Anxiety Level in Students of Public Speaking: Causes and Remedies

Raja, Farhan Uddin

doi:10.22555/joeed.v4i1.1001

Cited by 108 publications

(113 citation statements)

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“…Other scholars (e.g. Anandari, 2015;Rahman, 2017;Raja, 2017) have also found that speaking anxiety mostly emerged when they had to speak in public. As a consequence, many students tended to feel uncomfortable, shy, frustrated, helpless, and embarrassed when speaking in front of others.…”

Section: Performance Factorsmentioning

confidence: 94%

“…Students worry too much that the audience will not comprehend their speech. Moreover, Raja (2017) found that the size of the audience also played a major role on students' performance. Audience size has a strong impact on a student's performance and level of nervousness as the student may feel it will be difficult to handle the audience interest, especially when there is a very big audience.…”

Section: Cognitive Factorsmentioning

confidence: 99%

“…Anxiety is also influenced by the speaking genre. A number of studies reveal foreign language anxiety mostly arises when students are urged to do an oral production task publicly, like giving a presentation, due to lack of familiarity with that particular speaking genre (Anandari, 2015;Brooks & Wilson, 2015;Raja, 2017). This causes students to feel uncomfortable, shy, and worried while speaking in front of others which then influence the students' ability to control their body movements, facial expressions, and hand gestures.…”

Section: Cognitive Factorsmentioning

confidence: 99%

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Factors generating anxiety when learning EFL speaking skills

Hanifa

2018

SiELE

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The mastery of communication skills is undeniably considered the most important aspect in modern-day EFL contexts. Nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by a number of factors including affective factors. Among the several affective factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a devastating effect on the oral performances of students. This paper reviews the speaking anxiety phenomenon in the field of foreign language learning. The possible factors that cause speaking anxiety to come into play are described and discussed in accordance with the central themes appearing from an examination of relevant literature. The central themes are (1) cognitive factors covering topics, genre, interlocutors, and processing demands, (2) affective factors dealing with feelings towards the topic and/or the participants, and also self-consciousness, and (3) performance factors concerning mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions. Understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in EFL classrooms.

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Section: Performance Factorsmentioning

confidence: 94%

Section: Cognitive Factorsmentioning

confidence: 99%

Section: Cognitive Factorsmentioning

confidence: 99%

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Factors generating anxiety when learning EFL speaking skills

Hanifa

2018

SiELE

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“…However, for the students to develop their speaking abilities, they have to address first their public speaking anxiety. Students who have this anxiety can perform well in the class if they can find strategies to combat their fears (Raja, 2017). Table 8 shows the responses of the respondents every after the activity.…”

Section: Significant Difference In the Oral Communication Skills Levementioning

confidence: 99%

Reducing the Public Speaking Anxiety of ESL College Students Through Popsispeak

Pontillas¹

2020

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It is evident that even students had already English subjects in the primary and secondary years, some of them are afraid to use the English language in the classroom in the tertiary level. They find difficulty in expressing themselves using the said language because of several factors. This study focuses on helping the students face their fear in public speaking, which interferes their oral communication skills. The teacher-researcher introduced an intervention called Popsispeak. This study utilized a one-shot case study. A total of 28 students of Camarines Sur Polytechnic Colleges who were enrolled in the class of the teacher-researcher for the A.Y. 2017-2018 2nd semester served as the respondents of the study. T-test for Dependent Samples was used to determine the significant difference between the pre-test and post-test results of the students' Personal Report of Public Speaking Anxiety (PRPSA) devised by McCroskey. The same statistical tool was also used in determining the level of oral communication skills of the students before and after the intervention. Pearson's Correlation was used in determining the relationship between public speaking anxiety and oral communication skills. Also, thematic analysis was utilized in grouping the responses of the students regarding their experiences in the intervention activity. It was found out that Popsispeak is an effective intervention in helping students elevate their oral communication skills and reduce their public speaking anxiety.

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“…Recommendations to improve science communication are plentiful. Speaking with confidence and reducing apprehension is an oft mentioned initial step, covered across public speaking courses and texts (Pearson, DeWitt, Child, Kahl, & Dandamudi, ; Raja, ). The use of human‐interest stories can be useful for gaining audience attention (Jebril, Vreese, Dalen, & Albæk, ; Valkenburg, Semetko, & De Vreese, ).…”

Section: Making Effective Stem Science Communicatorsmentioning

confidence: 99%

Experientially learning how to communicate science effectively: A case study on decoding science

2019

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The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the "Decoding Science" program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3-32], a science communication training program, and examines key experientiallearning themes [Kolb, D. A. (1984). Experiential learning:Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs. K E Y W O R D S experiential learning, program evaluation, qualitative research, science communication training

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Anxiety Level in Students of Public Speaking: Causes and Remedies

Abstract: Abstract

Cited by 108 publications

References 0 publications

Factors generating anxiety when learning EFL speaking skills

Factors generating anxiety when learning EFL speaking skills

Reducing the Public Speaking Anxiety of ESL College Students Through Popsispeak

Experientially learning how to communicate science effectively: A case study on decoding science

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