Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies

Pre-service teachers' oral presentation is a component of the professional qualifications to meet responsibilities as future educators. However, they encounter oral presentation anxiety (OPA). Therefore, this study investigated the factors contributing to their anxiety and self-efficacy by comp...

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Main Author:	Mimi Rita @ Aishah, Tajuddin
Format:	Thesis
Language:	eng eng
Published:	2022
Subjects:	LB Theory and practice of education
Online Access:	https://etd.uum.edu.my/10225/1/s95457_01.pdf https://etd.uum.edu.my/10225/2/s95457_02.pdf
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id	my-uum-etd.10225
record_format	uketd_dc
spelling	my-uum-etd.102252023-01-16T03:50:10Z Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies 2022 Mimi Rita @ Aishah, Tajuddin Yaacob, Aizan Ab. Rahman, Faizahani Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB Theory and practice of education Pre-service teachers' oral presentation is a component of the professional qualifications to meet responsibilities as future educators. However, they encounter oral presentation anxiety (OPA). Therefore, this study investigated the factors contributing to their anxiety and self-efficacy by completing the Self-Reflection (SR) and the Self-Reflection Strategy (SRS). The research objectives were to i) explore the factors that contribute to the pre-service teachers' oral presentation anxiety; ii) to explore selfefficacy practice in oral presentation; and iii) to investigate the pre-service teachers' oral presentation anxiety and self-efficacy practice through the Self-Reflection Strategy. SR and SRS explored the factors that contribute to the pre-service teachers' OPA and self-efficacy practice by using the underpinning theories, namely the Social Constructivism Theory, the Foreign Language Anxiety, and Self-Efficacy. Data was obtained through a qualitative case study research design administered to sixteen preservice teachers in an Institute of Teacher Education (ITE) in three phases. Two participants from those sixteen volunteered to do an Oral Presentation about Islamic and Asian Civilisations for SRS. The findings show they experienced a variety of oral presentation anxiety factors, namely test anxiety, fear of negative evaluation, communication apprehension as well as topic and content anxiety. Self-efficacy practices findings by the pre-service teachers were intentionality, forethought, selfreactiveness, self-reflectiveness and self-enhancement. SRS revealed that the preservice teachers' anxiety feelings were overcome, and their self-efficacy practice was enhanced in the oral presentations using Gibbs (1988) reflective cycles and the adaptation of TRIPLESPEAK from Finn et al. (2009). The study's implications show that SR and SRS assisted the pre-service teachers in oral presentation skills. This contributes to turning them into life-long learners who can communicate and work across cultures using the guidelines. The guidelines can be practised among students not only in Malaysia but also globally through the Open Learning web page. 2022 Thesis https://etd.uum.edu.my/10225/ https://etd.uum.edu.my/10225/1/s95457_01.pdf text eng 2025-02-08 staffonly https://etd.uum.edu.my/10225/2/s95457_02.pdf text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Yaacob, Aizan Ab. Rahman, Faizahani
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Mimi Rita @ Aishah, Tajuddin Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
description	Pre-service teachers' oral presentation is a component of the professional qualifications to meet responsibilities as future educators. However, they encounter oral presentation anxiety (OPA). Therefore, this study investigated the factors contributing to their anxiety and self-efficacy by completing the Self-Reflection (SR) and the Self-Reflection Strategy (SRS). The research objectives were to i) explore the factors that contribute to the pre-service teachers' oral presentation anxiety; ii) to explore selfefficacy practice in oral presentation; and iii) to investigate the pre-service teachers' oral presentation anxiety and self-efficacy practice through the Self-Reflection Strategy. SR and SRS explored the factors that contribute to the pre-service teachers' OPA and self-efficacy practice by using the underpinning theories, namely the Social Constructivism Theory, the Foreign Language Anxiety, and Self-Efficacy. Data was obtained through a qualitative case study research design administered to sixteen preservice teachers in an Institute of Teacher Education (ITE) in three phases. Two participants from those sixteen volunteered to do an Oral Presentation about Islamic and Asian Civilisations for SRS. The findings show they experienced a variety of oral presentation anxiety factors, namely test anxiety, fear of negative evaluation, communication apprehension as well as topic and content anxiety. Self-efficacy practices findings by the pre-service teachers were intentionality, forethought, selfreactiveness, self-reflectiveness and self-enhancement. SRS revealed that the preservice teachers' anxiety feelings were overcome, and their self-efficacy practice was enhanced in the oral presentations using Gibbs (1988) reflective cycles and the adaptation of TRIPLESPEAK from Finn et al. (2009). The study's implications show that SR and SRS assisted the pre-service teachers in oral presentation skills. This contributes to turning them into life-long learners who can communicate and work across cultures using the guidelines. The guidelines can be practised among students not only in Malaysia but also globally through the Open Learning web page.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Mimi Rita @ Aishah, Tajuddin
author_facet	Mimi Rita @ Aishah, Tajuddin
author_sort	Mimi Rita @ Aishah, Tajuddin
title	Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
title_short	Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
title_full	Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
title_fullStr	Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
title_full_unstemmed	Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
title_sort	exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2022
url	https://etd.uum.edu.my/10225/1/s95457_01.pdf https://etd.uum.edu.my/10225/2/s95457_02.pdf
_version_	1776103769286639616

Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies

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