Online and Face-to-Face Mentorship Capsule as Mechanisms to Improve Public Speaking Towards English Language Through SAPAK Program
DOI:
https://doi.org/10.5281/zenodo.20685082Keywords:
blended mentorship, English-language public speaking, language anxiety, SAPAK Program, action research, qualitative phenomenologyAbstract
This action research examined learners' experiences of online and face-to-face mentorship capsules implemented through the Students' Awareness, Practice, Attitude, and Knowledge (SAPAK) Program to support English-language public speaking. The study was conducted at Hagonoy National High School in Guihing, Hagonoy, Davao del Sur, Philippines, during School Year 2022-2023. A qualitative descriptive phenomenological design was employed. Fifteen Grade 7-Charity learners who accessed the mentorship sessions were selected purposively, while English Master Teachers facilitated the program. Data were gathered through semi-structured interviews and analyzed using the six-phase thematic analysis procedure of Braun and Clarke. The learners' experiences were organized into five themes: trepidation and hesitation, quick and easy access to learning, enhanced agile partaking, relief from language anxiety, and zeal to practice public speaking acumen. Participants also described five perceived effects of the SAPAK Program: refinement in speech delivery, reduced negative perceptions about public speaking, built-up confidence, acceptance of constructive criticism, and escalated motivation. The findings indicate that blended mentorship provided accessible opportunities for practice, feedback, and encouragement. The study recommends continued implementation, documentation, and advocacy for context-responsive mentorship activities that support learners' confidence and English-language speaking development.
Downloads
References
Abuhassna, H., & Yahaya, N. (2018). Students' utilization of distance learning through an interventional online module based on Moore transactional distance theory. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3043-3052.
Atas, M. (2018). The reduction of speaking anxiety in EFL learners through drama techniques. Procedia - Social and Behavioral Sciences, 176, 961-969.
Basic, L. (2021). Speaking anxiety: An obstacle to second language learning? [Source details require verification].
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3-26. https://doi.org/10.1037/qup0000196
Brown, A., & Danaher, P. A. (2019). CHE principles: Facilitating authentic and dialogical semi-structured interviews in educational research. International Journal of Research & Method in Education, 42(1), 76-90.
Brown, L. (2020). Language and anxiety: An ethnographic study of international postgraduate students. Evaluation & Research in Education, 21(2), 75-95.
Creswell, J. W. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Dana, M. Y., & Aminatun, D. (2022). The correlation between speaking class anxiety and students' English proficiency. Journal of English Language Teaching and Learning, 3(2), 7-15.
Fraenkel, J. R., & Wallen, N. E. (2018). How to design and evaluate research in education. McGraw-Hill Education. [Edition details require verification].
Hammad, E. A. (2020). The impact of oral presentations on Al-Aqsa University EFL students' speaking performance, speaking anxiety and achievement in ELT methodology. Journal of Second and Multiple Language Acquisition, 8(1), 1-27.
Horwitz, E. K. (2020). Foreign language classroom anxiety. [Source details require verification].
Lee, J., & Lin, L. (2009). Applying constructivism to online learning: A new instructional design map. In Information technology and constructivism in higher education: Progressive learning frameworks (pp. 58-73). IGI Global.
Liu, M., & Jackson, J. (2018). Reticence and anxiety in oral English lessons: A case study in China. In Researching Chinese learners: Skills, perceptions and intercultural adaptations (pp. 119-137). [Publisher details require verification].
Moore, M. G. (1983). The individual adult learner. In Education for adults: Adult learning and education (Vol. 1, pp. 153-168). [Publisher details require verification].
Obilor, E. I. (2023). Convenience and purposive sampling techniques: Are they the same? International Journal of Innovative Social & Science Education Research, 11(1), 1-7.
Pabro-Maquidato, I. M. (2021). The experience of English speaking anxiety and coping strategies: A transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45-64.
Rauf, F. H. A., Khalid, F. M., Shokri, N. A. M., & Sayid Abdullah, S. P. N. (2021). Demographic factors and oral communication apprehension among students in Malaysian higher learning institutions. Global Business & Management Research, 13.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
