Public Speaking Anxiety Research Articles

Reduce Anxiety about Public Speaking through Group Guidance Using Symbolic Modeling Techniques

The research was based on the results of interviews in the pre-study. It was found that there were still students who had anxiety in public speaking in class VI SD Negeri 1 Sajira, Lebak Regency, in the 2021/2022 academic year. This study aimed to determine the effectiveness of group guidance with symbolic modeling techniques to reduce public speaking anxiety. This study uses a pre-experimental research design with One Group Pre-test-Post-test Design. Determination of the sample using the purposive sampling method. The research subjects comprised six students with a high public speaking anxiety category and two students with low public speaking anxiety. The method of data collection in the study was obtained through a questionnaire. Research results showed an average of 115. On the pre-test, with a percentage of 93%, while 51 with a percentage of 73% in the post-test. Grade VI students of SD Negeri 1 Sajira, Lebak Regency, for the 2021/2022 academic year. For future researchers, this research can be developed using different techniques to obtain better results. Furthermore, future researchers are expected to be able to enrich the literature review on public speaking anxiety by developing the approach applied.

Public Speaking Anxiety in Oral Communication Among Grade 11 Students of PHINMA-COC

Public speaking is always an essential skill a person must do especially in school. Grade 11 students struggle to speak most of the time in front of their classmates and teachers. This study determined the level of Public Speaking Anxiety in Oral Communication among Grade 11 students in Cagayan de Oro College during the SY 2022-2023. This study specifically sought to determine the following:1) the respondents’ characteristics, 2) the respondents level of Public Speaking Anxiety in Oral Communication, and 3) the significant difference in the respondents’ Public Speaking Anxiety in Oral Communication when grouped according to their characteristics. This study made use of a descriptive research design. The questionnaire used was adopted from Subatira (2022), originally from McKroskey (1970). The respondents were the nine hundred thirty-one (931) Grade 11 Students of PHINMA-Cagayan de Oro College, School Year 2022-2023 who took Oral Communication in the Context subject. The statistical tool used were frequency, percentage, mean and standard deviation for Problems 1 and 2, and ANOVA for Problem 3. The study found that there were a majority of the respondents who have a positive attitude towards Public Speaking, but most of the respondents have a high level of Public Speaking Anxiety in terms of Motivation, Self-esteem, Audience and Situation in Oral Communication. Further, there is no significant difference in the respondents’ Public Speaking Anxiety in Oral Communication and respondents’ characteristics according to Sex, Family Monthly Income, and Organizational Affiliation. On the other hand, there is a significant difference in the respondents’ Public Speaking Anxiety in Oral Communication and respondents’ characteristics according to Academic Strand and Attitude towards Public Speaking. It concluded that respondents have a high level of Public Speaking Anxiety. Thus, the Grade 11 students need to be motivated, to have high self-esteem so that they will not be distracted by a large audience, and need to have a positive environment in order for them not to experience anxiety or fear in public speaking.

BENEFITS AND CHALLENGES WHEN USING THE TECHNIQUE OF ROLE-PLAYING IN SPEAKING EXERCISES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

The aim of this paper is to show the complete experiences, both benefits and challenges that A2 level students have when using role-plays in learning English as a foreign language. The respondents included in the survey consist of two groups of students: teenagers aged 12 to 15 (36 of them) and first-year students (38 of them) at the Department of Applied and Fine Arts of the University of Kragujevac (aged 18 up to 20 years). The teenage students attended an English language course at a private school in Kragujevac and were preparing for the international A2 knowledge test of the University of Cambridge, Cambridge A2 test also known as KEY (KET) in its pre-2020 version. In part 3 (conversation), task 2, the knowledge of those taking the test is assessed by means of a kind of a role play. Role-play is organized in pairs where both members of the pair have an equal chance to ask questions and provide information in predetermined situations that are partially structured. The task of the students was to play a role, to understand the situation and to express themselves in an adequate way both linguistically and in accordance with communicative competences. It was noticed that the students did not or to a lesser extent met with such activities, that their motivation for learning was higher than usu- al during and after the activities. There was also a gradual reduction of stage fright and fear of public speaking. On the other hand, the challenges that the examinees faced were the inability to form sentences grammatically correctly, especially questions, that they lack everyday vocabu- lary, as well as that they often sound unnatural and not polite enough. Some respondents could not avoid using their native language for more than a few seconds or not make long pauses in communication using postman’s sticks. Pedagogical implications of this research are the need for English teachers to systematically, and for a longer period, devote at least part of the lesson to such activities with the aim of relieving students of nervousness, activating knowledge and preparing for the challenges of the 21st century and the international circumstances of the use of the English language. We hope that this is one of a series of further investigations on similar topics that will give us better insight into how to improve learners’ communicative competence of English as a foreign language.

Analysis of Speech Anxiety among EFL Learners in Japan: A Comparison between Gender

Due to the high encouragement from the Japan Ministry of Education, Culture, Sports, Science, and Technology (MEXT) to promote more internationalization among Japanese graduates, many higher education institutions have started introducing more communicative courses such as public speaking and presentation skills. These goals not only aim to ameliorate students’ communication skills, but also to foster global human resources. Although considerable research has been conducted on students’ communication skills, few have explored the causes of speech anxiety among university students, especially in the context of English as a Foreign Language (EFL). Thus, this study aims to fill this gap by analyzing 43 university students in Tokyo, Japan. According to the results, a pivotal link between gender and speech anxiety was found. Specifically, the female students exhibited higher public speaking anxiety, compared to the male students. This study also investigated the sources of speech anxiety in four domains: communicative apprehension, fear of negative evaluation, test anxiety, and general anxiety of English. Among all four components, the EFL students recorded the highest anxiety in communication apprehension. It is also interesting to note that after completing the presentation skills course, the female students showed a significant reduction in the fear of negative evaluation domain. It is hoped that the findings of this study will be used by instructors to improve EFL students’ communication skills.

EFL Public Speaking Class Anxiety at STKIP PGRI Banjarmasin

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.

The Causes Of Glossophobia In The Students Speaking Classroom

Glossophobia, also known as “fear of public speaking” is the feeling of fear while speaking in front of public, often characterized as fear of speaking publically or nervousness in communication. It is a feeling of panic related with different physiological changes like elevated heart and breathing rates, over-rapid reactions, trembling of muscles and shoulder and neck area stiffness among others. The objective of the research was to find out the causes of glossophobia of the students in speaking classroom at Study Program of Muhammadiyah Bengkulu. The design of this research was descriptive qualitative method. The instrument of the research was questionnaire 25 items. The results showed that there were three causes of the students’ glossophobia in speaking classroom at Study Program of Muhammadiyah Bengkulu they were: anxiety, fear and negative thinking. The dominant cause of the students’ glossophobia in speaking classroomat Study Program of Muhammadiyah Bengkulu was fear. They fear cannot give good performance, make mistake, not understand the material and cannot say something. So that, the other students laugh and humiliate their performance From the result, the researcher will give suggestion for the students: It is suggested the students can overcome their glossophobia to make their speaking perfomance be better. The students must be prepare all of component that support before speaking performance in the classroom such as understanding the material and often practice to make it perfect.
 Key words: Speaking, Glossophobia

Investigation of the Relationship Between Cognitive Control and Flexibility and Speech Anxiety of Physical Education Teacher Candidates

Araştırmanın amacı, beden eğitimi öğretmen adaylarının bilişsel kontrol ve esneklikleri ile konuşma kaygıları arasındaki ilişkinin bazı değişkenler açısından incelenmesidir. Araştırmada tarama modeli kullanılmıştır. Araştırmanın verileri Demirtaş (2019) tarafından geliştirilen “Bilişsel Kontrol ve Esneklik Ölçeği” ve Sevim (2012) tarafından geliştirilen “Öğretmen Adaylarına Yönelik Konuşma Kaygısı Ölçeği” ile toplanmıştır. Araştırmanın örneklemini, Beden Eğitimi ve Spor Öğretmenliği bölümü öğrencileri oluşturmaktadır. Veriler, T Testi, Tek Yönlü Varyans Analizi ve Regresyon analizi aracığıyla analiz edilmiştir. Yapılan analizler sonucunda; beden eğitimi öğretmen adaylarının bilişsel kontrol ve esneklik düzeylerinin cinsiyete ve okul başarı durumuna göre, konuşma kaygılarının da okudukları sınıf ve iletişim eğitimi alma durumuna göre farklılaştığı tespit edilmiştir. Ayrıca Öğretmen adaylarının bilişsel kontrol ve esneklik düzeyleri arttıkça konuşma kaygılarının azaldığı görülmüştür. Öğretmenlik mesleğinde etkili iletişim son derece önemli olduğundan, başarılı bir meslek hayatı için beden eğitimi öğretmen adayları konuşma kaygılarını yenmelidir. Bu doğrultuda da araştırmamızda, kişinin bilişsel kontrol ve esnekliğe sahip olmasının konuşma kaygısını yenmesine katkı sağladığı ortaya koyulmuştur.

Who’s the Dupe? A Farce

Who’s the Dupe? A Farce

Prevalence and determinants of public speaking anxiety in family medicine residents

: To estimate the prevalence and to explore the determinants of public speech anxiety (PSA) among family medicine trainees at the Joint Program of Family Medicine, Jeddah, Saudi Arabia, 2020.A cross-sectional study was conducted online for 131 residents who completed the original version (34 items) of the Personal Report of Public Speaking Anxiety (PRPSA) scale. The PRPSA score (range 34-170) was calculated as the sum of the item scores, and three PSA levels were defined including low (PRPSA score <98), moderate (PRPSA score 98-131), and high (PRPSA score>131). Sociodemographic and academic data were collected and analyzed as factors of PSA.The mean PRPSA was 100.27 out of 170 (SD = 18.10). Of the participants, 55.0% had moderate and 6.9% had high PRPSA scores. Female participants had a higher percentage of moderate (61.5% vs 45.3%) and high (9.0% vs 3.8%) PRPSA scores compared with males, respectively (p=0.041). A previous negative experience with public speech was also associated with a higher percentage of moderate (73.7% vs 47.3%) and high (15.8% vs 3.2%) PRPSA scores compared to absence of such an experience (p<0.001). Likewise, participants with a family history of social anxiety had a higher risk of increased PRPSA (p=0.022).The latency and high prevalence of PSA among family medicine residents highlight the relevance of incorporating curricula to enhance public speaking and communication skills among medical trainees.

Public Speech Anxiety among Medical Residency Trainees in Riyadh.

The present study aimed at measuring the level of public speaking anxiety (PSA) among medical residents in Riyadh, in addition to identifying the factors influencing public speaking anxiety from the perspective of the medical residents. A cross-sectional survey was conducted over a sample of 203 medical residents in Riyadh. The study adopted the questionnaire as a data collection tool. The questionnaire consisted of a demographic data part, PSA scale (17 items) and a third part concerned with the factors influencing public speaking anxiety among medical residents. The results of the study revealed that medical residents in Riyadh had a low level of public speaking anxiety (47.3±11.32). The participants had a low PSA score on all scale domain; cognitive (23.28±5.43), behavioral (10.45±4.16), and physiological (13.54±3.44). Moreover, the findings of the study showed that stuttering (91.1%), negative perceptions of individuals' own voice (77.8%), and language barriers (76.8%) were the main factors influencing the public speaking anxiety among medical residents. Finally, we found through linear regression analysis that PSA is not significantly predicted by participants' living region, marital Status, gender, residency level, type of pre-college school, age or being previously diagnosed by a mental health issue. There is a low level of public speaking anxiety among medical residents in Riyadh. In addition, the study concluded that stuttering, negative perceptions about voice and language barriers are negatively influencing the public speaking anxiety among medical residents in Riyadh.

Students’ English Speaking Anxiety in Classroom Context

This research was designed to investigate students’ English speaking anxiety in a classroom context. There were 23 students from Unismuh Makassar who participated in this research by using the purposive sampling method. This mixed-methods study looked into the students' English-speaking anxiety and how they overcame it. A structured interview and a questionnaire adapted from the Horwitz et al. (1986) Foreign Language Classroom Anxiety Scale (FLCAS) were used to gather the data. According to the findings of the study, (1) the majority of English Education students at Unismuh Makassar experienced excessive anxiety, with 74.2% anxious, 21.7% anxious in the middle, and no one anxious in the low. (2) Based on the students' experiences, there were six strategies to deal with anxiety: keep silent, take a deep breath, relax with the circumstances, reiterate the lesson, avoid eye contact, and drink water. The finding indicated the excessive level of students’ anxiety and the strategies to cope with it. According to these findings, lecturers should be more aware of their students' worries in order to push them to speak up confidently and clearly in English class. Telling a joke, expressing gratitude, and making a pleasant gesture are all strategies to assist kids overcome their fear of public speaking. As a result, teachers are encouraged to be slightly innovative in developing new strategies to enable students to speak more effectively.

Exploring Neuro-Linguistic programming (NLP) Techniques for Reducing Public Speaking Anxiety: A Study of Practitioner Approaches during Training

The application of Neuro-Linguistic Programming (NLP) techniques has garnered attention as a prospective method for mitigating speaking anxiety in public. This research investigates the utilisation of neuro-linguistic programming (NLP) techniques by a proficient instructor within the framework of the 'Art of Public Speaking' training program, with the primary objective of alleviating the anxiety linked to delivering speeches to a public audience.
 The current study was conducted at Cita Dines Hotel Makassar on August 4th, 2022. The methodology employed in this study encompassed a thorough gathering of data, which was achieved by actively participating as a trainer assistant, employing observational techniques, conducting detailed interviews, and carefully documenting the training sessions.
 The collected data underwent a rigorous analytical process guided by Burn's theory on Neuro linguistic Programming. This theoretical framework encompasses various strategies, such as rapport, Flexibility, Outcomes and VAKOG model (Visual, Auditory, Kinesthetic, Olfactory, Gustatory). 
 The proficient incorporation of these NLP tactics by the trainer not only emphasised their importance but also demonstrated their efficacy in improving the quality of training sessions and promoting meaningful interpersonal connections. This study provides insights into the practical implementation of neuro linguistic programming (NLP) techniques and their capacity to improve the difficulties commonly encountered in public speaking.

Exploring Gender Differences in Public Speaking Anxiety

Comprehending the factors that lead to public speaking anxiety is crucial; this includes gender distinction. This research was aimed at examining the levels of students' English public speaking anxiety in the context of their gender differences. This study included 63 (21 males and 42 females) English Language Education Study Program students from one of the state universities in North Sumatra. To examine this phenomenon in its natural environment, a mixing technique was used. An examination of records was utilized to collect the required data. The data was then analyzed in two distinct ways: a statistical calculation was performed on the results of 17-question student questionnaires on their level of public speaking anxiety, and a constructive analysis was performed by comparing the responses of various respondents. On average, male participants in this study reported lower levels of anxiety than female ones. The difference between 50.52 and 57.14 is substantial. “I am anxious that I will embarrass myself in front of the audience,” “I am anxious before speaking,” and “I am worried that my audience will think I am a poor speaker” are the areas where female respondents are more anxious than male. It is necessary to do more research with a bigger number and variety of respondents.

Analysis of Chinese EFL Postgraduates' Experiences with Public Speaking Anxiety toward International Conference Presentation

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.

Hubungan Antara Komunikasi Dalam Keluarga Dan CitraTubuh Dengan Kecemasan Berbicara Di Depan Umum Pada Mahasiswa Tahun Pertama

Public speaking is an unpleasant situation accompanied by feelings of fear, worry, and discomfort that will make a person feel unable to convey his message properly and correctly in front of a crowd. This study aims to determine the relationship between k omunikasi d alam k eluarga and citra tubuh with kecemasan berbicara d i depan umum. The population in the study was 80 students of the Mathematics Education Study Program class of 2021, Raden Intan State Islamic University, Lampung. The method in this study is quantitative with cluster sampling technique. The data collection technique used a public speaking anxiety scale of 34 aitems (ɑ = 0.892) a family communication scale of 30 aitems (ɑ = 0.826) and a body image scale of 40 aitems (ɑ = 0.876). The analyst technique used is multiple regression analysis with Sofware JASP version 0.15. The results of the first study showed that there was a significant relationship between communication in the family and body image with anxiety about speaking in front of youmum in first-year students with a value of R = 0.420 and a value of F = 8.269 with a significant degree of p 0.01 (p 0.01). Secondly, there was a significant negative relationship between communication in the family and public speaking anxiety in first-year students with a grade (Rₓ₁-y) = -0.353 with a significant level p = 0.001 (p 0.01) with an effective contribution (SE) of 5%. Third, there was a significant negative relationship between body image and public speaking anxiety in first-year students with a grade (Rₓ₁-y) = -0.325 with a significant level p = 0.003 (p 0.01) with an effective contribution (SE) of 10%. Keywords: Public Speaking Anxiety, Communication In The Family, Body Image.

Flashforward imagery in speech anxiety: Characteristics and associations with anxiety and avoidance.

Speech anxiety (SA) is a highly prevalent social fear. Prospective ‘flashforward’ (FF) imagery of an upcoming social catastrophe may be a particularly important cognitive factor in SA persistence via eliciting anxiety and avoidance behaviors. Since earlier research on imagery and social anxiety has not strictly differentiated between types of negative imagery, the occurrence, precise features, and impact of FF imagery remain unclear. We therefore examined the phenomenological characteristics of FF imagery in SA and mapped the relationship between FF imagery features and anxiety and avoidance. Female participants who approached clinical levels of SA (N = 60) completed questionnaires on SA and avoidance behaviors, and rated anxiety and avoidance in anticipation of an actual speech. FF imagery and emotionally linked autobiographical memories were assessed with semi-structured interviews. All participants reported recurring FF images, which were experienced as vivid, distressing, field perspective images with accompanying negative feelings. Image distress and feelings of threat showed most consistent associations with SA and avoidance measures. Findings add to the conceptualization of SA, and support the clinical relevance of assessing FF imagery. Future experimental studies on FF imagery characteristics are necessary to test the proposed causal impact in SA persistence and to inform additional treatment targets.

The Use of Canvas, A Learning Management System, to Reduce EFL Learners' Public Speaking Anxiety

As traditional education has evolved with the Internet and technology, e-learning has shown rapid and significant growth. Many studies have emphasized the positive effects of technology and online resources in foreign and second language education. Because of its role in reducing foreign language anxiety, the use of digital technology has an important role in learners’ emotional healing. Therefore, the use of a digital platform, Canvas, and the exploration of its effects on learners’ public speaking anxiety and performance in L2 are the main research foci in this study. With this point of departure, in order to measure the effect of intervention related to the use of online speaking tasks and podcasts through Canvas, a one-group pretest-posttest was employed. Data regarding participants’ public speaking anxiety before and after the treatment were collected through the PRPSA (Personal Report of Public Speaking Anxiety) scale. Additionally, speaking rubrics were used as assessment tools for scoring learners’ pre and post oral performances. For more detailed information related to the participants’ learning experiences and changes in their emotional states, participants were encouraged to join online forums on Canvas. The results showed that the use of digital platforms and podcasts had a significant role in boosting learners’ confidence and public speaking performances through alleviating their anxiety.

Public speaking and presentations

As a new graduate, we often think that honing our technical skills is our number one priority. While being a technically-skilled veterinarian is incredibly important, we also have to build relationships with our clients. Effective communication and presentation skills can help young practitioners build trust with producers and the public. Unfortunately, the fear of public speaking or “glossophobia” is believed to affect 75% of people, making it one of the most universal fears. Armed with an un¬derstanding of how fear impacts your body, presentation tips and tricks as well as stress-mitigation techniques, veterinar¬ians can begin to face their fears of public speaking and share information in a more impactful way.

Development and Validation of the Public Speaking Attitude Scale: A Theoretical Approach to Assess Student Performance in Public Speaking Courses in Higher Education

Although anxiety is an important component of individuals’ relationship with public speaking, it only represents a portion of the story. Specifically, understanding attitudes toward public speaking can help instructors develop improved methods for teaching and assessing student performance in speech classes, and on oral communication-based university-level learning outcomes. This study addresses our lack of understanding of attitudes towards public speaking by collecting and examining data from 1,112 college students to develop a Public Speaking Attitude Scale and examine the scale’s ability to predict students’ intent to leverage skills learned in introductory speech classes in their future endeavors. Initial item development and validation are described, and the scale is compared against existing measures to determine which scale accounts for more variance in students’ intent to leverage public speaking skills. Findings suggest that Public Speaking Attitude accounts for significantly more variance than public speaking anxiety and shyness in a student’s intent to leverage skills learned in the basic speech course. Implications and avenues for future research are discussed.

The effect of virtual reality therapy and counseling on students' public speaking anxiety.

Background and AimsOne of the barriers to effective communication between speaker and listeners is public speaking anxiety (PSA). Over recent years, PSA has become common among students as the most widespread social anxiety (SA). Virtual reality (VR) and counseling therapy help reduce PSA. Therefore, the present study aimed to investigate the effect of VR therapy and counseling on students' PSA and SA.MethodsThis quasi‐experimental study was conducted on 30 students at three levels of undergraduate, postgraduate, and PhD at Kerman University of Medical Sciences and Shiraz University of Medical Sciences (15 students in the intervention group and 15 in the control group). The intervention group observed four virtual classroom scenarios in a 30‐min session, and the control group attended a 90‐min group counseling session. Data were collected using by Personal Report of Public Speaking Anxiety, Liebowitz Social Anxiety Scale, and Igroup Presence Questionnaire. The data analysis was done using SPSS version 21. Descriptive analysis (frequency and percentage, mean, standard deviation, and quartiles) and analytical tests (paired t‐test and independent t‐test) were used to analyze the data.ResultsThe results showed that VR and counseling did not affect SA scores and statistical differences before and after the intervention were not statistically significant. However, VR and counseling reduced PSA. The mean of IPQ/IGP (physical presence) was 63.73. The participants' SA means (93.76) were higher than the mean PSA (73.4).ConclusionsVR and counseling did not affect students' SA, but they reduced PSA. If the intervention duration in future studies are longer, the effect of VR and counseling on reducing SA is likely to become more apparent.