Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context
Bibliographic record
Abstract
The purpose of this study is to examine Korean students’ anxiety in classroom presentations in tertiary educational context through classroom observation, self-reported questionnaire and semi-structured interview. In the stage of classroom observation, the potential responsivities relating with anxiety were explored through the analysis of fieldwork notes; the questionnaires were filled out by the students after they finished their presentations to unveil the students’ perceptions of their anxiety and the causes for such anxiety; the semi-structured interview was carried out to provide further evidence for the above findings. The research participants were twenty two students majoring in English education in a Korean national university. The research findings indicated that Korean students suffered different degree of anxiety in the course of classroom presentations; the major responsivities to anxiety included repeatedly occurring subconscious behaviors, silence, speech disruptions and slow rate of speaking and so forth. Concerning the causes arousing anxiety in classroom presentations, there were four major sources, consisting of negative attitude towards classroom presentations, preparation time, language proficiency, negative feedback from peers, while other factors like making mistakes, attention from audience, and teachers’ feedback were not the major source for students’ anxiety. These research findings should shed new light on classroom teaching for language teachers to improve their curriculum design to relieve students’ anxiety in classroom presentations.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".