Speaker
Description
How do students feel when delivering speeches in EFL classes? This presentation reports on Japanese university students’ emotional reactions and self-talk during a speech task. The study employs qualitative analysis of written reflections from 132 first-year students to explore learners’ emotions and examples of self-talk following a speech task. The presenter will discuss the factors contributing to both anxiety and positive engagement and suggest pedagogical strategies to support students’ emotional experiences during classroom speech activities.
Abstract section 3: Content/method
The study examined the experiences of 132 first-year university students in Japan. Qualitative data was collected through open-ended exit questionnaires in which students recorded written reflections on their emotional reactions and examples of self-talk after completing a speech task. The data was analysed using thematic analysis to identify key patterns in students’ emotional responses and self-talk, following the analytical framework outlined by Braun and Clarke (2006).
Abstract section 2: Contribution/research questions
This study explores how delivering speeches in class influences Japanese university students’ emotional experiences. The research questions guiding the study were:
RQ1: What emotional responses did students report in relation to the speech task?
RQ2: What kinds of self-talk did students report employing during the speech task?
Abstract section 5: References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Kelsen, B. A. (2019). Exploring public speaking anxiety and personal disposition in EFL presentations. Learning and Individual Differences, 73, 92–101. https://doi.org/10.1016/J.LINDIF.2019.05.003
Kross, E., Bruehlman-Senecal, E., Park, J., Burson, A., Dougherty, A., Shablack, H., Bremner, R., Moser, J., & Ayduk, O. (2014). Self-talk as a regulatory mechanism: how you do it matters. Journal of Personality and Social Psychology, 106 (2), 304–324. https://doi.org/10.1037/a0035173
Tsang, A. (2025). The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency. Language Teaching Research, 29(4), 1639–1659. https://doi.org/10.1177/13621688221102522
Abstract section 4: Outcomes/results
The findings suggest that although the speech task was an enjoyable experience for some students, it was a source of anxiety for many. Analysis of students’ negative reactions and self-talk linked anxiety to insufficient preparation and negative self-evaluation. In contrast, positive emotional responses were associated with strong preparation and supportive audience engagement. These findings suggest that classroom practices encouraging supportive peer audiences and the use of positive self-talk strategies during speech performance may help improve students’ emotional experiences when delivering speeches in EFL classes.
Abstract section 1: Relevance
The effects of using speeches in the EFL classroom (Kelsen, 2019), particularly in relation to foreign language anxiety and motivation (Tsang, 2025), are well researched. While Japanese learners’ motivation and willingness to communicate during speech tasks have been widely examined quantitatively, fewer studies have explored learners’ emotional experiences qualitatively. Since self-talk has been shown to regulate emotional responses during challenging tasks (Kross et al., 2014), investigating students’ emotions and self-talk may clarify affective factors influencing speech performance in EFL classrooms.
| Title | Jibun nara dekiru!: Self-Talk and Emotion in EFL Speeches |
|---|---|
| Teaching Context | College and university education |