The Effect of Time and Increasing Skills on Language Anxiety Outcomes

Abstract

The subject of the article is to discuss the research carried out at the Department of Romance Philology of the University of Szczecin. The research was conducted during a two-hour public speaking workshop based on the modified Toastmasters approach (the Modified Toastmasters Program), taking place weekly during the winter and summer semesters of the academic year 2014/2015. The results of our research (Kalińska, 2009) show that some students do not speak either for linguistic reasons (fear of making mistakes) or more personal ones (shyness). One of the first necessities was therefore to get the students to participate on their own. It is certain that the atmosphere of the class plays a significant role: an atmosphere conducive to communication is more likely to make students overcome their small blockages and their shyness, and to make them express themselves more freely without fear of being judged by others. In our opinion, the method inspired by the Toastmasters approach greatly promotes the climate of trust sought, facilitates the participation of all students and allows to overcome the stress associated with speaking in public due  to the constant exposure to anxiety-provoking situations and the progressive habit of speaking in the group. To conduct this research, the mixed method was used, i.e. the combination of quantitative and qualitative methodology. The activities proposed in the workshop were aimed at reducing language anxiety and developing public speaking skills through behavioral and cognitive therapy exercises, including cognitive restructuring, systematic desensitization, skills training and public speaking training (oral communication and leadership activities). This study shows the positive effects of the Modified Toastmasters Program on reducing language anxiety and developing public speaking skills.