Public Speaking Anxiety Research Articles

PENDAMPINGAN PUBLIC SPEAKING PADA RISMA (REMAJA ISLAM MASJID) SMPN 45 BANDUNG)

Public speaking is an important skill that can affect one's performance in public. The ability to speak confidently, clearly and convincingly is key to success when speaking in public, including to academic, professional and social audiences. This activity highlights the importance of mastering Public Speaking in improving speaking performance and delivering material in public.This activity was carried out at SMPN 45 Bandung with participants from the extracurricular activities of the Islamic Youth Mosque. This training aims to improve the Public Speaking performance of extracurricular members of the Islamic Youth Mosque who are still not maximized in delivering material in public. This activity was attended by 30 participants with resource persons and activity assistants from the Telkom University Lecturer Team with a background in Communication Science expertise. By mastering public speaking, good public speaking skills can boost confidence, influence audiences more effectively, and deliver messages more clearly and convincingly. In addition, public speaking skills help reduce anxiety, boost confidence and eliminate the fear of public speaking, and open up opportunities to achieve success in various career fields. Thus, investing in the development of public speaking skills is an important step towards achieving good performance and an important asset in personal and professional life.

Reducing public speaking anxiety in accounting students: a guided mastery approach to developing self-efficacy

ABSTRACT Research indicates that accounting students generally possess high levels of public speaking anxiety (PSA), which can impede their development of oral presentation skills. Despite the growing importance of these skills to success in the accounting profession, accounting curricula rarely incorporate strategies to mitigate PSA. This paper introduces a novel guided mastery approach (GMA), grounded in self-efficacy theory, that aims to reduce PSA by enhancing public speaking self-efficacy (PSSE). The effectiveness of the GMA is explored using a sample of students perceived to have high PSA; specifically, Chinese students enrolled (in-person and online) in a postgraduate accounting course within an Australian university. Using a pre- and post-test methodology, this study finds a significant association between the GMA and perceptions of both PSSE and PSA. Importantly, this association is found irrespective of whether students deliver presentations in-person or online via video recordings. Thematic analysis also reveals a decline in procrastination and an intrinsic change in perceptions of public speaking. The findings presented in this paper have important implications for all accounting educators aiming to enhance the public speaking skills of their students.

English Language Competence, Communicative Competence, and Public Speaking Anxiety of Pre-service Teachers

This research sought to investigate the pre-service teachers' English language competence, communication competence, and public speaking anxiety. These competencies are vital skills in delivering adequate instructions. The study utilized a quantitative method through survey questionnaires. The result provides significant insights on the pre-service teachers as follows: some pre-service teachers are confident about their ability to communicate in English; however, many still suffer from speaking anxiety. The PSCAS revealed that anxiety happens in specific situations, such as when pre-service teachers are called to speak without preparation. Physiological effects like increased heart rate and sweaty palms are common symptoms of public speaking anxiety that affect their speaking presentation. Lastly, pre-service teachers fail to retain information learned and remain calm while delivering public speech despite the long academic exposure. However, this study faced limitations, including a relatively small sample size and only relying on self-reported data, which introduced bias. Despite this limitation, the researchers recommend structured intervention to enhance the pre-service teachers' English, communicative, and public speaking competence, particularly in light of the evolving educational trend.

The Relationship between English Proficiency and Public Speaking Anxiety among Second Language Learners

The Relationship between English Proficiency and Public Speaking Anxiety among Second Language Learners

PUBLIC SPEAKING ANXIETY DURING ORAL PRESENTATION: FACTORS AFFECTING AND HOW STUDENTS OVERCOME IT

The main focus in this research is to investigate the factors affecting public speaking anxiety among students during oral presentation and to explore students’ strategies to overcome public speaking anxiety. The participants in this this case study research are 2nd grade of senior high school students at Daruttaqwien Islamic Boarding School. This research utilizes observation and interview to explore more deeply about factors causing public speaking anxiety and students’ strategies to overcome it during oral presentation. The results of this research found that the students experienced various factors affecting public speaking anxiety such as lack of confidence, language factor, grammar factor, pronunciation factor, and peer factor. Meanwhile, the students’ strategies in overcoming public speaking anxiety were think positively, preparation, practice, and deal with audience. Hopefully, the results of this study can be helpful as a reference for students and teachers in order to aware about public speaking anxiety, so the approach for overcoming public speaking anxiety can be found simultaneously.

A Virtual Reality Approach to Overcome Glossophobia among University Students

In the contemporary academic landscape, university students frequently deliver presentations in front of their peers and faculty, often leading to heightened levels of Public Speaking Anxiety (PSA). This study explores the potential of Virtual Reality Exposure Therapy (VRET) to alleviate PSA among students. Our study introduces "Manch," a realistic VR environment that simulates classroom public speaking scenarios with lifelike audience interactions and a slide-deck presentation feature. The study was conducted with N=28 participants, showing a significant reduction in PSA levels post-VR exposure, thereby establishing VR's efficacy in mitigating PSA. Additionally, we also incorporated a unique qualitative analysis through participant interviews, offering deeper insights into individual experiences with VRET. Manch shows great promise as a tool for future studies and interventions aimed at reducing PSA, particularly among university students.

Public speaking woes of academic leaders: resources and alternative ways to improve speaking with audience

Public speaking skills are essential for academic leaders because of the nature of their roles and responsibilities within educational institutions. As leaders, they often serve as spokespersons for their departments or institutions, representing their vision, goals, and achievements to various stakeholders, including students, faculty, administrators, and external partners. The purpose of this study was to explore the experiences of academic leaders who experience public speaking woes. This study explored their professional resources and alternative strategies to cope with public speaking anxiety. Purposive sampling (n=20) was carried out to sample the Filipino academic leaders from the basic education and higher education institutions (HEIs). The findings highlighted the importance of targeted support and resources, such as professional development workshops and a supportive learning environment, in enhancing their public speaking skills and confidence. The adoption of coping mechanisms, including regular practice and exposure to different speaking opportunities, emerged as crucial strategies for academic leaders to manage their public speaking woes effectively. These findings underscored the need for ongoing training and support initiatives to empower academic leaders in their roles and cultivate an environment conducive to their professional growth and development.

Chinese Undergraduate EFL Learners' Perceptions of and Anxiety in a Flipped English Classroom

The study explored 104 Chinese undergraduate students' perceptions of and anxiety in a flipped English classroom (FC). The results indicated that most participants showed favorable attitudes towards the FC, but higher levels of anxiety in the FC. The negative correlations between Flexibility and speech anxiety and Instructor and low self-confidence were statistically significant. In students' responses, better prior-to-class preparation and teacher support were two advantages of the FC, while fear of speaking and lack of confidence were their concerns, which were correlated with anxiety, including speech anxiety and low self-confidence.

A Multidimensional Assessment of Malaysian Polytechnic Students' Communication Apprehension in Oral Presentations

Focusing on situation, audience, context, and trait-based factors, this study examined the multidimensional aspects of Malaysian polytechnic students' communication apprehension during oral presentations. A total of 116 engineering and business diploma students enrolled in an English communication course at a polytechnic in Sarawak were selected to participate in a survey based on McCroskey's (1984) Personal Report of Public Speaking Anxiety (PRPSA). The results revealed that situation and audience-based communication apprehension in oral presentations were more prevalent than context and trait-based communication apprehension, indicating the significant influence of the communicative environment and audience dynamics on students' speech anxiety. Hence, the need for targeted pedagogical strategies by educators and administrators to alleviate students' communication apprehension and specific training programmes simulating various speaking scenarios and audiences is pivotal.

The Influence of EFL Apprehension in Speaking Performance

The influence of EFL apprehension on speaking performance is a significant area of study in language learning. Empirical studies reveal that anxiety among EFL students is influenced by variables such as communication anxiety, fear of receiving a poor grade, and low self-esteem. during speaking activities. Speech anxiety among ESL/EFL learners can impact their oral communication skills negatively, leading to avoidance and withdrawal from speaking activities in the classroom. Language anxiety, specifically related to speaking, can hinder students' willingness to engage in foreign language acquisition and affect their speaking performance negatively .Research have indicated a connection between EFL students' oral communication anxiety and communication proficiency,highlighting the importance of addressing anxiety to enhance language proficiency.

Perspectives of Social Anxiety in Relation to Academic Performance among Undergraduate Students in Zanzibar

This study dealt with perspectives of social anxiety in relation to academic performance among undergraduate students in Zanzibar. The study employed the descriptive design. The study purposely selected three out of six universities. The total population was 5,600 students from which the researchers selected a sample size of 230 subjects. The study used a questionnaire and an interview schedule as data collection tools. Data analysis took place through descriptive statistics and content analysis approach. Based on the findings, the study concludes that social anxiety is prevalent among university students in Zanzibar. Most of the students experienced moderate level of social anxiety with basic symptoms like reduced engagement in class activities and fear of public speaking. Only a few exhibited mild to severe symptoms of social anxiety. The study recommends that universities in Zanzibar should provide students’ access to mental health services, providing counseling and therapy options to students with social anxiety. The universities should also provide workshops on stress management for students to managee their social anxiety symptoms effectively. They should also develop initiatives that promote inclusive and supportive classroom settings in terms of peer mentoring and group study sessions to reduce the participation and public speaking pressure.

Stage Fright to Scholarly Flight: The Impact of Public Speaking Anxiety and Fear of Negative Evaluation on Academic Performance in University Students

Stage Fright to Scholarly Flight: The Impact of Public Speaking Anxiety and Fear of Negative Evaluation on Academic Performance in University Students

Factor Structure and Reliability of the Lithuanian Version of the Public Speaking Anxiety Scale

Social Anxiety Disorder (SAD) is especially prevalent among young individuals aged 18–25 and significantly affects daily social activities and interpersonal relationships. Public Speaking Anxiety (PSA), a subtype of SAD, is a widespread concern that affects one in five individuals. The study focuses on the Public Speaking Anxiety Scale (PSAS), with the aim of assessing the factor structure and reliability of the Lithuanian version (PSAS-LT). The PSAS-LT, administered to 227 participants aged 18–25, comprises 17 Likert-scaled items, evaluating cognitive, behavioral, and physiological aspects of PSA. Three models were tested: a single-factor model, a three-factor model and a single factor model with positive and negative item wording factors model. Results indicate less than desirable fit for the single, and three-factor models, suggesting the need for alternative structures. The model that included a single factor as well as positive and negative item wording factors demonstrated a reasonably good fit. The diagnostic validity confirmed that the PSAS-LT effectively differentiated between participants with and without history of anxiety disorders. The total score of the PSAS-LT had excellent internal consistency. Despite limitations, including convenience sampling and nonrepresentative sample, the study contributes valuable insights into refining the understanding of PSA assessment features, emphasizing the importance of considering response patterns. Future research should validate these findings with larger and more diverse samples of the Lithuanian population.

The impact of audience dynamics on public speaking anxiety in virtual scenarios: An online survey

BackgroundPublic speaking is one of the most commonly feared situations reported in both community and university samples. Despite extensive theoretical models and empirical studies aimed at delineating the underlying factors of Public Speaking Anxiety (PSA), the specific variables contributing to its onset remain incompletely characterised. MethodsThe research involved 297 participants from an AmazonTurk survey, engaging with virtual public speaking scenarios differentiated by audience size, engagement levels, and room spatial dimensions. Participants' anticipated anxiety levels were quantitatively assessed across these scenarios, enabling a comprehensive exploration of the interaction between situational variables and PSA, thereby providing a framework to explore the influence of audience size, engagement, and spatial dimensions on PSA. ResultsThe mixed-effect model revealed a significant interaction among audience size, audience engagement, and room spatial dimensions. Further analyses using principal axis factoring and multiple regression identified three main factors: F1 (Engagement in a Large Audience), F2 (Confinement or Evaluation Anxiety), and F3 (Audience Disengagement). These factors significantly predict PSA scores. ConclusionsThis study reveals that PSA is influenced by a complex interplay of audience size, room dimensions, and audience engagement. The finding underscores the viable way to incorporate these situational variables in both empirical investigations and therapeutic interventions. Specifically, it introduces a novel framework for standardising audience size relative to room capacity.

Virtual reality exposure therapy for reducing students’ public speaking anxiety: A systematic review

Virtual reality exposure therapy for reducing students’ public speaking anxiety: A systematic review

Virtual Reality as a Tool for Public Speaking Training: Assessing Efficacy and Engagement

This study investigates the efficacy and engagement of virtual reality (VR) as a tool for public speaking training. The primary objective is to qualitatively analyze the literature to understand how VR technology can enhance public speaking skills and increase user engagement compared to traditional training methods. The research employs a qualitative literature review methodology, synthesizing findings from academic articles, industry reports, case studies, and empirical studies to provide a comprehensive overview of the current state of knowledge in this field. The literature review methodology involves systematically collecting and analyzing scholarly sources that explore various aspects of VR in public speaking training. The study categorizes the literature into key themes, such as the effectiveness of VR in simulating real-life speaking scenarios, the psychological benefits of using VR for reducing anxiety, and the levels of user engagement and motivation in VR-based training programs. Thematic analysis is used to identify patterns and trends in how VR influences public speaking proficiency and participant engagement. The findings indicate that VR offers a highly immersive and interactive environment that can closely mimic real-life public speaking situations, providing users with valuable practice opportunities. Studies show that VR can significantly reduce public speaking anxiety by allowing users to repeatedly practice in a controlled, virtual setting. Additionally, VR-based training programs are found to be more engaging and motivating for users, leading to higher levels of participation and improved learning outcomes.

Factors Cause of students’ Anxiety in Speaking Ability in Speech at STIKes Paluta Husada

Speaking is one of the most critical language skills that English language learners must develop. However, not all students can communicate in English. Students find it difficult to communicate themselves in speech, and they have encountered a variety of obstacles.The purpose of this study is to determine the factors that generate students' anxiety in speech, as well as the link between students' speaking skill in speech and their degree of anxiety. This study employed descriptive research. The study included 28 midwifery students from STIKes Paluta Husada throughout the course of six semesters. The data suggest that communication apprehension, fear of poor assessment, and exam anxiety were the elements that caused students' nervousness when making a speech.

Desensitizing Anxiety Through Imperceptible Change: Feasibility Study on a Paradigm for Single-Session Exposure Therapy for Fear of Public Speaking.

Exposure therapy (ET) for anxiety disorders involves introducing the participant to an anxiety-provoking situation over several treatment sessions. Each time, the participant is exposed to a higher anxiety-provoking stimulus; for example, in the case of fear of heights, the participant would successively experience being at a greater height. ET is effective, and its counterpart, virtual reality (VR) exposure therapy (VRET), where VR substitutes real-world exposure, is equally so. However, ET is time-consuming, requiring several sessions. This study aimed to compare the results of single-session exposure with those of traditional VRET with regard to reducing public speaking anxiety. We introduced a paradigm concerned with public speaking anxiety where the VR exposure occurred in a single session while the participant interacted with a virtual therapist. Over time, the therapist transformed into an entire audience with almost imperceptible changes. We carried out a feasibility study with 45 participants, comparing 3 conditions: single-session exposure (n=16, 36%); conventional multiple-session exposure (n=14, 31%), where the same content was delivered in successive segments over 5 sessions; and a control group (n=15, 33%), who interacted with a single virtual character to talk about everyday matters. A week later, the participants were required to speak on a stage in front of a large audience in VR. Across most of the series of conventional public speaking anxiety measures, the single-session exposure was at least as effective in reducing anxiety as the multiple-session exposure, and both these conditions were better than the control condition. The 12-item Personal Report of Confidence as a Speaker was used to measure public speaking anxiety levels, where higher values indicated more anxiety. Using a Bayesian model, the posterior probabilities of improvement compared to a high baseline were at least 1.7 times greater for single- and multiple-session exposures compared to the control group. The State Perceived Index of Competence was used as a measure of anticipatory anxiety for speaking on a stage in front of a large audience, where lower values indicated higher anxiety. The probabilities of improvement were just over 4 times greater for single- and multiple-session exposures compared to the control group for a low baseline and 489 (single) and 53 (multiple) times greater for a middle baseline. Overall, the results of this feasibility study show that for moderate public speaking anxiety, the paradigm of gradual change in a single session is worth following up with further studies with more severe levels of anxiety and a larger sample size, first with a randomized controlled trial with nonpatients and subsequently, if the outcomes follow those that we have found, with a full clinical trial with patients.

Improvements in emotion regulation during cognitive behavior therapy predict subsequent social anxiety reductions

ABSTRACT Individuals with social anxiety disorder (SAD) experience overall emotion regulation difficulties, but less is known about the long-term role of such difficulties in cognitive behavior therapy (CBT) for SAD. Forty-six patients with SAD receiving internet-delivered CBT, and matched healthy controls (HCs; n = 39), self-reported the Difficulties in Emotion Regulation Scale (DERS), Liebowitz Social Anxiety Scale (LSAS-SR), and participated in anticipatory speech anxiety behavioral experiments. Patients were measured at seven time points before, during and after CBT over a total period of 28 months, and HCs at two timepoints. Disaggregated growth curve models with a total of 263 observations were used, as well as intra-class correlation coefficients and regression models. Patients’ LSAS-SR and DERS ratings were reliable (ICC = .83 and .75 respectively), and patients, relative to controls, showed larger difficulties in emotion regulation at pre-treatment (p < .001). During CBT, within-individual improvements in emotion regulation significantly predicted later LSAS-SR reductions (p = .041, pseudo-R 2 = 43%). Changes in emotion regulation may thus be important to monitor on an individual level and may be used to improve outcomes in future developments of internet-delivered CBT.

Biomarkers of attention bias during public speaking anxiety

The analysis of brain signals and their properties yields significant insights into the fundamental neural impairments associated with attention bias in individuals suffering from public speaking anxiety (PSA). This study aims to identify electroencephalogram (EEG) and performance biomarkers of attention bias in individuals with public speaking anxiety using the ex-Gaussian modeling technique, frontal alpha asymmetry (FAA) and delta-beta correlation (DBC). 12 subjects with high (H) PSA and 12 subjects with low (L) PSA performed the modified emotional stroop task. EEG data were captured using the low-cost 14-channel emotiv Epoc+. Results showed that the ex-Gaussian sigma was higher in the emotional condition in the high public speaking anxiety (HPSA) group, indicating attention bias. The study also found higher right FAA in HPSA compared to LPSA group. There was a negative correlation between σ and alpha power in the left region of the brain in the HPSA group, potentially related to attentional bias. Moreover, there was a notable trend towards significantly heightened DBC in the frontal and central regions of the brain among HPSA subjects. In conclusion, in biomedical engineering, the ex-Gaussian model, FAA and DBC are useful because they can identify EEG and performance biomarkers of attention bias in people with PSA.