Journal articles: 'Public speaking anxiety'

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Siregar, Rini Kesuma. "Students’ Anxiety on Their Public Speaking." English Education : English Journal for Teaching and Learning 7, no. 01 (June 28, 2019): 69. http://dx.doi.org/10.24952/ee.v7i01.1654.

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Behnke, Ralph R., and Chris R. Sawyer. "Milestones of anticipatory public speaking anxiety." Communication Education 48, no. 2 (April 1999): 165–72. http://dx.doi.org/10.1080/03634529909379164.

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Behnke, Ralph R., Chris R. Sawyer, and Paul E. King. "The communication of public speaking anxiety." Communication Education 36, no. 2 (April 1987): 138–41. http://dx.doi.org/10.1080/03634528709378654.

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Sugiyati, Kenti, and Lilia Indriani. "EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS." Journal of Research on Language Education 2, no. 1 (January 30, 2021): 57. http://dx.doi.org/10.33365/jorle.v2i1.906.

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English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome this particular issue. Hence, the researchers attempt to investigate the level and primary causes of EFL students' public speaking anxiety. This present study participated by 34 third-semester students of the English Department at Universitas Tidar. In collecting the data regarding the public speaking anxiety level, the researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore, the results from the questionnaire are delineated to explore the causes of public speaking anxiety. The study found that 58.8% of students experienced a medium level of public speaking anxiety. In addition, most of the students agreed that fear of negative evaluation becomes the major anxiety-provoking factor following by communication apprehension and test anxiety—lastly, only almost half of the students’ experience comfort in speaking English.

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Siddique, Hadiqa, Farhan Raja, and Qaiser Hussain. "SPEAKING ANXIETY AMONG PUBLIC SECTOR UNIVERSITY STUDENTS." Journal of Social Sciences and Humanities 59, no. 1 (June 30, 2020): 87–96. http://dx.doi.org/10.46568/jssh.v59i1.327.

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Many students who are doing their majors in English often suffer from English speaking anxiety. The purpose of this study was to examine the reasons that hinder the process of speaking English in the students who had English as their major course of studies in a public sector university in Karachi. The study was conducted using qualitative research approach and the data was collected using focus group discussion. The participants of this study were selected using convenient sampling technique for focus group discussion. The findings revealed that the pronunciation, syntactic structures, insufficient lexical knowledge, fear of negative evaluation, role of a teacher, financial and social factors are the main causes of English-speaking anxiety among English majors. Recommended measures by the students disclosed that if the institution provides them with the suggested speaking opportunities, it could help them improve their anxiety towards speaking in English.

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Lin, Sandra Sim Phek, Jiin Yih Yeo, and Kimberley Yih Long Lau. "English Language Speaking Anxiety among Students from Two Public Universities in Sarawak." International Journal of Service Management and Sustainability 5, no. 1 (June 28, 2020): 107. http://dx.doi.org/10.24191/ijsms.v5i1.9862.

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This quantitative research studied the anxiety level of university students towards speaking English as a second language (ESL)to examine whether there is any correlation between the university students’ ESL speaking anxiety and the demographic factors such as the SPM English results, mother tongue, and parents’ academic qualifications. A sample of 592 students was randomly selected from two public universities in Sarawak, Malaysia. Items in the PSCAS questionnaire by Yaikhong and Usaha (2012) were adapted to measure the students’ anxiety level in speaking English. Data were analysed using descriptive statistics to identify the students’ anxiety level in speaking English. Inferential statistics (Pearsoncorrelation) was used to examine the relationship between the university students’ ESL speaking anxiety and demographic factors. The findings indicate that these students experienced a moderate level of speaking anxiety. There was a positive correlation between the university students’ ESL speaking anxiety and SPM English Language results. Nevertheless, there was a low negative correlation between the students’ ESL speaking anxiety and mother tongue as well as parents’ academic qualifications. Findings from this study provide a basis for educators to plan effective teaching strategies to reduce English speaking anxiety among university students.

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Sloan, Jennifer, and Steve Slane. "Personality Correlates of Anxiety about Public Speaking." Psychological Reports 67, no. 2 (October 1990): 515–22. http://dx.doi.org/10.2466/pr0.1990.67.2.515.

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Werner, Natalie S., Stefan Duschek, Michael Mattern, and Rainer Schandry. "Interoceptive Sensitivity Modulates Anxiety During Public Speaking." Journal of Psychophysiology 23, no. 2 (January 2009): 85–94. http://dx.doi.org/10.1027/0269-8803.23.2.85.

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This study explored the relationship between interoceptive sensitivity and the experience of public-speaking anxiety. We compared participants with high and low interoceptive sensitivity concerning self-report and behavioral measures of anxiety and concerning physiological variables before, during, and after a public-speaking task. Participants with high interoceptive sensitivity reported significantly less state anxiety before and after performing a public speech as well as less habitual public-speaking anxiety. No significant differences in behavioral or physiological measures were observed. We assume that individuals with high interoceptive sensitivity, to whom physiological signals are more easily accessible, experience less uncertainty during public speaking and can thus adjust their emotional processes more adequately. This finding appears in line with Damasio’s somatic marker hypothesis, which suggests that reasoning, decision-making, and social behavior are optimized by body-related signals in complex situations.

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Jones, Ken. "Simulations and Anxiety Related to Public Speaking." Simulation & Games 17, no. 3 (September 1986): 327–44. http://dx.doi.org/10.1177/0037550086173004.

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SLOAN, JENNIFER. "PERSONALITY CORRELATES OF ANXIETY ABOUT PUBLIC SPEAKING." Psychological Reports 67, no. 6 (1990): 515. http://dx.doi.org/10.2466/pr0.67.6.515-522.

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Daly, John A., Anita L. Vangelisti, and Samuel G. Lawrence. "Self-focused attention and public speaking anxiety." Personality and Individual Differences 10, no. 8 (January 1989): 903–13. http://dx.doi.org/10.1016/0191-8869(89)90025-1.

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Beligeanu, Mihaela. "To Speak or Not to Speak in Public: A Non-Randomized Controlled Trial Regarding the Effects of a Public Speaking Program." Studia Doctoralia 12, no. 2 (December 20, 2021): 88–99. http://dx.doi.org/10.47040/sdpsych.v12i2.131.

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Public speaking has become an increasingly sought-after skill, which is why more and more people choose to get professionally trained. But is it possible for a public speaking program to have other effects, in addition to improved performance? The aim of this study is to discover the effects of a public speaking program on reducing social anxiety, public speaking anxiety and shame, and also on increasing self-efficacy. The sample (high-school and university students) consisted of 164 participants aged between 15 and 47 years, M = 19.93, SD = 4.70. There were 82 participants in the experimental group and 82 participants in the control group, and the instruments used were: Liebowitz's Scale for Social Anxiety (Liebowitz, 1987), Personal Report on Public Speaking Anxiety (McCroskey, 1970), General scale of self-efficacy (Schwarzer & Jerusalem, 1995), Cognitive Schema Questionnaire (Young, 2005). A test-retest design was approached, the participants completing the questionnaires one week apart from the others. The results indicate that a public speaking program is useful for reducing social anxiety and public speaking anxiety, with significant differences between the experimental and control groups. However, in terms of self-efficacy and shame, the results were not conclusive. Thus, even if there has been a decrease in shame and an increase in self-efficacy, it is not clear whether these changes can be attributed to the proposed program. This study can serve as the beginning of a program that can contribute to reducing the level of social anxiety and public speaking anxiety..

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Fathikasari, Novelia, Agus Gozali, and Devinta Puspita Ratri. "Public Speaking Anxiety of University Students in EFL Context." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (March 16, 2022): 40. http://dx.doi.org/10.26737/jetl.v7i1.2741.

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<p>Public speaking anxiety poses great challenges to developing these skills. It is estimated that approximately 15% to 30% of the general population suffer from public speaking anxiety, which is the most common type of social phobia. Excessive public speaking anxiety can lead to enormous stress and frustration, impaired speech performance, and further avoidance of social situations that require making public presentations, especially for students. This study aims to investigate the level and the factors that mostly occurred among university students in public speaking. The researchers used a questionnaire of Public Speaking Anxiety (PSA) by Noorrachima (2020) and made the senior students of the English Department as the respondents for this research. The result of the study showed that the PSA level of the seniors of ELEP UB is high and the general sense factor is the highest chosen factor that triggers their public speaking anxiety.</p>

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Güvendir, Emre, Oya Onat, and Sinem Dündar. "The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the Class Setting." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 11–26. http://dx.doi.org/10.17220/ijpes.2020.01.002.

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Wei, Li-Wei. "Analysis of Chinese EFL Postgraduates' Experiences with Public Speaking Anxiety toward International Conference Presentation." English Language Teaching 15, no. 11 (October 26, 2022): 52. http://dx.doi.org/10.5539/elt.v15n11p52.

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Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public speaker's oral presentation may highly be determined by a variety of emotive elements. However, this has received much too little attention in the realm of academic conference presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduate students. In the current study, 137 Chinese EFL postgraduate students consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported a high level of public speaking anxiety during their international conference presentations, as measured by three categorical variables: public speaking apprehension, self-behavior management, and fear of negative evaluation. During the international conference presentations, ten questionnaire items were recognised to be the most anxiety-provoking conditions in terms of public speaking anxiety. In addition, differences in gender and graduate study specialization were not significantly associated with Chinese EFL postgraduates' experiences with public speaking anxiety. Nevertheless, it was discovered that Chinese EFL graduate students reported statistically significant levels of public speaking anxiety, and pedagogical suggestions were offered.

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Sulastiani. "Students’ Perception toward Psychological Problems Faced in Public Speaking Class." Journal La Edusci 1, no. 1 (February 6, 2020): 33–39. http://dx.doi.org/10.37899/journallaedusci.v1i1.46.

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Students’ Perception toward Psychological Problems Faced in Public Speaking Class of English Department. (A Descriptive Research of Students at English Department Year 2015 at Muhammadiyah University of Makassar). This study aimed to find the students perception toward psychological problems faced in terms of fear and anxiety in public speaking class of English department. The data was collected from Fourth semester students of English Department who learned Public Speaking Subject. This study used descriptive qualitative research design. The instruments used were questionnaire and interview. The questionnaire was distributed to 40 students from different classes and based on the questionnaire scores the researcher took 10 students to be interviewed in order to know their perception. The questionnaire used was PSCAS (Public Speaking Class Anxiety Scale) and the interview used was semi structured interview. Based on findings, it was found that 33 of 40 or 82.5% students were indicated having medium level of fear and anxiety in public speaking class and 7 of 40 or17.5% students were having low level of fear and anxiety in public speaking class. Furthermore, it was found that the students gave negative perception toward psychological problems faced in public speaking class of English department. Moreover, there were several factors of students’ public speaking class fear and anxiety, those were fear of making mistakes, feeling that their friends would laugh at them, fear when looked at the audiences’ eyes, though that other students were better than them, and students did not have good preparation. Students perceived that public speaking class fear and anxiety impact negatively toward their performance in public speaking class such as students forgot their speech preparation, students were confused and stop to speak, made the students uncomfortable to speak English in public speaking class.

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Balakrishnan, Subatira, Norlisa Loke Abdullah, and Linda Khoo Mei Sui. "Glossophobia among Engineering Learners: A Case Study at a Technical University." Asian Journal of University Education 18, no. 1 (February 14, 2022): 1. http://dx.doi.org/10.24191/ajue.v18i1.17154.

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Abstract: Glossophobia or fear of public speaking is commonly experienced by tertiary learners during classroom presentations. This study intends to examine the speech anxiety level experienced by engineering learners and the relationship between the learners’ English language proficiency and their speech anxiety. The study will also identify the causes of public speaking anxiety among these engineering learners. The samples were 65 Engineering Diploma students who responded to McCroskey’s Personal Report of Public Speaking Anxiety (PRPSA) questionnaire. The students’ English language grades at SPM level were used as the measurement of their English language proficiency. The findings showed the students’ speech anxiety is at moderate level (M= 105.9) and there was a weak negative relationship between total PRPSA scores and SPM English language grades (r = -.149, n = 65, p > 0.05). Mere thoughts of presenting a speech with undue worries of being asked questions were the causes of their speech anxiety. Therefore, it is proposed engineering learners be given ample public speaking trainings through planned programmes and engineering curriculum planners include elements of public speaking in engineering subjects. Public speaking skills will be an added value and increase engineering graduate employability in future. Keywords: Communication apprehension, Glossophobia, Public speaking, Speech anxiety, PRPSA

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Rahman Hz, Benni Ichsanda. "AN EXPLORATION ON STUDENTS’ PUBLIC SPEAKING ANXIETY: STIFIn PERSPECTIVE." LLT Journal: A Journal on Language and Language Teaching 25, no. 1 (May 10, 2022): 149–59. http://dx.doi.org/10.24071/llt.v25i1.4502.

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The purpose of this research is to examine the level of public speaking anxiety among students based on the differences in human intelligence machine division: STIFIn (Sensing, Thinking, Intuiting, Feeling, and Insting). This study involved 51 Management students who took the English for Specific course on their semester credits. This study employs a case study that is qualitative in nature. The data was gathered using a semi-structured approach. The data collected was then processed by using two methods: statistical calculations for quantitative data related to the results of filling out 17 Public Speaking Anxiety Scale (FLAS) questionnaires by students concerning their level of anxiety when performing a public speaking and constructive analysis for qualitative data related to the results of comparing respondents' responses. The results shows that students in the Insting personality have a higher average of public speaking anxiety: 51.60. Students who are Sensing have an average anxiety level of 49.25, whereas students who are Thinking have an anxiety level of 47.50. In comparison, Intuiting students have an average anxiety level of 48.66, while Feeling students have an average anxiety level of 50.17. Consider the implications, some suggestions are discussed to overcome the challenges.

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Mahmudi, Nur, and Mirjam Anugerahwati. "Anxiety Level of An Indonesian EFL Student in A Public Speaking Class: A Narrative Inquiry." International Journal of Language Teaching and Education 5, no. 1 (July 4, 2021): 16–28. http://dx.doi.org/10.22437/ijolte.v5i1.13771.

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This research was designed to explore the anxiety level of an Indonesian EFL student in a public speaking class and how the study participant anticipates his anxiety in a public speaking class. Situated in an English course in East Java, the present study employed narrative inquiry for the data collection. The data were garnered through semi-structured interviews with the participant. The data analysis followed the three-dimensional space of narrative inquiry. Findings revealed three kinds of anxiety experienced by the participating student in his public speaking class such as trait anxiety, situational-specific anxiety, and state anxiety. The study also documented that the causes of speaking anxiety were communication apprehension, test anxiety, and fear of negative evaluation. This paper ends with suggestions for future research directions on anxiety issues in second language learning.

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Blöte, Anke W., Marcia J. W. Kint, Anne C. Miers, and P. Michiel Westenberg. "The relation between public speaking anxiety and social anxiety: A review." Journal of Anxiety Disorders 23, no. 3 (April 2009): 305–13. http://dx.doi.org/10.1016/j.janxdis.2008.11.007.

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Eliza Sutri Utami and Fidia Oktarisa. "VIRTUAL REALITY BERBASIS COGNITIVE BEHAVIOR THERAPY UNTUK MENURUNKAN KECEMASAN BERBICARA DI DEPAN UMUM." Jurnal Konseling Pendidikan Islam 2, no. 2 (July 17, 2021): 259–67. http://dx.doi.org/10.32806/jkpi.v2i2.45.

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Most students carry out formal communication such as presenting assignments or expressing opinions in formal forums and there is anxiety about public speaking in their implementation. Virtual reality based on cognitive behavior therapy (VR-CBT) is one of the psychological interventions that can be applied in this study with the aim of reducing the level of anxiety in public speaking. The public speaking anxiety scale, TMAS, and psychological tests were used as measures to determine the subject's anxiety level. Collecting data using observation and interviews with subjects and related parties. This research design uses descriptive qualitative with a case study approach (case study). This study consisted of one subject who was a 20 year old sixth semester student. The VR CBT consisted of 10 sessions (+60 minutes / session). The data analysis technique used qualitative data analysis. The results showed that the subject's public speaking anxiety level decreased. That is, VR CBT is effective in reducing the level of public speaking anxiety.

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Barani, Katarzyna, and Krzysztof Piotrowski. "Attention Processes and Social Anxiety in Public Speaking." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 34, no. 3 (December 23, 2021): 135–46. http://dx.doi.org/10.17951/j.2021.34.3.135-146.

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MacIntyre, Peter D., and J. Renée MacDonald. "Public speaking anxiety: Perceived competence and audience congeniality." Communication Education 47, no. 4 (October 1998): 359–65. http://dx.doi.org/10.1080/03634529809379142.

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Pull, Charles B. "Current status of knowledge on public-speaking anxiety." Current Opinion in Psychiatry 25, no. 1 (January 2012): 32–38. http://dx.doi.org/10.1097/yco.0b013e32834e06dc.

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Daly, John A., Anita L. Vangelisti, Heather L. Neel, and P. Daniel Cavanaugh. "Pre‐performance concerns associated with public speaking anxiety." Communication Quarterly 37, no. 1 (January 1989): 39–53. http://dx.doi.org/10.1080/01463378909385524.

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Beatty, Michael J. "Situational and Predispositional correlates of public speaking anxiety." Communication Education 37, no. 1 (January 1988): 28–39. http://dx.doi.org/10.1080/03634528809378701.

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Harris, Sandra R., Robert L. Kemmerling, and Max M. North. "Brief Virtual Reality Therapy for Public Speaking Anxiety." CyberPsychology & Behavior 5, no. 6 (December 2002): 543–50. http://dx.doi.org/10.1089/109493102321018187.

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Kondo, David Shinji. "Strategies for reducing public speaking anxiety in Japan." Communication Reports 7, no. 1 (January 1994): 20–26. http://dx.doi.org/10.1080/08934219409367579.

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England, Erica L., James D. Herbert, Evan M. Forman, Stephanie J. Rabin, Adrienne Juarascio, and Stephanie P. Goldstein. "Acceptance-based exposure therapy for public speaking anxiety." Journal of Contextual Behavioral Science 1, no. 1-2 (December 2012): 66–72. http://dx.doi.org/10.1016/j.jcbs.2012.07.001.

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Niles, Andrea N., and Michelle G. Craske. "Incidental Emotion Regulation Deficits in Public Speaking Anxiety." Cognitive Therapy and Research 43, no. 2 (August 11, 2018): 419–26. http://dx.doi.org/10.1007/s10608-018-9954-1.

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Rahman Hz, Benni Ichsanda. "Exploring Students’ Public Speaking Anxiety: Introvert vs Extrovert." Journal of English Language Studies 7, no. 1 (May 10, 2022): 107. http://dx.doi.org/10.30870/jels.v7i1.14412.

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Siregar, Ayu Meita Puteri. "Tertiary-level Students’ Public Speaking Anxiety: A Case Study of English Education Department Students in Indonesia." SALEE: Study of Applied Linguistics and English Education 3, no. 2 (July 23, 2022): 318–38. http://dx.doi.org/10.35961/salee.v3i2.507.

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Speaking ability is influenced by several factors, one of which is a factor comes from the student, namely the factor self-anxiety. Anxious often appears before, during and after this process of public speaking takes place is a sense of discomfort experienced students. This usually has a bad effect and reduces concentration on the topic being discussed when the anxiety level is getting worse. The aims of this research are to find out the students’ anxiety level, to find the factors that can cause students’ anxiety in public speaking. The instruments of this research were a questionnaire about several problems in public speaking, especially during teaching practices, an interview and documentation. The researcher conducted the research on 6th semester students at the English Education Department, STAIN Mandailing Natal. This study shows the factors of anxiety that make students less proficient in English public speaking, namely; communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in a public speaking class. The results of this study will contribute to the scope of language teaching in terms of student affective factors, especially self-anxiety factors during language learning.

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Sunardi, Imam. "PERAN KONSEP DIRI DAN DUKUNGAN SOSIAL PADA KECEMASAN BERBICARA DI MUKA UMUM." Psympathic : Jurnal Ilmiah Psikologi 3, no. 2 (February 27, 2018): 178–87. http://dx.doi.org/10.15575/psy.v3i2.2186.

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The objective of this research was to study the role of self concept and social support on public speaking anxiety of dakwah faculty students. Fifty one students of dakwah faculty of Sunan Gunung Djati Islamic Religion National Institute Bandung participated in this study. All of subjects studied at grade VII at the Islamic Counseling Program and Islamic Community Development Program. They were given three kinds of scales: public speaking anxiety scale, self concept scale, and social support scale. The results of regression analysis showed that self concept played a role on public speaking anxiety (rPartial = -0,435; t = -3,343; p = 0,002) and the contribution was about 19,803 percent. Social support had no significant role on public speaking anxiety (rPartial = 0,117; t = 0,814; p = 0,575), and the contribution was about 2,013 percent only. Self concept had several aspects that were physical self, moral-ethic self, personal self, family self, and social self. One of those aspect, that was personal self, play a role on public speaking anxiety significantly (rPartial = -0,369; t = -2,667; p = 0,010). Another result showed that no aspect of social support has role on public speaking anxiety significantly.

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Ke Lomi, Aplonia Nelci, and Concilianus Laos Mbato. "EXPLORING VOLITION IN PUBLIC SPEAKING CLASS AMONG THE ENGLISH EDUCATION STUDENTS IN SANATA DHARMA UNIVERSITY." LET: Linguistics, Literature and English Teaching Journal 9, no. 2 (December 30, 2019): 49. http://dx.doi.org/10.18592/let.v9i2.3206.

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Public speaking is frequently referred to as an anxiety-provoking activity. Volition is linked to individuals' willpower and persistence to face distraction in achieving particular goals. The aim of this study is exploring the volitional strategies used by English speaking class students and the factors that particularly influenced the students in dealing with the anxiety in public speaking. The participants are the 30 public speaking class students. This study used a questionnaire and interview as the instruments for data collection. The volitional strategies found in this study are split into two kinds: action control and emotion control strategies. The factors influencing students in learning public speaking revealed are inferiority or lack of self-esteem, audience pressures, the absence of preparation, references, vocabulary; and unpredictable examination. The researcher concluded that the students show high volitional stage with their own strategies to overcome anxiety and distractions in public speaking class. This research is undertaken to encourage EFL students to overcome their anxiety and fear in speaking English.

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Komarudin, Komarudin. "EFEKTIVITAS PELATIHAN KOGNITIF-PERILAKU UNTUK MENURUNKAN KECEMASAN BERBICARA DI DEPAN UMUM PADA SISWA KELAS XI." Journal of Health Studies 1, no. 2 (March 1, 2017): 8–17. http://dx.doi.org/10.31101/jhes.181.

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Abstract: The research aimed to find out the effectiveness of Cognitive-Behavioral Training for turning down the anxiety of public speaking for students in 11 rd grade social in MAN II Yogyakarta. The data collecting technique used the anxiety of public speaking scale. The data were analysed statistically by used Wilcoxon Sign rank test with SPSS 16. The data analysis result was the probability of Z value was -2,023 (p<0,05). It meant there was significant effect from Cognitive-Behavioral Training for turning down the anxiety of public speaking for students in 11 rd grade social in MAN II Yogyakarta. The students‟ anxiety of public speaking turned down after they had treatmen. It could be seen from the result of post-test lower than pre-test. There is escalation in the post-test with mean 15,61.Keyword: cognitive-behavioral training, the anxiety of public speaking

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Tee, Xue Ting, Wirawahida Kamarulzaman, and Tjin Ai Tan Joanna. "A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety." English Language Teaching 13, no. 10 (September 9, 2020): 57. http://dx.doi.org/10.5539/elt.v13n10p57.

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Despite a growing body of research on instructor techniques and treatments to mitigate public speaking anxiety, this issue remains prominent, especially among university students. An alternative to mitigating such anxiety is to identify authentic coping strategies that university students could practice in actual situations. Numerous studies have attempted to explore students’ personal and social factors with the objective of suggesting suitable coping strategies to reduce the fear of public speaking. This paper reviews the existing evidence to understand the complexities of strategies that university students use to reduce their fear of public speaking.  Nine peer-reviewed studies published between 2015 and 2020 were selected for this review from Science Direct and Google Scholar, using search terms such as “public speaking anxiety” and “coping strategies.” The analysis revealed that university students who (a) had an intermediate level of English language proficiency and a high level of speaking anxiety adopted both compensation and metacognitive strategies; (b) had a high level of English language proficiency and speaking anxiety adopted the affective strategy; and (c) had a high level of speaking anxiety and were exposed to full English medium instruction contexts adopted both social and memory strategies. This review, therefore, provides a better understanding of how university students cope with public speaking anxiety and at the same time urges educators to refine their pedagogical methods to lower the psychological barrier of speaking.

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Zuardi, Antonio Waldo, José Alexandre de Souza Crippa, Jaime Eduardo Cecílio Hallak, and Ricardo Gorayeb. "Human experimental anxiety: actual public speaking induces more intense physiological responses than simulated public speaking." Revista Brasileira de Psiquiatria 35, no. 3 (September 2013): 248–53. http://dx.doi.org/10.1590/1516-4446-2012-0930.

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Ibrahim, Rawezh Mohammed, and Latif Yahya Hamad. "Investigating Foreign Language Speaking Anxiety among the Kurdish EFL Students: A Case Study at a Public University." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 60, no. 1 (March 13, 2021): 77–92. http://dx.doi.org/10.36473/ujhss.v60i1.1294.

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In the English as a Foreign Language EFL contexts from different settings, the issue of language learning anxiety has been extensively studies and investigated. However, in the Kurdish settings a few studies carried out about this issue, specially about speaking anxiety in English classes. Therefore, the aim of the present study is to investigate the level, major factor of foreign language speaking anxiety among the Kurdish EFL students and the students’ perspectives about foreign language speaking anxiety in the context of a university in Kurdistan. For achieving the study purpose, first year students (N=91) from English Department at a state university participated. The data regarding the level of EFL speaking anxiety gathered through administering a questionnaire (Foreign Language Anxiety Classroom Scale FLCAS) by (Horwitz et al. 1986), as well as through a semi-structured interview with the participants (N=18). The quantitative data were analyzed through descriptive statistics by using the SPSS software program (version 25), and the qualitative data were analyzed by content analysis. The results of the quantitative data illustrated that the students experienced a moderate level of EFL speaking anxiety, and the qualitative data confirmed the results whilst the participants perceived speaking as the most anxiety provoking factor. It was also found that fear of making mistakes, fear of negative evaluation, fear of speaking in front of others and immediate questions were as the major causes of the students’ speaking anxiety. This research contributes to the literature as it is the first to target FL speaking anxiety among Kurdish freshmen EFL learners.

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Scudder, Joseph N., and S. Michael Ralston. "Research Note on Racially Based Audience-Centered Anxiety." Psychological Reports 63, no. 1 (August 1988): 305–6. http://dx.doi.org/10.2466/pr0.1988.63.1.305.

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The audience-centered explanation of anxiety posits that speakers experience significant anxiety about public speaking when they believe that important racial and cultural differences exist between themselves and their audience. This preliminary report of an on-going four-university study indicates that black male students enrolled in public-speaking classes at a predominantly white university report higher anxiety about public speaking than black females and white students.

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Regita Septyani Rahmi and Banatul Murtafi'ah. "Students’ Anxiety in Speaking Class: An Investigation in Online and Offline Learning System." Eduvelop: Journal of English Education and Development 6, no. 1 (September 25, 2022): 66–78. http://dx.doi.org/10.31605/eduvelop.v6i1.1754.

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This study aims to investigate English Education students speaking anxiety in both online and offline learning contexts. This study did a further investigation about the strategies they use to cope with their anxiety when doing public speaking in both online and offline contexts. Although there is a lot of research regarding speaking anxiety has been done by the researchers both in Indonesia and other countries, there are still limited studies discussing speaking anxiety in education especially in both offline and online learning among English education students in Indonesia. This study employed a qualitative method. The data were collected through interviews with two students from a private university in Indonesia. The findings showed that both participants were less anxious when they do public speaking in the online context than in offline one. Furthermore, it was also found that these participants only used one strategy to overcome their anxiety (i.e., preparation) for online public speaking; and used more strategies (i.e., relaxation, preparation, positive thinking, audience depreciation, concentration, and resignation) to deal with offline speaking anxiety. Therefore, it is implied that through these coping strategies,

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Bartholomay, Emily M., and Daniel Houlihan. "Treating Public Speaking Anxiety: A Comparison of Exposure and Video Self-Modeling." International Journal of Psychological Studies 10, no. 4 (September 24, 2018): 1. http://dx.doi.org/10.5539/ijps.v10n4p1.

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The purpose of this study was to examine the relative effectiveness of video self-modeling (VSM) and exposure therapy in treating public speaking anxiety (PSA) in a college student. The study employed a single-subject A-B design with parametric variations. Two phases were utilized in this study: baseline (exposure therapy) and intervention (video self-modeling) with a one-month follow-up. Generalization probes were also employed to assess whether or not decreases in PSA would generalize to other settings. Results of this study indicate a significant decrease in self-report public speaking anxiety from both pre- to post-treatment as well as from baseline to exposure sessions. However, these results may be specific to public speaking anxiety, as other forms of anxiety (i.e., social anxiety) did not result in similar decreases. Results from a post-treatment survey indicated that the participant felt that the treatment was beneficial in reducing public speaking anxiety and increasing confidence, providing additional support for the treatment package.

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Kenoh, Abdu Rahim III. "A Qualitative Study on Speaking Anxiety among Pre-Service Teachers." Journal of Learning and Development Studies 1, no. 1 (October 11, 2021): 34–39. http://dx.doi.org/10.32996/jlds.2021.1.1.5.

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Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (November 28, 2019): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art861.

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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55 percent, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to self-confidence, foreign language anxiety, being unprepared or fear of talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.

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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (January 21, 2020): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art886.

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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55%, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to a lack of self-confidence, foreign language anxiety, being unprepared in, or fear of, talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.

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RAHMADANI, TIKA AMELIA, and Dian Ratna Sawitri. "HUBUNGAN ANTARA CITRA TUBUH DENGAN KECEMASAN BERBICARA DI DEPAN UMUM PADA MAHASISWA TAHUN PERTAMA FAKULTAS ILMU KOMUNIKASI UNIVERSITAS PADJADJARAN." Jurnal EMPATI 6, no. 4 (March 26, 2018): 242–46. http://dx.doi.org/10.14710/empati.2017.20062.

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Communication Science of Faculty is a faculty that involves a lot of public speaking activities in the course. Therefore, students in Faculty of Communication Science are required to have good communication value. This research aims to determine the relationship between body image and public speaking anxiety in student of Communication Science Faculty of Padjadjaran University. The sample is 221 student of Communication Science Faculty of Padjadjaran University, consisted of 72 men and 149 women which obtained using convenience sampling technique. Data obtained using Body Image Scale (33 aitem; α= .91) and Public Speaking Anxiety Scale (31 item, dengan α= .94) which already tested to 45 students. The result of simple regression analysis shows a negative and significant relationship between body image and public speaking anxiety. Body image gives effective contribution of 20.25% toward public speaking anxiety, while the rest of 79.75% is determined by other factors.

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Mladenka, Jennifer D., Chris R. Sawyer, and Ralph R. Behnke. "Anxiety sensitivity and speech trait anxiety as predictors of state anxiety during public speaking." Communication Quarterly 46, no. 4 (September 1998): 417–29. http://dx.doi.org/10.1080/01463379809370112.

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Aulia, Vivi. "EFL Public Speaking Class Anxiety at STKIP PGRI Banjarmasin." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 9, no. 2 (December 31, 2022): 95. http://dx.doi.org/10.33394/jo-elt.v9i2.5849.

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Public speaking was a crucial activity that involved the act of making a speech in front of audience. When the students were required to deliver their speech in front of others, they may face a more difficult situation. This frequently results in anxiety where people experience the fear of giving public speeches. This research aimed to investigate the level of EFL students’ public speaking anxiety (PSA) at STKIP PGRI Banjarmasin and how they used their individual efforts or strategy to reduce their PSA. This research was conducted with a mixed method design. There were 16 EFL students investigated using the Public Speaking Class Anxiety Scale (PSCAS) questionnaire and interview after they passed a Public Speaking course during a semester. The results of this research revealed some important findings. First, most EFL students have a high level of PSA. Next, most of them feel that they are afraid of making mistakes when they were performing public speaking in class. The third, the main factor causing them to have PSA was the feeling that they were afraid of having negative evaluations from the teachers and their classmates after performing the public speaking activity. Finally, they usually practice with friends beyond the class as one of their individual efforts to reduce their PSA. The conclusion of this research showed that the majority of EFL students’ PSA at STKIP PGRI Banjarmasin was at a high level and working with friends was the most individual effort they usually made to reduce their PSA.

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Long, Kimberley Lau Yih, Yeo Jiin Yih, and Sandra Sim Phek Lin. "Undergraduates’ Speaking Anxiety in English as Second Language (ESL) Classrooms." International Journal of Service Management and Sustainability 4, no. 1 (March 2, 2020): 25. http://dx.doi.org/10.24191/ijsms.v4i1.8180.

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Many students exhibit fear of speaking in English in the English as Second Language (ESL) classrooms. Additionally, there are limited studies in this area of concern among the undergraduates in Sarawak. Hence, this study aimed to identify the students‟ anxiety level towards speaking English based on four components, namely communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in the classrooms. This study also examined whether there is any significant difference in the level of anxiety in terms of gender. A total of 592 undergraduates from two public institutions of higher learning in Sarawakwere involved in this study. A Public Speaking Class Anxiety Scale (PSCAS) by Yaikhong and Usaha (2012) was adopted in this study to measure anxiety in the ESL speaking classes. The results gathered through the questionnaires were analysed using SPSS package to determine the students‟ speaking anxiety levels and the significant difference in the level of anxiety in speaking English in terms of gender. The findings revealed that undergraduates experienced an average level of speaking anxiety. T-test analysis of the findings in the study also portrayed that generally the female undergraduates experienced higher speaking anxiety as compared to the male undergraduates in all the four factors of ESL speaking anxiety. Among the four factors of speaking anxiety, only the factor of 'comfort in using English' in the classrooms showed a statistically significant difference between male and female undergraduates. Findings of this study would be significant as knowing the level of anxiety among the undergraduates in ESL classrooms will provide the basis for educators to plan better strategies or techniques to help students in overcoming their English speaking anxiety and to improve their oral English proficiency. It will also help students to be aware of their own speaking anxiety level so that they can seek for measures to overcome their speaking anxiety.

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Beatty, Michael J., and Gregory S. Andriate. "Communication apprehension and general anxiety in the prediction of public speaking anxiety." Communication Quarterly 33, no. 3 (June 1985): 174–84. http://dx.doi.org/10.1080/01463378509369596.

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Apriyanti, Difiani, Sumira Sumira, and Sariani Sariani. "PEMBELAJARAN ENGLISH PUBLIC SPEAKING BERBASIS PROJECT-BASED LEARNING." Ta'dib 21, no. 2 (December 30, 2018): 69. http://dx.doi.org/10.31958/jt.v21i2.1235.

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Learning Public Speaking does not only include good speaking English but also gives attractive performance. However, this is not easy due to the fearness and anxiety with various symptoms such as a rapid heartbeat, wet palms, or vibrating sounds. In order to minimize the obstacles, Project Based Learning (PBL) is designed. The students are assigned to be public speakesr sharing the information about agency programs to public. The project was eventually documented in the form of videos. To find out the success of the learning, a qualitative descriptive study was conducted on the video project. The subject of the research was a female student whose public speaking videos were analyzed. The sample was selected purposively because women have greater public speaking anxiety than men do. As the result, at first, the students did not have problems in making the text (content) to be presented, but it was problematic in the delivery. The first video shows public speaking fear that has not been resolved so that delivery occurs at a low level. Secondly, while in the second video it shows self confidence resulting a high delivery capability. It can be concluded that having one real experience as a public speaker makes the student able to overcome public speaking fear or anxiety.

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Journal articles on the topic 'Public speaking anxiety'

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