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Author(s) Research Journals / Research Findings and

Topic Publications, Year Methodolo Conclusions
gy Used

Dwi Ima Elevating the Herminingsih, D. I., This study Findings

Herminingsih, Speaking & Jazeri, M. (2020). used a 1. The
Mohamad Jazeri Ability Elevating the case study students
through a speaking ability design and clearly
Culture Talk through a culture applied a showed a
in a Video: talk in a video: qualitative positive
Evidence Evidence from approach response
from universitas to analyze to the
Universitas Tulungagung, the data technique
Tulungagung Indonesia. Asian used by
, Indonesia ESP Journal. the
teacher.
This
accords
with the
work of
Prensky
(2012),
who
notes
that since
the
developm
ent of the
World
Wide
Web,
instructio
nal
strategies
and
approach
es have
progress
ed.
Indeed,
many
second
language
learners
have
become
digital
natives
that are
well
aware of
the
benefits
of using
the
Internet
(Prensky,
2012). In
a similar
vein,
Seimens
(2005)
talks
about
knowledg
e or
informati
on
obtained
by
learners
through
Compute
r
Assisted
Languag
e
Learning
(CALL).
This was
instrume
ntal in
connectin
g with L2
learners,
especiall
y with the
integratio
n of Web
2.0. In
254
addition,
this
innovativ
e process
for
learning
a second
 language
differs
from that
used in
the
typical
classroo
m setting,
and it is a
motivatio
nal factor
when
learning
a second
or foreign
language
(Siemens
, 2005).
2. Question
naires
were
distribute
d to the
22
students
to solicit
their
opinions
toward
the
implemen
tation of
the PBL
approach
. They
were
asked to
answer
questions
about
their level
of
agreeme
nt. Some
15
students
said they
“strongly
agree”
and 7
said they
 “agree”
that
asking
them to
talk about
culture in
a video
made
them feel
motivated
,
provided
them with
more
opportuni
ties to
speak,
made
them
more
involved
in the
learning
process,
and
stimulate
d them to
collaborat
e and
discuss
with their
friends.
This
indicates
the
students
expresse
d a
broadly
positive
response
to the
teacher’s
approach
.
3. Spoken
language
is
commonl
y
employed
as a tool
to
transfer
ideas
from one
person to
another.
Sounds
have
therefore
been
created
to denote
the
names of
objects.
This
theory
was
underpin
ned by
Balch
(2006),
who
posited
that the
person
who
hears
these
verbalize
d forms
gets a
descriptio
n of the
thing
being
signified.
In Balch’s
ideas,
objects
that are
familiar to
the
speaker
are
easier to
speak
about,
because
he or she
 is
expressin
g
somethin
g that
already
exists in
the mind.
A similar
principle
applies to
the
listener,
with him
or her
interpreti
ng the
sounds
according
to known
facts

Conclusion
Based on the
results of this
research and
the discussion
of previous
studies, we can
conclude that
asking the
students to talk
about their
customs and
culture through
a video can
improve
students’ ability
to speak
English. The
students are
more motivated
to participate,
and they get
more
opportunities to
be more
creative and
innovative as
they practice
speaking in
 English. They
can also explore
their capacity to
apply the
English
language both
individually and
within a group.
They find it
easier to
express
themselves in
English because
they are highly
familiar with the
topic being
discussed.

Nasser Omer M. Al-Tamimi, N. O. M. The design Findings

Al-Tamimi Public (2014). Public of the 1. The
speaking instruction: study was major
Speaking abridge to improve quasi- findings
English speaking experiment of the
Instruction:
competence and al with a first
Abridge to reducing non- research
communication equivalent question
Improve
apprehension. Inter group pre- provided
English national journal of test post- tangible
linguistics and test (Baker, support
Speaking
communication, 2(4) Pistrang& for the
Competence , 45-68. Elliot, effectiven
2002). ess and
and True efficiency
Reducing experiment of public
is more speaking
Communicati desirable instructio
on than quasi- n.
experiment Specifical
Apprehensio , and ly,
n viewed as students
the highest who
standard in received
the only
evaluation instructio
of n on
interventio public
ns. speeches
However, performe
the d better
conditions on all
of true measure
experiment s than did
al cannot their
always be peers in
achieved in the
educational control
settings. group
Therefore, who
most received
studies in the
educational regular
settings instructio
are quasi- n of
experiment speaking
s rather skills.
than true From the
experiment results of
s, given the
that questionn
randomisat aire, it is
ion of the clear that
participants the
in majority,
educational if not all
settings, of the
particularly students,
in experienc
classroom ed an
experiment increase
s, is not in their
easily learning
achievable. outcome.
Instead, 2. Overall,
quasi- the
experiment results of
al the
procedures current
in study
naturalistic suggest
settings that the
are an use of
alternative PSI
to true improved
experiment students'
al designs. CC. This
pattern of
findings
suggests
the
importan
ce of
public
 speaking
courses
for
university
students.
3. Results
revealed
that
students’
communi
cation
performa
nce
scores
for those
participati
ng in the
experime
ntal
group
were
greater
than their
matched
control
group
students.
This
finding
confirms
and
extends
previous
research
findings
that
interventi
ons
designed
to
improve
students’
CC,
particularl
y those
providing
explicit
instructio
n, yield
gains in
speaking
 ability.

Conclusion
Teachers and
instructors in
both secondary
and university
levels should
consider an
optimal EFL
learning setting
to inspire and
boost EFL
students’
speaking
competence.
According to
this study, the
results highlight
the
effectiveness of
public speaking
instruction in
developing
students’
speaking
competence
which
consequently
reduces the CA
among them.
Therefore, it is
the hope of the
researcher that
the findings will
inspire language
teachers to offer
in-service
training courses
on public
speaking
instruction for
existing
educators or as
part of the pre-
teaching training
programmes
being offered by
universities and
colleges. In a
 nutshell, public
speaking has
been proved as
a suitable
pedagogical
activity for
ESL/EFL
students to
develop their
speaking
competence
and reduce their
CA. Since so far
little research
has been
conducted in
public speaking
on schools and
university in
Yemen, the
results of this
study provide an
example of
using public
speaking to
improve
students’ oral
CC and reduce
their CA.

Nida Boonma, Boonma, N., & This study Findings

Swatevacharkul The effect of Swatevacharkul, R. employed 1. The
(2020). The effect of a variant of findings
autonomous autonomous mixed from the
learning process on methods Theme 1
learning
learner autonomy of approach and the
process on English public which is an questionn
speaking embedded aire both
learner
students. Indonesia experiment suggeste
autonomy of n Journal of Applied al design d the
Linguistics, 10(1), (Figure 2). significan
English
194-205. For this t increase
public research of
design, a learning
speaking qualitative strategy
students strand use
(qual) is which
embedded implies
within a that
quantitative learning
experiment strategies
(QUAN) to are a
supplemen prerequis
t the ite of
experiment learner
al design autonom
(Creswell & y. The
Plano study’s
Clark, findings
2011). are
During the aligned
interventio with
n, Nakatani’
qualitative s (2005)
data were which
collected revealed
from that
students’ cognitive
reflections. and
The metacog
subsequen nitive
t reflections strategy
after the training
implement can
ation of significan
ALP were tly
gathered to improve
provide the
more students’
insight into oral
the proficienc
quantitative y test
findings. scores.
2. For
learners
to
develop
autonom
ous
learning
behaviors
, the
capacity
to utilize
learning
strategies
is
fundame
ntal
(Benson,
1997;
Macaro,
1997;
Murase,
2015).
Thus, it is
believed
that
learning
strategies
are
considere
d a
prerequis
ite of
learner
autonom
y.
Learner
training is
viewed
as a
helpful
resource
to enable
students
to be
more
active in
the
classroo
ms
(Dickinso
n, 1992)
and the
effective
use of
learning
strategies
is linked
to higher
levels of
achievem
ent in a
second
language
(Gardner
&
MacIntyr
e, 1992).
Indeed,
the
increase
 of
learning
strategy
use can
be
observed
from the
types of
the
speeches
. The
types of
the
speeches
which
could
enhance
the use
and plans
of the
learning
strategies
are
persuasiv
e
speeches
and
prepared
speeches
.
3. Compare
d to
informativ
e
speeches
,
persuasiv
e
speeches
indeed
required
higher
effort in
credibility
building
as well
as the
effort in
supportin
g or
refuting
claims.
Cognitive
strategies
are
especiall
y
required
in order
to
convince
the
audience.
Moreover
, contrary
to the
imprompt
u
speeches
where
speakers
were
given no
preparati
on time,
in the
ALP,
students
delivered
prepared
speeches
. For
prepared
speeches
, the
students
invested
their time
and effort
into the
supportin
g
material
preparati
on as
well as
speech
rehearsal
s. The
findings
from the
questionn
 aire
indicated
that
students
improved
in the
preparati
on and
the
practice
of words
and
expressio
ns which
is a result
of use of
the
metacog
nitive
strategies
.

Conclusion
To conclude,
there are four
points of
discussions
which could
explain how the
ALP contributed
to the
improvement of
the level of
learner
autonomy and
how learner
autonomy is
revealed. First,
learning
strategies are
prerequisites for
learner
autonomy, and
the study’s
findings
revealed that
the types of the
speech tasks
can enhance
the use and
plans of learning
strategies.
Second, the
students’
capacity to
reflect and their
formation of
reflective
behaviors
indicate the
improvement of
learner
autonomy. Such
capacity to
reflect is found
in both
questionnaire
and the Overall
Written
Reflections.
Third, as the
students
developed more
positive affect
towards their
learning, their
level of learner
autonomy is
improved.
Mutual
motivation is
also developed,
and the
students are
more satisfied
and prouder of
their learning.
Lastly, the
students’
construction of
identity leads to
the
improvement in
learner
autonomy.
Based on these
four points of
discussions, the
impact of the
ALP is that the
students’ level
of learner
 autonomy can
significantly
improve

Kristian Florensio Wijaya, K. F., & This is a Findings

Wijaya, Concilianus English Mbato, C. L. (2020). qualitative 1. Self-
Laos Mbato English language study in efficacy
Language education students’ which the increased
perceptions of self- researcher the
Education
efficacy in public s attempt learners’
Students’ speaking to create beliefs on
class. Journal of trustworthi their
Perceptions
English Language ness after speaking
of Self- Teaching and gathering abilities
Linguistics, 5(1), 29- the 2. Self-
Efficacy in
43. obtained efficacy
Public data. maintaine
Therefore, d their
Speaking the speaking
Class researcher learning
s aim to motivatio
understand n through
particular supportiv
phenomen e
a occurring learning
in specific environm
fields with ent
the 3. Self-
purpose of efficacy
avoiding is
unintended fostered
bias on the successf
data. ully in
Taken as a public
whole, speaking
purposive class.
sampling
was Conclusion
applied to On the whole,
collect there were three
more major
relevant conclusions
data in this drawn from this
study. study namely
Further, precise
purposive implementations
sampling in exercising
will enable self-efficacy
the through
researcher communication
s to attain praxis,
a profound continuous
understand utilization of
ing internal and
regarding external factors,
the and urgent
learning requirements to
experience promote
s collaborative
undergone learning. First,
by the the learners are
learners. required to pick
(Devers & up their exact
Frankel, learning
2000) strategies more
reason critically before
stronger going deeper to
arguments practice their
out of the communicative
data competencies
gathered for they will
should be possess
delineated stronger
successfull intentions to
y while attain their
implementi learning
ng objectives in the
purposive face of
sampling in difficulties. Until
the this major point
qualitative is reached, the
study learners should
unless the also be guided
research to further
will be learning
handicapp exposures
ed as poor through the use
results. In of internal and
addition, external factors.
qualitative Both of these
content factors have
analysis tight-knit
was also relationships
utilized in with each other
this study since the
with the learners will be
purpose of more
generating autonomous,
some mature, and
renewable proficient target
findings out language
of the data communicators
gathered. only if the
Krippendor lecturers
ff (1980) together with
argues learning
content counterparts
analysis have
can yield successfully
proper and generated more
reliable meaning-
inferences making
from the feedback and
data, which powerful
have been motivation
analyzed to influencing the
give further
knowledge, navigation of
some new their learning
perspective dynamics. To be
s, truly successful
appropriate while running all
representat of these fruitful
ives of the educational
facts, and strategies, the
simple lecturers need
guidance to be able to
relevant to promote a
the real positive learning
actions. atmosphere
The through
research cooperative
participants learning
participatin communities in
g in this communication
study were language
English learning
Language circumstances
Education with a purpose
Students establishing,
participatin nourishing, and
g in Public fostering
Speaking learners’ self-
Class. efficacy levels
During the along with
data communication
gathering proficiency to
processes, their utmost.
the Ultimately, there
researcher are two
made use suggestions for
of 15 future
questionnai researchers
 re aiming to
statements conduct similar
in the form theme regarding
of Likert- this present
scale and study namely
students’ the future
reflections researchers
regarding should conduct
their self- a correlational
efficacy in study about the
Public importance of
Speaking self-regulation
Class. The and self-efficacy
reflections in improving
consist of 5 EFL learners’
reflective communicative
questions competencies in
asking speaking
about classes and
factors they have to be
influencing able to discover
their some specific
selfefficacy variables related
developme to the EFL
nt in Public learners’ self-
Speaking efficacy
Class. development in
order to provide
broader access
for language
educators to
apply a wide
variety of
communicative
language
teaching
approaches in
their majority of
classroom
settings.

Ru-Chu Shih Shih, R. C. (2013). This study Findings

Enhancing Enhancing college adopted a 1. In the last
students’ case study class
College environmental design with session,
protection a small the
Students’
awareness through group of survey
Environment a mobile LINE participants questionn
application in involving aires
al Protection
English public with both were
Awareness speaking qualitative distribute
 course. Life Science and d with 47
through a Journal, 10(3), quantitative returned.
2137-2142. methods. The
Mobile LINE This study questionn
aims to aire
Application
explore obtained
in English whether a .859 of
the Cronbach
Public
students’ Alpha
Speaking environme value,
ntal reflecting
Course
protection a high
awareness level of
cane be reliability
enhanced in the
through the questionn
LINE aire.
application 2. The
on their descriptiv
smartphon e
es. The statistics
English on the
Public response
Speaking s to the
course is questionn
an 18- aires
week, one show that
semester the 27
course. items
The obtained
experiment an
al teaching average
was mean of
implement 3.755,
ed in the ranging
last four from 2.44
weeks of to 4.21
the with
semester standard
with topics deviation
relating to s ranging
environme from .56
ntal to .99,
protection, indicating
such as the
global students
warming moderate
and food ly agree
safety. with the
items
(test
 value=3).
3. Additiona
lly, the
results of
one-
sample t
test show
that all
items
reached
significan
ce level
(p

Conclusions
This study
explores the
effects of using
a blended
instruction
combining LINE
application and
in-class
presentations
for learning
English public
speaking for
English-majored
junior students.
The findings of
the study show
that the
students have
made a
significant
progress on
their English
public speaking
performance,
including
articulation,
intonation,
posture,
gesture, and
usage of
vocabulary and
phrases.
Furthermore,
their learning
motivation and
attitude are
enhanced
through this
blended
instruction.
Moreover, the
students’
awareness of
environmental
protection
issues such as
global warming
and food safety
is enhanced
through the four
week blended
instruction. The
students show
more
knowledgeable
and cautious
about global
warming and
food safety. On
the other hand,
some students
pointed out that
using LINE to
record public
speaking
assignments
may reduce
their
on-stage/inclass
practices, which
may not be able
to help them
overcome their
stage fright.
Finally, using
LINE to assist
students in
language
learning can be
very
timeconsuming
and the
students may
not have the
internet access
all the time or
smartphones to
install LINE
application.
Thus, when this
type of blended
learning
approach
(MALL and in-
class
presentations) is
being
administered, a
thorough
preparation and
planning need
to be taken into
account
beforehand. In
conclusion, the
blended
instruction
combining LINE
application and
in-class
presentations to
assist English-
majored junior
students in
learning English
public speaking
is significantly
effective, which
are supported
by the findings
of Osguthorpe &
Graham (2003)
and Shih (2010,
2013). Also
through the
mobile learning
language
learning
(MALL), the
students’
learning
motivations and
attitudes are
highly enhanced
through this
blended
teaching
approach. The
 results are also
in accordance
with the findings
of Abdullah,
Hussin, Asra, &
Zakaria (2013),
Huang, Huang,
Huang, & Lin
(2012), and
Wong, Chai,
Chin, Hsieh, &
Lin (2012).
Finally, this
study employs
case study
method, and
only
investigates 49
junior students
from one class;
the results may
not be able to
generalize to
the other
subjects and
population.
Also, qualitative
approach and
further in-depth
investigation
can be
conducted in the
future studies.

Xatarina Yesy Dahlia, X. Y. This study Findings

Dahlia Teaching (2018). TEACHING was 1. Public
ENGLISH PUBLIC conducted Speaking in
English SPEAKING IN under the Madrasah
PESANTREN (A qualitative Aliyah Al-Zaytun
Public
Qualitative descriptive was an
Speaking in Descriptive Study at approach extracurricular
the Tenth Grade of which and a
Pesantren
Al-Zaytun Islamic involved compulsory
Boarding observing activities for all
School) (Master's and students.
thesis). describing 2. The teaching
the syllabus was
behavior of known as
study structural
without functional
influencing syllabus and the
the object materials were
of the developed by
study. the Public
Speaking
Teacher which
was inspired
from many
sources
including the
guidance book
entitled " The
Art of Public
Speaking" from
Stephen E.
Lucas.
3. Teacher
used many
strategies in
teaching, such
as lecturing, one
to one strategy
and discussion.

Conclusion
As the research
which has been
conducted in
education
setting, the
conclusion
drawn certainly
have
implications in
the field of
education and
also further
studies, related
to that matters.
It implies that
the English
public speaking
teacher needs
to improve their
teaching
especially in
selecting the
material,
strategies and
activities to
promote class
interaction
 during the public
speaking
teaching and for
getting the best
result that is a
good public
speaker who
can speak in
any ocassion.

ALFARIZI,  The Findings

SALMAN THE Alfarizi, S. research Based on those
PROBLEM (2013). THE design of results, public
FACED BY PROBLEM FACED this study speaking is
BY ENGLIS is something
ENGLIS
DEPARTMENT descriptive paranoid for
DEPARTME
STUDENTS IN research to most of the
NT PUBLIC obtain the people
STUDENTS SPEAKING (Doctor information especially for
IN PUBLIC al dissertation, related to adults. On the
SPEAKING University of the other hand,
Muhammadiyah problems public speaking
Malang). of this is a necessary
study. The survival skill to
data were help the
collected students
by throughout their
conducting college career
observatio or even in the
n and professional job
interview. after they have
The graduated.
English Therefore, the
department writer is eager
students in to investigate
UMM are the problems
the faced by the
population students in
of this public speaking
study and at English
they are department,
five University of
classes of Muhammadiyah
speaking. Malang who
have learned
about public
speaking in
Speaking Four
subject when
they were in the
fourth semester
because they
seem still
unconfident to
speak English in
public. The
writer expects
by knowing their
problems, the
writer can give
some ways to
solve with their
problems so
that English
public speaking
will not be
something
paranoid for the
students

Conclusion
This study was
fourth semester
of English
department in
speaking IV
classes.
Thirteen
students were
taken as the
sample by using
random
sampling.
Based on the
interview and
observation had
been conducted
in this study, it
showed that the
studentsÂ’
problems in
public speaking
were limited on
selecting topic,
anxiety,
accuracy,
clarity, no idea,
and
forgetfulness.
Bee Yee, B. C., Nawi, A. This pilot Findings
Choo Yee, Abdulla Potential M., & Abdullah, T. study was The findings
h Mohd disruptive (2021). Potential a mixed show that the
Nawi, Tina Abdulla innovation: disruptive method students
h online innovation: online research preferred the
learning of learning of public that traditional FTF
public speaking courses in involved a rather than the
speaking higher purposive online mode for
courses in education. foresight. sampling of public speaking
two groups courses. The
higher
of 39 challenges of
education students in internet
higher connection and
education. the lack of a live
The audience were
instrument their main
s used concerns in
were online public
questionnai speaking. It also
res of self- provides a
report potential for
anxiety, disruptive
speech innovation that
performanc could take into
e test and consideration of
observatio a live audience
n. in university
online courses.

Conclusions
This study
provides the
potential of
public speaking
course as a
disruptive
innovation. This
brings
implications for
the innovators,
marketers and
educators to
think of the
online
courses/progra
mmes that can
be best
implemented
while embracing
the changes
and the new
 normal of
COVID-19
brings for
student
learning.

Gusti Nur Hafifah Hafifah, G. N. The Findings

THE (2014). The researcher 1. Students
application of s use have the
APPLICATI students centered Observatio autonom
OF learning through nal y to
ON
presentation in research, it design
STUDENTS public speaking is a and
class of English research develop
CENTERED
Department student. technique creative
LEARNING In International where you ideas of
Conference 2014. observe their
THROUGH
participants public
PRESENTA and speaking
phenomen presentat
TION IN a in their ion,
PUBLIC most appropria
natural te with
SPEAKING settings.  the given
CLASS OF topics.
Lecturer
ENGLISH accommo
DEPARTME dates
students
NT with
STUDENT some
authentic
examples
of public
speaking
video as
motivator
, sales
promoter,
newscast
er, and
tour
guide to
provide
students
obvious
ideas of
what
presentat
ion they
should
 make for
the next
meeting
in
speaking
IV class.
Moreover
, Lecturer
also
outlines
the
Midterm
and Final
term
project
that
students
should
do,
explains
assessm
ent
criteria,
and sets
the rules
of the
class.
2. Students
have
lecture
about
Public
speaking
from a
professio
nal Public
speaker.
By
inviting
visiting
lecturer
from a
real
Practition
er, give
students
authentic
role
model
besides
giving
 significan
t
motivatio
n for
students
for
becoming
professio
nal public
speaker
Conclusion
usion
Implementing
the lesson plan
and syllabus in
teaching
speaking skill in
the classroom is
not easy
regarding the
limited time and
place allocation
and also
students’
speaking
abilities. From
the Study, it is
found that
Students
Centered
Learning was
the best
approach to
facilitate learner
to experience
autonomous
learning and
give students
more
opportunity to
perform their
skills in Public
Speaking
Practice in the
classroom and
also in real
settings.
Students are
more motivated
in performing
their speaking
 skills with
various choices
of public
speaker roles
and public
speaking
projects in real
situations. This
method of
teaching also
enhances
students
speaking
activity,
creativity and
confidence to
speak in public.

Dr. C. Arun, M.A., Arun, C., & The study Findings

M.Phil., B.Ed., Enhanceme Peruvalluthi, V. was 1. How does the
Ph.D. Dr. V. (2015). qualitative practice
Peruvalluthi, M.A., nt of Public Enhancement of in nature. enhance public
M.Phil., Ph.D. Public Speaking Field notes speaking?
Speaking
Skill through were During the
Skill through Practice among maintained observation, the
Teacher-Trainees in by the researchers
Practice
English: A researcher observed that
among Study. Language in s to record teacher trainees
India, 15(2), 12-18. the were eager to
Teacher-
observatio give their own
Trainees in ns. description of
the given topics
English: A in their public
Study speaking, but
they often
struggled to use
the
correct/desirabl
e words. They
however, helped
each other to
comprehend the
topics better.
Thus, along with
suggestion, they
got a good
amount of
speaking skill. 2.
Does it make
any changes in
teaching? With
the help of the
tips, the
trainees’
perception of
the world was
enhanced and
the researchers
observed a
significant
amount of
improvement in
their language
skills, namely,
listening and
presentation
skills.

Conclusion
It is to be
concluded that
when teacher
trainees were
asked to deliver
a speech, by the
practice they
presented a
clear
communication
with conviction
because of their
practice and
group work.
They created
and used tools
to overcome
nervousness
and they also
used body
language
(gestures,
movement,
posture and eye
contact) to
increase
understanding.
As they were
instructed or
trained, they
accepted the
question and
responded to it
with clear
thoughts and
answers. After
some
orientation they
got an idea of
what should be
done. Initially
they found it
difficult but later
they got
improvement