Public Speaking Anxiety Research Articles

Construction and Application of a Big Data Analysis Platform for College Music Education for College Students' Mental Health

In this study, the authors devised a big data-driven evaluation model to measure the effect of college music education, aiming at filling the gaps of poor accuracy and time-consuming results of music education effect evaluation. Firstly, the authors determined the effect of an evaluation system of music for learning, and the evaluation of this effect. Then, they carried out a simulation experiment. The literature review evidenced that few domestic research reports considered college students' communication fear. Thus, combining the characteristics of current college students' psychological counseling and the theory of communication fear, the authors tried to apply the music system desensitization therapy to address college students' communication fear, from the intervention effect, feasibility, and therapy as a psychological counseling method. The results showed that music system desensitization therapy eliminates college students' fear of communication, reduces speech anxiety, reduces shyness, and improves interpersonal communication skills.

The Effect Of Self-Efficiency On Public Speaking Anxiety In Students Of The Faculty Of Education At University “X”

Anxiety in public speaking is a problem that is often encountered, especially in students, excessive anxiety can affect individual performance or academic life. So that it takes confidence in individuals about their ability to deal with various situations and conditions which are commonly called self-efficacy because it is thought to affect anxiety when appearing in public. This study aims to determine the effect of self-efficacy on public speaking anxiety in students of the Faculty of Education, University of Muhammadiyah Gresik. This research method is quantitative by using incidental sampling and the number of respondents is 164 people. The results of the analysis using simple regression with the SPSS application obtained a sig value of 0.000, meaning that the significant value is smaller <0.05. Based on the results of the SPSS, it is known that the R square is 0.409 which means that the public speaking anxiety variable contributes 16% to the self-efficacy variable. While the remaining 84% is influenced by other variables not examined. Suggestions in this study Education students should be able to rely on their abilities and be more calm when facing difficulties.

Determination of Public Speaking Anxiety Level of University Students

Özet Bu araştırmanın amacı üniversite öğrencilerinin topluluk önünde konuşma kaygı düzeylerini belirlemektir. Çalışmada nicel araştırma türlerinden betimsel nitelikli tarama modelinden yararlanılmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılı Kırgızistan Türkiye Manas Üniversitesi’nde öğrenim gören çalışmadaki ölçeği gönüllü olarak cevaplayan 181 öğrenci oluşturmuştur. Çalışmada veri toplama aracı olarak Bartholomay ve Houlihan tarafından geliştirilmiş Çabuker’in Türkçeye uyarlamış olduğu Topluluk Önünde Konuşma Kaygısı ölçeği (TÖKKÖ) kullanılmıştır. Araştırma bulgularına göre üniversite öğrencilerinin TÖKKÖ düzeylerinin aritmetik ortalamasına göre kararsızım seçeneğine denk geldiği belirlenmiştir. Yaş değişkenine göre farklılaşma durumu incelendiğinde bilişsel alt boyutda 18-20 yaş arası üniversite öğrencilerinin lehine 21-23 ve 24-26 yaş arasındaki öğrencilere göre anlamlı bir farklılaşma bulunmuştur. Bölüm değişkenine göre bilişsel alt boyutta RTS ve PDR bölümleri arasında RTS lehine, turizm ve ziraat grupları arasında Turizm bölümü lehine anlamlı bir farklılaşmanın olduğu sonucu bulunmuştur. Anne eğitim düzeyi değişkenine göre bilişsel ve davranışçı alt boyutta lise mezunu annelerin çocukları lehine anlamlı bir farklılaşma bulunmuştur. Üniversite öğrencilerinin kardeş sayısı değişkenine göre farklılaşma durumu incelendiğinde ölçme aracının bilişsel alt boyutunda 7 ve üzerinde kardeş sahibi olan öğrenciler ile 1-3 ve 4-6 arası kardeş sayısına sahip üniversite öğrencileri lehine anlamlı bir farklılaşmanın olduğu sonucuna ulaşılmıştır.

대학생의 자기개념과 성취동기가 사회불안에 미치는 영향

The purpose of this study was to examine the effects of the self-concept and achievement motivation on social anxiety of university students in the K areas. Participants completed questionnaires on self-concept, achievement motivation, speech anxiety, social phobia, and social interaction anxiety test and included total 353. The data were analyzed using correlational analysis and multiple regression analysis. Results of the study were as follows: First, self-concept and achievement motivation showed significant positive correlation. but self-concept, achievement motivation and speech anxiety, social phobia, social interaction anxiety showed significant negative correlation. By looking at these results, university students experience more self-concept as they have high more achievement motivation and more self-concept and achievement motivation as they have low speech anxiety, social phobia, and social interaction anxiety. Second, as a result of regression analysis on relation of speech anxiety, social phobia, and social interaction anxiety, self-concept variable were the main predictor and negative effects. The significance of this study was that specifically examined self-concept corresponding to the cognitive structure from a counseling perspective on social anxiety of university students.

Virtual reality acceptance and commitment therapy intervention for social and public speaking anxiety: A randomized controlled trial

Virtual reality (VR) offers new and flexible ways to provide psychological interventions. The aim of this study was to develop and investigate the effectiveness of a VR intervention based on acceptance and commitment therapy (ACT) for social and public speaking anxiety. ACT is a process-based approach that aims to (a) increase individuals’ abilities to handle difficult emotional and cognitive experiences and (b) develop the motivation required for change to occur. In this study, a sample of university students with social interaction or communication anxiety (N = 76; age M = 24.95, SD = 6.50, 69.7% females) was blindly randomized into a total of 2 h of VR ACT training (VRACT; n = 37) or a waiting list control (WLC; n = 39) group. The VRACT group was gradually exposed to social situations using a VR head-mounted display (HMD) and received audio-recorded ACT-based instructions aimed at increasing psychological flexibility. The outcome measurements included self-reported social and communication anxiety, well-being, psychological processes, and behavioral measures. At the final feedback meeting held one week after attending three VR sessions, we observed a significant decrease in social and communication anxiety (d = 0.55–0.61) and a significant improvement in psychological flexibility (d = 0.61), with moderate effect sizes. These findings contribute to advancing knowledge of how ACT can be efficaciously delivered using VR to improve mental health outcomes for university students with social anxiety.

An online English for Specific purposes Suggested Program to Develop University Students` Oracy Skills and Reduce their Speech Anxiety

An online English for Specific purposes Suggested Program to Develop University Students` Oracy Skills and Reduce their Speech Anxiety

Public Speaking Anxiety and English Language Competency of Bachelor of Secondary Education English Majors

This research aimed to determine the public speaking anxiety and English language competency of the Bachelor of Secondary Education English majors at Laguna State Polytechnic University Los Baños Campus. The study employed a descriptive correlation research design using a validated survey questionnaire to find the relationship between the variables. In the study's findings, the respondents' public speaking anxiety level had a standard deviation of 0.71 and was descriptively interpreted as "agree". The level of English language competency of the students was proficient. The data showed that 70.5% of the respondents have proficient English Language competency while 22.7% were advanced, and 6.8% were approaching. Thus, the study shows no significant relationship between public speaking anxiety and English Language Competency. Based on the results, it is suggested that respondents should enhance their skills in public speaking though it did not affect their language proficiency. Implementing activities that would practice and develop the student's speaking skills is encouraged to future educators to prevent anxiety towards speaking. Since the students' PSA level is high, teachers need to guide the students with their speaking, their delivery and confidence along the process.

Understanding Student Attitudes toward Delivering English Oral Presentations

Delivering English oral presentations is deemed a prevalent activity of language learning in the university setting. Given that students’ attitudes have a substantial impact on the outcomes of language learning through delivering oral presentations, this study examined the attitudes of 153 third- and fourth-year students enrolled in an English major at the Department of Foreign Languages at a university in Southern Vietnam toward delivering presentations in English. The study has also focused on investigating what factors affect their attitudes toward the presentations. The study used quantitative and qualitative methods in gathering and analyzing the data. The findings revealed that most of the students had positive attitudes toward the presentations although they encountered some impediments in the course of the delivery. Student language proficiency, learning styles, and factors related to teachers and audience are the key factors that are instrumental in students’ attitudes toward delivering their oral presentations; familiarity with the topic and public speaking anxiety also affected their presentations. Pedagogical implications were suggested to most benefit students of different proficiency levels and learning styles with regard to English oral presentations.

Feeling Small or Standing Tall? Height Manipulation Affects Speech Anxiety and Arousal in Virtual Reality.

Social performance situations often constitute one of the most challenging communication tasks across different cultures. In today's work environments, giving presentations and performing in front of others are often essential and expected. Therefore, public speaking anxiety can have a serious impact on an individual's job performance, career choice, and prospects. Contemporary consumer virtual reality hardware has made it possible to practice public speaking anywhere in a safe and private virtual reality environment (VRE). As VREs offer the means to practice real-life scenarios, they also make it possible to go beyond what is "real"; to replace simulations with more dynamic and innovative training environments. Furthermore, with occupational life undergoing a significant shift toward technology-mediated working conditions, innovative tools and methods could also be used during virtually implemented real-time social interactions. This research aimed to study the ways in which an illusion of height, that is, perceived tallness versus perceived shortness, without any visible virtual body or representation, influences state speech anxiety and emotional responses of participants during simulation of a stressful speech task. The experiment followed a strictly controlled between-subject procedure, and both self-reported and psychophysiological data were collected. Results indicate that participants perceiving the illusion of tallness felt less anxious and had lower self-reported arousal compared with participants with the illusion of shortness. This implies that even simple, visual, first-person perspective manipulation of the VRE could help individuals to reduce their stress responses during a task-oriented situation.

Analysis of Debate Skills to the Learners’ Confidence and Anxiety in the Use of the English Language in Academic Engagements

Competitive debating in education has grown in recent years. Debating shaped the skills of students in researching, argumentation, language use, and persuasiveness. Language fluency allowed the students to express their thoughts in clear and concise manner. The aim of this study was to explore how debating grows the confidence and reduce anxiety in English language use, particularly during academic engagements. There were 12 trained debate students who participated in the study from high school and college. This study explored the narratives of students on what nature of competitive debating influenced their speaking skills within their academic engagements e g., class discussions and responding to questions. Narrative analysis suggested that students experienced changes on how they construct sentences in their minds―they did it quickly and more efficiently now. Notably, their exposure to competitive debates reduced their fear in public speaking which then helped them understand their weaknesses in terms of grammar, structures, and vocabulary. Debating also reduced their fear of public speaking because they feel they are more capable of responding to questions and sharing opinions. This qualitative analysis shed light on which aspects the students perform good at after years of engaging to competitive debates.

Creative Drama on Teacher Candidates’ Speech Anxiety

Speaking skill is the most basic language skill that enables an individual to interact with his/her environment. The healthiness of both the university and professional processes of teacher candidates and the positive completion of their individual, social, and academic developments depend on good communication. Creative drama is a method that can be used for individuals to get to know themselves and their environment, to develop their social relations, and to experience them by doing and living together in a group. In the light of this information, the aim of the research is to determine the effect of creative drama on the speaking anxiety of teacher candidates. The participants of the study consisted of 21 teacher candidates studying in the undergraduate program of Turkish teaching, classroom teaching, and preschool teaching. In this research, mixed research method, and sequential explanatory design were used as a design. Quantitative data of the study were collected through the Speech Anxiety Scale (2012), and qualitative data were collected through interviews. The quantitative data of the research were analyzed statistically, and the qualitative data were analyzed by content analysis. When the quantitative and qualitative results of the study were examined, it was observed that the interest and love of the pre-service teachers who participated in the study increased, and their anxiety and worries decreased.

Exploring the influence of audience familiarity on speaker anxiety and performance in virtual reality and real-life presentation contexts

ABSTRACT Virtual reality (VR) offers immense freedom in the design of virtual instructional environments, but little guidance exists on how to capitalise on this freedom. This article reports on a study exploring how audience familiarity influences public speaking anxiety (PSA) and performance in a presentation speaking task in virtuo and in situ. Questionnaire instruments were used to gauge the PSA, motivation, focus, and self-confidence of 10 undergraduate students who each presented in four different audience conditions across VR and real life. Presentations were transcribed to identify features of performance, including utterance fluency, and speaking breadth and depth. Outcomes indicated that an audience of computer-generated agents resulted in less PSA than an audience of photorealistic people familiar to the speakers. Additionally, presenting to an audience of strangers in real life induced the most anxiety, but the performance features of articulation rate, disfluencies, and frequency of silent pauses were significantly improved in this condition. The main contribution of this study is to show that presentations directed at virtual audiences exhibit less fluent speech in non-native speakers than speeches to a real audience.

QUANTITATIVE METHOD TO EXPLORE THE CRITICAL ISSUES OF SPEAKING ANXIETY AMONGST CHINESE PHD CANDIDATES’ DOCTORAL DISSERTATION ORAL DEFENSE

Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public academic 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 dissertation oral defense presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduates, EFL learners in particular. In the current study, 68 Chinese EFL Ph.D. candidates consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported an average high level of public speaking anxiety (X=4.34) during their doctoral dissertation defense presentations, as measured by three categorical variables: public speaking apprehension (X=4.40), self-behavior management (X=4.35), and fear of negative evaluation (X=4.26). Throughout Ph.D. candidate participants’ dissertation defense, fifteen anxiety-related questionnaire items were recognized 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 Ph.D. candidates’ experiences with public speaking anxiety. Despite the findings, research has revealed that Ph.D. candidates in English as a Foreign Language from China exhibit statistically significant levels of anxiety related to public speaking, and as a result, pedagogical recommendations have been proposed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0025/a.php" alt="Hit counter" /></p>

Set the Scene – A guide for Adult Education Professionals on Using Drama Techniques in Teaching and Learning

Thesis. The aim of this paper is to present one of the outcomes of the Fight the Fright project. The project itself focuses on the development of adult competencies related to public speaking, self-confidence, combating fear of public speaking and interpersonal communication, using theatre techniques. It focuses on improving the competencies of adults and adult educators.
 Concept. Based on their knowledge and experience, the project partners have developed educational materials to support working-age people and strengthen their competencies. It is crucial to train educators so that they can pass on this knowledge to the next person.
 Results and conclusions. The project has developed two manuals. The first is a curriculum for developing public speaking in foreign languages. The second manual, below, was developed for adult educators to prepare them to deliver training related to overcoming the fear of public speaking in foreign languages. An online course on the above topics has also been developed. The project also envisages training adult educators, followed by further training for at least 15 participants by already trained educators.

Public Speaking Anxiety among College Students at St. Paul University Surigao

Public speaking is the act of making speeches in public or the art of effective oral communication with an audience. Fear of public speaking is common among students and the general population. The National Institute of Mental Health Report stated that public speaking anxiety is considered a social anxiety disorder (Brewer, 2001). This research aimed to find out the public speaking anxiety among college students of St. Paul University Surigao. It sought to answer the participants’ anxiety levels as Trait Anxiety, Context Anxiety, Audience Anxiety, and Situation Anxiety. The data were tested for the significant difference when grouped according to their profile. The researchers utilized the quantitative descriptive survey design using a researcher-made questionnaire that was subjected for validity and reliability checking and was administered to 81 education students. The findings revealed that students experienced very high Audience Anxiety while only high Trait, Context and Situation Anxieties. Furthermore, the findings found no significant difference in the participants’ level of anxiety when grouped according to profile. This means that anxiety level remains the same regardless of age, sex, and year level. Hence, it is recommended that public speaking should be offered as a subject to all degree programs at the tertiary level especially for teacher education programs. Also, the school administrators should encourage more public speaking activities in and out of the school where students would participate in such public speaking events to hone skills, thus, minimizing public speaking anxieties.

Public Speaking Anxiety among College Students at St. Paul University Surigao

Public Speaking Anxiety among College Students at St. Paul University Surigao

Anxiety in Public Speaking: A Case Study of Students’ Paper Presentation in Learning

The communicator's ability to convey information in front of the public is something that needs attention. Style of speaking, body language, to the psychological condition of the communicator, are parts that need to be well prepared. Feelings of anxiety, worry, or commonly known as stage fright, often occur when the communicator is in front of an audience. This study tries to describe the difficulties faced by students in making presentations in lectures. The results of this study try to describe the psychological condition of students when making presentations in front of an audience who often experience anxiety in presentations, as well as what causes anxiety to occur and how to overcome it with various tips and tricks to relieve anxiety so that speaking skills can be improved.

Speaking Anxiety during MUET-CEFR Aligned Oral Presentations among ESL Learners in Perak

The newly enforced MUET-CEFR aligned format is one of the government’s efforts to upscale Malaysian learners’ English proficiency level to be at par with international standards. However, the learners are reported to have high anxiety levels resulting in poor performance, especially in the speaking component. Hence, this study is conducted to investigate the learner’s anxiety levels, factors causing anxiety, and strategies to overcome speaking anxiety during oral presentations among MUET-CEFR ESL learners in Perak. The survey research design is employed for this study where a total of 130 participants took part by answering a three-section questionnaire on their background information, McCroskey’s Personal Report of Public Speaking Anxiety (PRSPA), and Nakatani’s Oral Communication Strategy Inventory (OCSI). Descriptive statistics are used to analyze the data and an independent sample t-test was conducted to investigate the differences in the learners’ strategy use based on their course types. A follow-up interview session and classroom observation were also conducted for data triangulation. The findings indicated many of the participants possess moderately high and high anxiety levels based on PRPSA scores. Meanwhile, the responses to OCSI implied that message reduction and alteration are the most used strategies to cope with their speaking anxiety during oral presentations. The findings also showed a statistically significant difference between Diploma and Form 6 students in the use of social affective, fluency-oriented, negotiation for meaning while speaking, accuracy-oriented, message reduction and alteration, and non-verbal strategies while speaking. The findings from this study suggest that teachers should scaffold students' oral presentation skills and manage their speaking anxiety for better performance in the MUET-CEFR aligned speaking examination.

The Effect of Previous Exposure on Virtual Reality Induced Public Speaking Anxiety: A Physiological and Behavioral Study

Public speaking anxiety (PSA) is defined as a strong distress when performing a speech in front of an audience, causing impairment in terms of work possibilities and social relationships. Audience behavior and feedback received during a speech are a crucial variable to induce PSA, affecting performance and perception. In this study, two different virtual reality public speaking scenarios were developed to investigate the impact of positive (more assertive) versus negative (more hostile) audience behavior regarding perceived anxiety and physiological arousal during performance. Moreover, the presence of any carry-over effect based on first experiences (positive vs. negative) was investigated by using a within-between design. Both explicit (questionnaires) and implicit physiological measures (heart rate [HR]) were used to assess participants' experience. The results confirmed the influence of audience behavior on perceived anxiety. As expected, negative audience elicited greater anxiety and lower experience pleasantness. More interesting, the first experience influenced the perceived anxiety and arousal during performance, suggesting some sort of priming effect due to the valence of previous experience. In particular, starting with an encouraging feedback scenario did not increase the perceived anxiety and HR in front of a subsequent annoying audience. This modulation did not appear in the group who started with the annoying audience, which clearly reported higher HR and anxiety during the annoying exposure compared with the encouraging audience. These results are discussed considering previous evidence on the effect of feedback on performance. In addition, physiological results are interpreted considering the role of somatic marker theory in human performance.

Kecemasan berbicara di depan umum pada mahasiswa pasca pandemi: Bagaimana peran body image?

This study aims to determine the relationship between body image and public speaking anxiety among students at the University of 17 August 1945 Surabaya. The method in this research is quantitative research using purposive sampling technique. The subjects of this study were 408 UNTAG Surabaya students from class 2018 to class 2022 which were calculated using the slovin formula with a 5% error margin and using a Likert scale instrument. The research data was taken with a body image scale of 28 items and a scale of anxiety to speak in public depths of 25 items. Data analysis in this study used Product Moment correlation with the help of IBM SPSS Statistics 20 and obtained a result of -0.347 with a significance of p=0.000. That is, there is a negative relationship between body image variables and public speaking anxiety among students at the University of 17 August 1945 Surabaya. The more positive the body image the students have, the lower the tendency for anxiety to arise in public speaking among students at the University of 17 August 1945 Surabaya. On the other hand, the more negative the body image a student has, the higher the tendency for public speaking anxiety to arise among students at the University of 17 August 1945 Surabaya.