Department of Education

National Capital Region

DIVISION OF PASIG CITY
Caruncho Avenue, San Nicolas, Pasig City
Tel. No. 501 - 0316

TITLE: Overcoming Speaking Anxiety of 21st Second Language Learners through Audio

Visual Presentation in Teaching

Proponent/s: _______Royce Divine M. Oficial_____________

Anxiety, simply speaking, is a kind of troubled feeling in the mind. As

Horwitz (2010) noted, anxiety is a subjective feeling of, apprehension,
tension, nervousness, and worry is incorporated with an arousal of the
CONTEXT
automatic nervous system. Anxiety is usually identified into situation-
specific anxiety, state anxiety, and trait anxiety. State and situation-specific
anxiety are usually experienced in relation to some particular event or
situation (Brown, 2001) while trait anxiety refers to “a more permanent
predisposition to be anxious” (Scovel 1991:78 as cited in Khattak et al.
2011). The language anxiety is the research target of this paper. It belongs
to the last category which refers to the apprehension experienced when a
situation requires the use of a second language with which the individual
is not fully proficient (Horwitz, 2001: Gardner & MacIntyre, 1993: as cited
in Khattak et al. 2011). With the shifting of research focus from teachers to
learners in SLA (Second Language Acquisition), affective factors, such as
attitudes and motivation, were thought to account a lot for language
learning outcomes.

Anxiety in speaking the second language can contribute to student’s

RATIONALE OF THE ACTION RESEARCH

performance. This is the main cause why students in language classes

have slow pacing in learning the second language. Students tend to not
cooperate in activities that deal with oral performances such as recitation,
opinion sharing and other oral performances.
PROPOSED
INTERVENTION,
INNOVATION, Based from the lived experiences of teachers in public school, they
STRATEGY sometimes thought their students are not cooperating with them because
the students are not responding in the discussion. They know the students
can understand the lesson due to high scores in written outputs. However,
when it comes to oral performances, the students stay quiet and it takes a
lot of motivation and encouragement for them to speak. There are
instances that they speak but they will ask if they can express themselves
in Filipino, which is their mother tongue, or if they can cold switch – using
both English and Filipino in stating their ideas.

Many studies (Wu & Naudhani, 2018; Wazeema and Kareena, 2017; Lian
& Wang, 2015) have investigated the use of audio visual presentation in
language classes as a tool of exposing learners to the second language,
however, most of the these studies focuses on the effect of AVPs in
students’ anxiety, reading and listening comprehension. Very few
researches (Goktuk, 2016.) attempted to study the effect of audio visual
tools in overcoming students’ speaking anxiety. Thus, as an English
teacher, the researcher on this project wants to help address their

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 problems in speaking anxiety and to utilize audio-visual tools in improving
their oral performances.

1. What factors contribute to the speaking anxiety of the students?

ACTION RESEARCH 2. Hoe does Audio Visual Presentation affect the oral speaking anxiety of
QUESTION
the students?

The participants of the present study include forty (40) Grade 8 students
who have Filipino as their mother tongue. The participants are purposely
chosen based from the anxiety checklist they have answered and from the
observation of their English teacher that they manifests high stress level in
PARTICIPANTS speaking the language which affects the student’s oral performance in the
ACTION RESEARCH

SOURCES OF
DATA
class.
INFORMATION
DATA Both quantitative and qualitative analysis will be used as research method
of the study. The forty (40) Grade 8 participants will be given 5-item open-
METHODS

GATHERING
METHODS ended questionnaire (Mihri Koçaka, 2010) and interview about their
DATA
ANALYSIS personal feelings and opinions in speaking English. The researcher will
observe classes with the use of improvised Audio Visual Presentation
(AVP) in oral performances of the students. Coding technique and theme
analysis will be done to interpret the results. The researcher will also
administer an oral pre-test and post-test to the participants to determine
the effect of AVP to the speaking anxiety of the students.

ACTIVITIES TIMELINE
ACTION RESEARCH WORK PLAN AND TIMELINES

IMPLEMENTATION

 Gathering of related literature and studies

1st to 2nd week of August
PRE-
IMPLEMENTATION

 Preparation of Questionnaires and other

materials

 Preparation of communication letters for

PRE-

authorized persons
IMPLEMENTATION

 Data Collection through interviews, surveys 3rd week of August

PROPER

and journals
to 2nd week of September

 Data Analysis through Graphs 3rd week of September

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 IMPLEMENTATION  Discussion and Recommendation 4th week of September
POST-

1st week of October

 Presentation of the Action Plan

Item Cost Per Unit (P) Number Total Cost (P)

COST ESTIMATES

ream of bond papers 200 2 400

Ink 1500 1 SET 1500

photocopies 1 500 500

Snacks of participants 60 40 2400

Cheng, Y. S. , E. K. Horwitz and D. L. Schallert 1999 ‘Language Anxiety: Differentiating

Writing and Speaking Components’, Language Learning 49: 417-446 .

Khattak, Zafar Iqbal; Jamshed b , Tanveer; Ahmad c, Ayaz; Baig, , Mirza Naveed
(2011), An Investigation into the Causes of English Language Learning Anxiety
REFERENCES

in Students at AWKUM1

Kocak, Mihri (2010), A Novice Teacher’s Action Research On EFL Learners’ Speaking
Anxiety

Latif, Nur Afiqah binti Ab., A Study on English Language Anxiety among Adult Learners
in Universiti Teknologi Malaysia (UTM)

2) Minimum of five (5) references.

3Adapted from DepEd – NCR BERF Compliant Action Research Template

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