EXTEMPORANEOUS SPEECH TECHNIQUE: EXPLORING ITS IMPLEMENTATION AND STUDENTS’ EXPERIENCES
Keywords:
Anxiety in English Language Learning, Extemporaneous Speech Technique, Students’ AnxietyAbstract
Speech anxiety continues to be a prevalent issue in EFL learners’ oral communication. The extemporaneous speech technique has been suggested as an effective method to enhance fluency and alleviate anxiety. Nevertheless, limited research has explored how this technique is applied in actual classroom settings and how students perceive its effectiveness. This study focuses on exploring the use of extemporaneous technique as well as students’ experiences regarding the extemporaneous technique. Employing a qualitative approach with a case study design, the researcher employed participatory observation and semi-structured interview. The study included twenty students for class observation and six eleventh-grade students for interviews. The findings revealed that applying the extemporaneous speech technique through three stages such as preparation, delivery, and reflection. In addition, it was also revealed that students’ experiences showed that this technique reduced their anxiety, enhanced engagement, and built self-confidence; however, they still faced challenges such as organizing ideas, outlining key points, and handling unfamiliar vocabulary. To overcome these difficulties, students applied strategies including thorough preparation, effective note-taking, and consistent practice, which helped them improve speech coherence and confidence. These results highlight the pedagogical value of integrating extemporaneous speaking into EFL instruction to foster students’ oral confidence and lower speech anxiety.
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