Abstract:This study aims to survey the perception and capability of lecturers in a polytechnic in Sarawak to undertake action research. It is conducted among 39 lecturers from the General Studies Department. The findings of this study show that the lecturers perceived that doing action research involved a lot of time, it can be done at minimum expense and action research can build trustworthiness or reliability. Besides, doing action research requires an effort and guidance is needed in doing action research, especially for novice lecturer-researchers. In terms of capability, most lecturers can distinguish the different parts of action research and able to cite authors appropriately. However, some lecturers are not familiar with the MLS and APA formats. It was also found that most lecturers conducted action research for their professional growth. The study recommended several implications for institutional administrators to enhance polytechnic lecturers' abilities in conducting action research.

Oral presentation apprehension plagues people when they communicate orally, especially when they make oral presentations in public.  This study examined the relationship between English proficiency, public speaking experience, and communication apprehension in polytechnic students during oral presentations.  The study involved 62 students from a polytechnic in Sarawak, Malaysia, who filled in the PRCA-24 questionnaire that focused on the elements of public speaking.  The results showed that 6.4% of the students had a low level of communication apprehension, while 71% had a moderate level of communication apprehension.  For 22.6% of the students, the level of apprehension was very high.  The students felt anxious and uncomfortable when asked to give an oral presentation.  The t-test showed that the male students significantly differed from the female students regarding their communication apprehension.  The mean scores showed that the male students experienced greater communication apprehension (M= 2.19 ± 0.52) than the female students (M= 2.00 ± 0.44).  There was a significant negative relationship between oral presentation experience and the level of communication apprehension.  These results may suggest that extensive training in public speaking can improve public speaking skills and enhance employability opportunities.

This paper presents a public speaking training plan adapted from Toastmasters International’s Handbook of Competent Communication to reduce students’ communication apprehension. The training plan draws on Kolb’s (1984) experiential learning theory, which links experience, perception, cognition and behaviour, making it particularly well suited for developing practical skills such as public speaking. The programme engages participants in a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation consistent with successful public speaking training principles. The training addresses aspects of public speaking that often contribute to communication apprehension, such as language structure, language use, non-verbal communication and voice modulation. The programme also emphasises active experimentation through visual aids and the delivery of persuasive and inspiring speeches so that participants have ample opportunity to practise and hone their public speaking skills. This approach effectively reduces communication apprehension and gives students the skills and confidence to deliver impressive oral presentations. However, the effectiveness of this training plan can be influenced by various factors, such as cultural background, language proficiency, and individual personality traits. Therefore, successful training should be flexible and adaptable to meet learners’ different needs and contexts.