The Effect of Pecha Kucha Presentations on Students’ English Public Speaking Anxiety

Published

2017-11-29

Los efectos de presentaciones “Pecha Kucha” sobre la ansiedad a hablar en público de estudiantes de inglés

Keywords:

English as a foreign language, Pecha Kucha, speaking anxiety (en)
ansiedad del habla, inglés como lengua extranjera, Pecha Kucha (es)

Downloads

PDF
HTML

Authors

Abdullah Coskun

Abstract (en)
Abstract (es)

The objective of this study is to investigate the effect of the Pecha Kucha presentation format on English as foreign language learners’ public speaking anxiety. The participants were 49 students in the English Translation and Interpretation Department of a state university in Turkey. A pre- and post-test experimental research design was used in this study. Students were given a questionnaire as the pre-test prior to the preparation of their presentations and as the post-test immediately following the presentation in the classroom. According to the paired samples statistics, students’ English public speaking anxiety was reduced significantly as a result of their experience using the Pecha Kucha presentation format. It was concluded that this presentation format can be incorporated into the English as a Foreign Language classroom.

El objetivo de este estudio es investigar el efecto del formato de presentación de Pecha Kucha en la ansiedad al hablar en público de estudiantes de inglés como lengua extranjera. Los participantes fueron 49 estudiantes del Departamento de Traducción e Interpretación en Inglés de una universidad estatal en Turquía. Se utilizó un diseño de investigación experimental previo y posterior al ensayo. Los estudiantes recibieron un cuestionario antes de la preparación de sus presentaciones e inmediatamente después de la presentación en el aula. De acuerdo con los resultados, la ansiedad de hablar en inglés de los estudiantes se redujo significativamente como resultado de su experiencia usando el formato de presentación de Pecha Kucha. Se concluye que este formato de presentación puede ser incorporado en el salón de clases de inglés.

Downloads

Download data is not yet available.

References

Artyushina, G., Sheypak, O., & Khovrin, A. (2010, April). Developing student presentation skills at the English language classes through Pecha Kucha. Paper presented at the IEEE Global Engineering Education Conference (EDUCON), Amman, Jordan.

Ayres, J., & Hopf, T. (1993). Coping with speech anxiety. Norwood, US: Ablex Publishing.

Bailey, K. (1983). Competitiveness and anxiety in adult second language leaning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long. (Eds.), Classroom-oriented research in second language acquisition (pp. 67-102). Rowley, US: Newbury House.

Baker, T. J. (2014). Pecha Kucha & English language teaching: Changing the classroom. CreateSpace Independent Publishing Platform.

Baskara, R. (2015, May). Developing students’ autonomy in oral presentations through Pecha Kucha. Paper presented at the Teaching English as a Foreign Language Conference, University of Muhammadiyah Purwokerto, Indonesia.

Beatty, M. J., & Friedland, M. H. (1990). Public speaking state anxiety as a function of selected situational and predispositional variables. Communication Education, 39(2), 142-147. https://doi.org/10.1080/03634529009378796.

Beyer, A. M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38(2), 122-126. https://doi.org/10.1177/0098628311401588.

Beyer, A. A., Gaze, C., & Lazicki, J. (2012). Comparing students’ evaluations and recall for student Pecha Kucha and PowerPoint presentations. Journal of Teaching and Learning with Technology, 1(2), 26-42.

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York, US: Longman.

Burnley, M., Cross, P., & Spanos, N. (1993). The effects of stress inoculation training and skills training on the treatment of speech anxiety. Imagination, Cognition and Personality, 12, 355-366. https://doi.org/10.2190/N6TK-AR8Q-L4E9-0RJ0.

Cheng, Y.-S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095.

Christianson, M., & Payne, S. (2011). Helping students develop skills for better presentations: Using the 20x20 format for presentation training. Language Research Bulletin, 26, 1-15.

Ciarrocca, B., & Brown, A. (2015, June 25). Fostering public speaking through Pecha Kucha in the high school English classroom. Paper presented at the Annual Research Forum, Winston-Salem, USA.

Foyle, H. C., & Childress, M. D. (2015). Pecha Kucha for better PowerPoint presentations. National Social Science Association. Retrieved from http://www.nssa.us/tech_journal/volume_1-1/vol1-1_article2.htm.

García-Laborda, J., (2013). Alternative assessment in English for tourism through web 2.0. In G. Bosch & T. Schlak (Eds.), Teaching foreign languages for tourism (pp. 89-106). New York, US: Peter Lang.

García-Laborda, J., & Litzler, M. F. (2015). Current approaches in teaching English for specific purposes. Revista Onomázein, 31, 38-51. https://doi.org/10.7764/onomazein.31.1.

García Laborda, J., & Litzler, M. F. (2017). English for business: Student responses to language learning through social networking tools. ESP Today, 5(1), 91-107. https://doi.org/10.18485/esptoday.2017.5.1.5.

Holliday, J. (2013). Pecha Kucha rubric. Retrieved from https://docs.google.com/document/d/10k5YlYOMtaXpisdUwu93eEPD03r9xnq28ACRswWfNYY/edit.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x.

Hunter, K. M., Westwick, J. N., & Haleta, L. L. (2014). Assessing success: The impacts of a fundamentals of speech course on decreasing public speaking anxiety. Communication Education, 63(2), 124-135. https://doi.org/10.1080/03634523.2013.875213.

Klentzin, J. C., Paladino, E. B., Johnston, B. & Devine, C. (2010). Pecha Kucha: Using “lightning talk” in university instruction. Reference Services Review, 38(1), 158-167. https://doi.org/10.1108/00907321011020798.

Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6(11), 1-16. https://doi.org/10.5539/elt.v6n11p1.

Liao, H.-A. (2014). Examining the role of collaborative learning in a public speaking course. College Teaching, 62(2), 47-54. https://doi.org/10.1080/87567555.2013.855891.

Lucas, K., & Rawlins, J. D. (2015). PechaKucha presentations: Teaching storytelling, visual design, and conciseness. Communication Teacher, 29(2), 102-107. https://doi.org/10.1080/17404622.2014.1001419.

Mabuan, R. A. (2016a, April). Developing ELL’s public speaking skills. Paper presented at the Asianization of English and English Language Teaching Conference, Silliman University, Dumaguete, Negros Oriental.

Mabuan, R. A. (2016b, December). Pecha Kucha presentations: Building and boosting English language learners’ public speaking skills. Paper presented at the 11th International Symposium on Teaching English at Tertiary Level, Hong Kong Polytechnic University, Kowloon, Hong Kong.

McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37(4), 269-277. https://doi.org/10.1080/03637757009375677.

Michaud, M. (2015). Pecha Kucha in EFL: Creating creative presentations. Classroom Resources, 1, 9-24.

Murugaiah, P. (2016). Pecha Kucha style PowerPoint presentation: An innovative call approach to developing presentation skills of tertiary students. Teaching English with Technology, 16(1), 88-104.

Nguyen, H. (2015). Student perceptions of the use of PechaKucha presentations for EFL reading classes. Language Education in Asia, 6(2), 135-149. https://doi.org/10.5746/LEiA/15/V6/I2/A5/Nguyen.

Özaslan, E. N., & Maden, Z. (2013). The use of PowerPoint presentations in the department of foreign language education at Middle East Technical University. Middle Eastern and African Journal of Educational Research, 2, 38-45.

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.

Plangkham, B., & Porkaew, K. (2012). Anxiety in English public speaking classes among Thai EFL undergraduate students. LEARN Journal: Language and Acquisition Research Network, 5, 110-119.

Reynolds, G. (2012). Presentation Zen: Simple ideas on presentation design and delivery. Berkeley, US: New Riders Publishing.

Robinson, R. (2015, July). Pecha Kucha: How to improve students’ presentation skills. Paper presented at the European Conference on Language Learning, Brighton, United Kingdom.

Ryan, J. (2012). PechaKucha presentations: What are they and how can we use them in the classrooms? Shizuoka University of Art and Culture Bulletin, 12, 23-27.

Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x.

Shiobara, F. (2015, April-May). Pechakucha presentations in the classroom: Supporting language learners with public speaking. Paper presented at the Asian Conference on Language Learning, Kobe, Japan.

Simona, C. E. (2015). Developing presentation skills in the English language courses for the engineering students of the 21st century knowledge society: A methodological approach. Procedia: Social and Behavioral Sciences, 203, 69-74. https://doi.org/10.1016/j.sbspro.2015.08.261.

Simpson, M. L., Parker, P. W., & Harrison, A. W. (1995). Differential performance on Taylor’s Manifest Anxiety Scale in black private college freshmen: A partial report. Perceptual and Motor Skills, 80, 699-702. https://doi.org/10.2466/pms.1995.80.2.699.

Snow, J. (2006, June). 20/20 Vision: The Tokyo-born Pecha Kucha phenomenon has the global creative community hooked. Metropolis, (637). Retrieved from http://archive.metropolis.co.jp/tokyo/637/feature.asp.

Soto-Caban, S., & Selvi, E., & Avila-Medina, F. (2011, June). Improving communication skills: Using PechaKucha style in engineering courses. Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, Canada.

Swathipatnaik, D., & Davidson, L. M. (2016). Pecha Kucha: An innovative task for engineering students. Research Journal of English Language and Literature, 4(4), 49-54.

Tok, H. (2009). EFL learners’ communication obstacles. Electronic Journal of Social Sciences, 8(29), 84-100.

Tomsett, P. M., & Shaw, M. R. (2014). Creative classroom experience using Pecha Kucha to encourage ESL use in undergraduate business courses: A pilot study. International Multilingual Journal of Contemporary Research, 2(2), 89-108.

Tüm, D. Ö., & Kunt, N. (2013). Speaking anxiety among EFL student teachers. Hacettepe University Journal of Education, 28(3), 385-399.

Widyaningrum, L. (2016). Pecha Kucha: A way to develop presentation. Vision, 5(1), 57-74. https://doi.org/10.21580/vjv5i1860.

Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x.

Zharkynbekova, S., Zhussupova, R., & Suleimenova, S. (2017, June). Exploring PechaKucha in EFL learners’ public speaking performances. Paper presented at the 3rd International Conference on Higher Education Advances, Universitat Politecnica de Valencia, Spain.

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.

Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.