Students' Experiences and Strategies for Reducing Speaking Anxiety to Enhance Oral Communication Skills

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This research examined the levels of speaking anxiety and explored students' experiences and strategies for reducing or coping with anxiety's negative effects to enhance their oral communication skills. The participants were 36 Grade 11 HUMSS students from Lipay National High School, Poblacion South, Sta. Cruz, Zambales. Using a mixed-method approach, data were collected through a survey and unstructured writing. The results revealed that the majority of participants experienced moderate levels of anxiety. The speaking anxiety expressed by the participants included physical manifestations, fears of judgment, concerns about language fluency, performance anxiety, and the fear of forgetting or experiencing a mental block. Additionally, various strategies employed by students to cope with or reduce their speaking anxiety were identified, including emotional regulation, understanding and application, knowledge expansion, social engagement, confidence building, and practical techniques. The findings emphasize the need for holistic support mechanisms addressing both the emotional and practical aspects of oral communication anxiety. Effective language learning involves a combination of cognitive, emotional, and social strategies. Tailored interventions that focus on building confidence, providing language support, and fostering a supportive environment can significantly contribute to alleviating anxiety in language learning contexts.