The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the Class Setting

Abstract

This mixed methods study examined the influence of cognitive behavioral approach based counsellor trainee support on prospective English teachers’ public speaking anxiety and foreign language speaking anxiety in the class setting. The participants of the study included sixteen third year prospective English teachers studying at Trakya University. Both quantitative and qualitative data analysis revealed that the participants benefited from the counselling procedure. The study aims to trigger more interest on different forms of anxiety experienced by prospective teachers and motivate researchers to design interventions that will psychologically assist prospective teachers in their transition to the teaching profession.

Keywords

• Peer counselling,public speaking anxiety,classroom anxiety,language anxiety,cognitive behavioral approach

Kaynakça

1. Aydın, A., Tekinsav-Sütcü, S., & Sorias, O. (2010). Ergenlerde sosyal anksiyete belirtilerini azaltmaya yönelik bilişsel-davranışçı bir grup terapisi programının etkililiğinin değerlendirilmesi. Türk Psikiyatri Dergisi, 21(1), 25-36.
2. Bal, S. M. (2006). Teachers’ perceptions of communicative language teaching (CLT) in Turkish EFL setting: Theory vs. practices. Unpublished Master’s thesis, Cukurova University, Adana, Turkey.
3. Baker, C., Wuest, J., & Stern, P.N. (1992). Method slurring: the grounded theory/ phenomenology example. Journal of Advanced Nursing, 17, 1355-1360.doi: 10.1111/j.1365-2648.1992.tb01859.x
4. Bauer, S. R., Sapp, M., & Johnson, D. (2000). Group counseling strategies for rural at-risk high school students. High School Journal, 83(2), 41-51.
5. Beatty, M. J., & Behnke, R. R. (1980). An assimilation theory perspective of communication apprehension. Human Communication Research, 6, 319-325. doi: 10.1111/j.1468-2958.1980.tb00153.x
6. Beatty, M. J., & Behnke, R. R. (1991). Effects of public speaking trait anxiety and intensity of speaking task on heart rate during performance. Human Communication Research, 18, 147-176.doi:10.1111/j.1468- 2958.1991.tb00542.x
7. Beatty, M. J., & Clair, R. P. (1990). Decision rule orientation and public speaking apprehension. Journal of Social Behavior and Personality, (Special issue), 105-116.
8. Beck, J. S. (2005). Cognitive therapy for challenging problems. What to do when the basics don’t work. New York, NY: Guildford Press.

9. Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. New York, NY: Guilford Press.
10. Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863. doi:10.1073/pnas.0910967107
11. Bodie, G. D. (2010). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety. Communication Education, 59(1), 70-105. doi: 10.1080/03634520903443849
12. Bozanoğlu, I. (2005). Bilişsel davranışçı yaklaşıma dayalı grup rehberliğinin güdülenme, benlik saygısı, başarı ve sınav kaygısı düzeylerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38, 17-42. doi: 10.1501/Egifak_0000000110
13. Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. doi: 10.1007/s10648-009-9106-y
14. Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.doi: 10.1111/0023-8333.00095
15. Clark, D. A., & Beck, A. T. (2010). Cognitive therapy of anxiety disorders: Science and practice. New York, NY: Guilford Press.
16. Clevenger, T., & Halvorson, S. K. (1992). Converting the PRCA-State Version 2 to the Speech Anxiety Scale. Tallahassee: The Florida State University.
17. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46. doi: 10.1177/001316446002000104
18. Corey, G. (2005). Theory and practice of counseling and psychotherapy. Belmont, CA: Thomson/Brooks/Cole.
19. Cunningham, V., Lefkoe, M., & Sechrest, L. (2006). Eliminating fears: An intervention that permanently eliminates the fear of public speaking. Clinical Psychology and Psychotherapy, 13(3), 183-193. doi: 10.1002/cpp.487
20. Daly, J. A., Vangelisti, A. L., Neel, H. L., & Cavanaugh, P. D. (1989). Pre-performance concern associated with public speaking anxiety. Communication Quarterly, 37, 39-53. doi: 10.1080/01463378909385524
21. Daly, J. A., Vangelisti, A. L., & Weber, D. J. (1995). Speech anxiety affects how people prepare speeches: A protocol analysis of the preparation processes of speakers. Communication Monographs, 62, 383- 397. doi: 10.1080/03637759509376368
22. Daly, J. A., McCroskey, J. C., Ayers, J., & Hopf, T. (1997). Avoiding communication. Cresskill, NJ: Hampton Press.
23. Dattilio, F. M. (2010). Cognitive-behavior therapy with couples and families: A comprehensive guide for clinicians. New York, NY: Guilford.
24. Dobson, K. S. (2008). Cognitive therapy for depression. In M. A. Whisman (Eds.), Adapting cognitive therapy for depression: Managing complexity and comorbidity (pp. 3-35). New York, NY: Guilford Press.
25. Ellis, R. (1994). A theory of instructed second language acquisition. In N. Ellis, (Eds.), Implicit and Explicit Learning of Languages (pp. 79–114). London: Academic Press.
26. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York, NY: McGraw- Hill.
27. Garnefski, N., & Kraaij, V. (2018). Specificity of relations between adolescents’ cognitive emotion regulation strategies and symptoms of depression and anxiety. Cognition and Emotion, 32(7), 1401-1408.
28. Gläser-Zikuda, M., Stuchlíková, I., & Janík, T. (2013). Emotional aspects of learning and teaching: Reviewing the field − Discussing the issues. Orbis Scholae, 7(2), 7−22. doi: 10.14712/23363177.2015.18
29. Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data. New Jersey: Pearson.
30. Gürsoy, E., & Korkmaz, H. (2018). Speaking anxiety of freshmen and senior ELT prospective teachers. Eğitimde Kuram ve Uygulama, 14(1), 48 – 60. doi: 10.17244/eku.346886
31. Güvendir, E. (2017). Turkish students and their experiences during a short-term summer visit to the U.S. Study Abroad Research in Second Language Acquisition and International Education 2(1), 21–52. doi: 10.1075/sar.2.1.02guv
32. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. doi: 10.1016/S0742-051X(98)00025-0
33. Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080. doi: 10.1111/0161-4681.00142
34. Hill, H. C., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406. doi: 10.3102/00028312042002371
35. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. doi:10.2307/327317
36. Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating non-native teachers’ feelings of foreign 10.1111/j.19449720.1996.tb01248.x anxiety. Foreign Language Annals, 29(3), 365-372. doi
37. Ipek, H. (2007). Foreign language teaching anxiety. Eskisehir: Anadolu Universitesi Yayinlari.
38. Kacur, M., & Atak, M. (2011). Üniversite öğrencilerinin sorun alanları ve sorunlarla başetme yolları: Erciyes Üniversitesi örneği. Sosyal Bilimler Enstitüsü Dergisi, 31(2), 273-297.
39. Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: a literature review and an experience sampling study, In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher Motivation: Theory and Practice (pp. 69-82). New York: Routledge.
40. Keltner, D., & Ekman, P. (2000). Facial Expression of Emotion. In M. Lewis & J. Haviland-Jones (Eds.) Handbook of Emotions (pp. 236-249). New York: Guilford Publications, Inc.
41. Kızıldağ, S., Demirtaş Zorbaz, S., Gençtanırım, D., & Arıcı, F. (2012). Hacettepe Üniversitesi öğrencilerinin psikolojik danışma yardımı almaya ve bu yardımın sunulduğu birimlere ilişkin görüşleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 185-196. doi: 10.17860/efd.83756
42. Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
43. Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108, 1193-1203. doi: 10.1037/edu0000125
44. Kocabıyık, O., Çelik, H., & Dündar, Ş. (2017). Genç yetişkinlerin bilişsel duygu düzenleme tarzlarının ilişkisel bağımlı benlik kurgusu ve cinsiyet açısından incelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 45, 79-92. doi: 10.15285/maruaebd.279969
45. Köroğlu, E. (2013). Bilişsel - davranışçı psikoterapiler. Temel kavramlar, temel yaklaşımlar. Ankara: HYB.
46. Kraaij, V., Garnefski N., & Vlietstra A. (2008). Cognitive coping and depressive symptoms in definitive infertility: a prospective study. Journal of Psychosomatic Obstetrics and Gynecology, 29(1), 9-16. doi: 10.1080/01674820701505889
47. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35. doi: 10.1080/00131910120033628
48. Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.
49. Lombard, M., Snyder-Duch, J., & Bracken, C. C. (2010). Practical resources for assessing and reporting intercoder reliability in content analysis research projects. Retrieved on 25 September 2012, from
50. Maguire M., & Delahunt B. (2017). Doing a thematic analysis: a practical, step-by-step guide for learning and teaching scholars. The All Ireland Journal of Teaching and Learning in Higher Education, 8, 3351–3354.
51. Makhwathana, R. M., Mudzielwana, N. P., Mulovhedzi, S. A., & Mudau, T. J. (2017). Effects of teachers’ emotions in teaching and learning in the foundation phase. Journal of Psychology, 8(1), 28-35.
52. Malpass, J. R., O’Neil, J., Harold, F., & Hocevar, D. (1999). Self-regulation, goal orientation, self-efficacy, worry and high stakes math achievement for mathematically gifted high school students. Roeper Review, 21(4), 281-290. doi: 10.1080/02783199909553976
53. Marinho, A., de Medeiros, A., Gama, A., & Teixeira, L. (2017). Fear of public speaking: Perception of college students and correlates. Journal of Voice, 31(1), 127-138. doi: 10.1016/j.jvoice.2015.12.012
54. McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37, 269–277.doi: 10.1080/03637757009375677
55. McCroskey, J. C., & Beatty, M. J. (1984). Communication apprehension and accumulated communication state anxiety experiences: A research note. Communication Monographs, 51, 79-84. doi: 10.1080/03637758409390185
56. Menzel, K. E., & Carrell, L. J. (1994). The relationship between preparation and performance in public speaking. Communication Education, 43, 17-26. doi: 10.1080/03634529409378958
57. Meydan, B. (2015). Bireyle Psikolojik Danışma Uygulamasında Mikro Beceri Süpervizyon Modeli’nin Etkililiğinin İncelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(43), 55-68.
58. Mörtberg, E., Jansson-Fröjmark, M., Pettersson, A., & Hennlid-Oredsson, T. (2018). Psychometric properties of the Personal Report of Public Speaking Anxiety (PRPSA) in a sample of university students in Sweden. International Journal of Cognitive Therapy, 11(4), 421-433.doi: 10.1007/s41811-018-0022-0
59. Muthén, B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38(2), 171-189. doi: 10.1111/j.2044-8317.1985.tb00832.x
60. Nash, G., Crimmins, G., & Oprescu, F. (2015). If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety? Assessment & Evaluation in Higher Education, 41(4), 586- 600. doi: 10.1080/02602938.2015.1032212
61. OECD. (2005). Organization for Economic Cooperation and Development Report. ISBN 92-64-00782-2. Accessed 10 April 2019. https://www.oecd.org/about/34711139.pdf
62. Oliveira, M., Bitencourt, C., Teixeira, E., & Santos, A. C. (2013). Thematic content analysis: Is there a difference between the support provided by the MAXQDA® and NVivo® software packages. In Proceedings of the 12th European Conference on Research Methods for Business and Management Studies (pp. 304-314).
63. Oliveira, M., Bitencourt, C. C., dos Santos, A. C., Teixeira, E. (2016). Thematic content analysis: Is there a difference between the support provided by the MAXQDA® and NVivo® software packages?. Revista de Administração da Universidade Federal de Santa Maria, 9(1), 72-82. doi: 10.5902/19834659 11213
64. Olthuis, J. V., Watt, M. C., Mackinnon, S. P., & Stewart, S. H. (2014). Telephone delivered cognitive behavioral therapy for high anxiety sensitivity: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 82(6), 1005-1022. doi: 10.1037/a0037027
65. Onat, O. & Otrar, M. (2010). Bilişsel duygu düzenleme ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışmaları. Marmara Üniversitesi Eğitim Bilimleri Dergisi, 31, 123-143.
66. Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. Research in the Schools, 13(1), 48–63.
67. Otte, C. (2011). Cognitive behavioral therapy in anxiety disorders: current state of the evidence. Dialogues in Clinical Neuroscience, 13(4), 413-421.
68. Otto, M. W., Smits, J. A., & Reese, H. E. (2004). Cognitive-behavioral therapy for the treatment of anxiety disorders. The Journal of Clinical Psychiatry, 64, 21-23.
69. Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. Unpublished Master’s thesis, University of Illinois.
70. Öngider, N., & Baykara, B. (2015). Anksiyete tanısı almış çocuklar üzerinde bilişsel davranışçı grup terapisinin etkililiği. Bilişsel Davranışçı Psikoterapi ve Araştırmalar Dergisi, 1, 26-37.
71. Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.
72. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. doi: 10.1207/S15326985EP3702_4
73. Sakakibara, R., & Endo, T. (2016). Cognitive appraisal as a predictor of cognitive emotion regulation choice. Japanese Psychological Research, 58(2), 175-185.doi: 10.1111/jpr.12098
74. Sertelin Mercan, Ç., & Yavuzer, H. (2017). Bilişsel-davranışçı yaklaşımla bütünleştirilmiş sosyal beceri eğitiminin ergenlerin sosyal kaygı düzeyine etkisi. Electronic Journal of Social Sciences, 16(63), 1187- 1202.doi: 10.17755/esosder.291364
75. Spanos, N. P., Burnley, M. C., & Cross, P. A. (1993). Response expectancies and interpretations as determinants of hypnotic responding. Journal of Personality and Social Psychology, 65(6), 1237-1242. doi: 10.1037//0022-3514.65.6.1237
76. Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student rlationships. Educational Psychology Review, 23, 457-477. doi: 10.1007/s10648-011-9170-y
77. Stopa, L., & Clark, D. M. (2000). Social phobia and interpretation of social events. Behaviour Research and Therapy, 38(3), 273-283.doi: 10.1016/S0005-7967(99)00043-1
78. Stuhlman, M. W., & Pianta, R.C. (2002). Teachers' narratives about their relationships with children: Associations with behavior in classrooms. School Psychology Review, 31(2), 148-163. doi: 10.1080/02796015.2002.12086148
79. Sutton, R. E., & Wheatley. K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions 10.1023/A:1026131715856
80. research. Educational Psychology Review, 15(4), 327-358. doi
81. Tillfors, M., & Furmark, T. (2007). Social phobia in Swedish university students: Prevalence, subgroups and avoidant behavior. Social Psychiatry and Psychiatric Epidemiology, 42, 79-86. doi: 10.1007/s00127-006- 0143-2
82. Tüm, D. Ö., & Kunt, N. (2013). Speaking anxiety among EFL student teachers. Hacettepe Journal of Education, 28(3), 385-399.
83. Van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72(4), 577-625. doi: 10.3102/00346543072004577
84. Walsh, W. B., & Betz, N.E. (1990). Tests and assessment. Englewood Cliffs, NJ: Prentice-Hall.
85. Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry, 50(3), 224- 234. doi: 10.1111/j.1469-7610.2008.01948.x.
86. 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. doi: 10.5539/elt.v5n12p23