Date of Defense
24-5-2024 10:30 AM
Location
Building H1- Room 0002
Document Type
Thesis Defense
College
College of Education
Department
Curriculum & Instruction
First Advisor
Dr. Negmeldin Omer Alsheikh
Keywords
Oral presentations, anxiety, strategies, verbal, nonverbal, communication performance, language competence, linguistics, Arab students, ESL.
Abstract
This study explored Arab college students' oral presentation performance and anxiety using a convergent mixed-method design. The study used three data sets; in the first data set, the college students (n=265) completed an Oral Presentation and Anxiety Survey (OPAS); and the second data set featured a semi-structured interview with a subset sample (n=11), followed by an observation protocol with the interviewees (n=11) for the third data set. The quantitative findings revealed that technological aids significantly affected the levels of Language Anxiety experienced during Oral Presentations. The mean scores showed that females perceived more technical support than males. Additionally, a difference was observed among participants from different study colleges. The qualitative results can be divided into four main areas: a) Language-related factors, such as the difference between receptive and productive language skills and how language proficiency affects oral presentations; b) Social and environmental factors, including the fear of being evaluated by the instructor and the benefits of comparing one's performance with that of other students; c) Strategies for coping with anxiety, such as preparing in advance, being familiar with the topic, and using visual aids; d)the use of nonverbal communication and visual aids to improve the quality of oralpresentations. The study included some curriculum, pedagogy, instruction, and researchrecommendations.
Included in
THE FEELING OF BEING ON THE STAGE: ARAB COLLEGE STUDENTS' ORAL PRESENTATION PERFORMANCE AND ANXIETY: A MIXED METHOD STUDY
Building H1- Room 0002
This study explored Arab college students' oral presentation performance and anxiety using a convergent mixed-method design. The study used three data sets; in the first data set, the college students (n=265) completed an Oral Presentation and Anxiety Survey (OPAS); and the second data set featured a semi-structured interview with a subset sample (n=11), followed by an observation protocol with the interviewees (n=11) for the third data set. The quantitative findings revealed that technological aids significantly affected the levels of Language Anxiety experienced during Oral Presentations. The mean scores showed that females perceived more technical support than males. Additionally, a difference was observed among participants from different study colleges. The qualitative results can be divided into four main areas: a) Language-related factors, such as the difference between receptive and productive language skills and how language proficiency affects oral presentations; b) Social and environmental factors, including the fear of being evaluated by the instructor and the benefits of comparing one's performance with that of other students; c) Strategies for coping with anxiety, such as preparing in advance, being familiar with the topic, and using visual aids; d)the use of nonverbal communication and visual aids to improve the quality of oralpresentations. The study included some curriculum, pedagogy, instruction, and researchrecommendations.