique (Kallenbach and Gall cited in Kazu, 1996,
p.
. Yoğurtçu
, p.
states that in evaluation of linguistic performances, for
taking such factors especially as anxiety, motivation into consideration, it should be
emphasized that microteaching approach has characteristics that allow student
performances to improve by real experiences in his study.
Teacher candidates are asked for their opinions about microteaching s
contributions to their teaching skills, in-field information and in-field education
information (Atav et al., 2006, p. 10) and its meeting expectations for the First Reading
and Writing class and its contributions to it Karadağ and “kkaya, 2013, p. 47-54).
Teacher candidates stated that microteaching practices reduced their anxieties about these
issues. It is also emphasized in various studies that teacher candidates state that
microteaching reduces anxiety and this is one of the positive sides of the technique
(Atav et al., 2006, p. 7-11; Erdem et al., 2012).
Sarı et al.
stated in their study that students anxiety in using class
materials reduced after microteaching. “dditionally, researchers stated that the groups
anxiety reduced after microteaching by planned rehearsals before real lecturing . In the
same study, when the answers to the item I’m afraid of forgetting the words while lecturing
are examined, while forgetting anxiety existed before microteaching, there was a
significant reduction in the number of teacher candidates who stated that they had
forgetting anxiety after microteaching.
Erökten and Durkan (2009) revealed in their study that students were anxious
before starting microteaching practices in Special Teaching Methods 2 class, however,
after practices these anxieties reduced. Görgen (2003, p. 63) states that teacher candidates
overcome a number o anxieties while lecturing by means of microteaching. Uzunboylu
and Hürsen (2010, p. 64) points out that microteaching is a technique that especially
contributes to overcome teacher candidates professional anxieties, fears and
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Kenan Bulut, Fatma Açık, Ömer Çiftçi THE EFFECT OF MICROTEACHING ON PRE-SERVICE TURKISH LANGUAGE
TEACHERS’ SPEAKING ANXIETIES
deficiencies. Marulcu and Dedeturk (2014, p. 368) stated that microteaching practices
reduce teacher candidates’ anxiety about classroom management which is one of the various
unfavorable cases determined.
In these studies, all results about the reduction in teacher candidates anxieties by
means of microteaching technique overlap with results obtained in this study from
various aspects. Because a significant reduction in anxiety scores of Experimental
Group teacher candidates happened in this study. This situation which is supported by
literature shows that microteaching technique not only improves teacher candidates
speaking skills (Bulut, 2015), but also has a significant influence on reducing their
anxieties.
Suggestions
“nxiety is not just a speaking case, it shows itself in other linguistic skills like
reading and writing. Especially writing anxiety appears to be a case found to a
large extent in the literature. So, it is essential for the lessons in Turkish
Language Education Programs to be taught more practice-based moving away
from theoretic approach and this should be emphasized sensitively.
Ongoing educational system and socio-cultural structure of our society leads
high speaking anxiety in a great deal of society including educated individuals.
It is possible to say that efforts to minimize this unfavorable situation are limited.
Thus, it is necessary to create awareness, have thought, develop attitude and
show an approach about this situation s importance especially for teacher
candidates. Results above shows that microteaching technique is appropriate for
this.
Actually, this technique should be frequently used in Oral Expression, Effective
Communication Skills, Turkish Grammar, Classroom Management, Special
Teaching Methods, Principles and Methods of Teaching and Drama classes in
Faculties of Education as well as practicing it frequently in School Experience
and Teaching Practice classes as it is a technique that promotes student-centered
education.
Feedback is an essential part of this technique. Thus, it is essential to be careful
throughout criticism and to do collective evaluations at the end of each lesson.
Any contrary case increases anxiety level of students.
For applicability of such techniques which entails more practice, it is thought
that Speaking Education course should be taught at least two terms and it is
necessary for classroom sizes to be limited by 25-30 students which is ideal.
When it is impossible, the students should be grouped in practice lessons and
thus practice opportunities can be enhanced.
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TEACHERS’ SPEAKING ANXIETIES
Technological substructure should be sufficient to practice microteaching
comfortably. So it would be beneficial to arrange equipped classrooms which
have appropriate acoustic environment as well as necessary tools and physical
conditions as needed.
Results of this study were obtained by comparing Speaking Education course
which was taught by microteaching technique and Speaking Education course
which was taught by traditional method. It is thought that different techniques
are/might be effective in reducing Turkish Language teacher candidates
speaking anxiety. Studies aimed at comparing this technique with other
techniques may be conducted.
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