Thesis
Cooperative Role-plays to Support Self-confidence when “Public Speaking Anxiety” is experienced
Fecha
2019-05-20Registro en:
Cooperative Role-plays to Support Self-confidence when “Public Speaking Anxiety” is experienced. (Trabajo de grado). Corporación Universitaria Minuto de Dios. Bogotá.
Autor
Bermúdez Quevedo, Paula Alexandra
Jiménez Martínez, Laura Valentina
Cárdenas Báez, María Fernanda
Resumen
This qualitative research was conducted to support self-confidence of A1 students when they experienced public speaking anxiety, through the use of cooperative role-plays. This study explored not only the factors directly related to the teaching of a language, but also the emotional factors or feelings that students showed and expressed when they had to assume a role, work cooperatively and act in front of their peers. Furthermore, by solving this problem the students of English 1 class could be benefited, for example, in the social factor since it would help the students to communicate in a correct way with others as in a daily conversation on different topics, likewise for specific purposes such as getting a job or traveling to other countries. The participants that were chosen for this project were 30 students, 9 men and 21 women, from different majors. The instruments used to carry out this study consisted of a semi-structured interview for the teacher of the course, a pre-test and a post-test which includes questions about the feelings, perceptions and relationships of the participants with themselves and with others in order to know about the students’ self-confidence, field notes to collect information about the behaviors of the students during the process when applying the cooperative role-plays, and finally, a focus group to know the students’ points of view about the process. At the end of the implementation, it is demonstrated from the data analysis that the cooperative role-plays had an effect on self-confidence when the participants had to speak English in public.