Review and Analysis of Successful PSA Interventions: An Applied Perspective

Good public speaking skills are essential in many professions as well as everyday life, but speech anxiety is a common problem. While it is established that public speaking training in Virtual Reality is effective, comprehensive studies on the underlying factors that contribute to this success are rare. The QUEST-VR framework for evaluation of VR applications is presented that includes system features, user factors, and moderating variables. Based on this framework, variables that are postulated to influence the quality of a public speaking training application were selected for a first validation study. In a cross-sectional, repeated measures laboratory study (N = 36 undergraduate students; 36% men, 64% women, mean age = 26.42 years (SD = 3.42)), the effects of task difficulty (independent variable), ability to concentrate, fear of public speaking, and social presence (covariates) on public speaking performance (dependent variable) in a virtual training scenario were analyzed, using stereoscopic visualization on a screen. The results indicate that the covariates moderate the effect of task difficulty on speech performance, turning it into a non-significant effect. Further interrelations are explored. The presenter’s reaction to the virtual agents in the audience shows a tendency of overlap of explained variance with task difficulty. This underlines the need for more studies dedicated to the interaction of contributing factors for determining the quality of VR public speaking applications.

Many public speaking students experience some level of public speaking anxiety, a subtype form of generalized social anxiety/communication apprehension that is tied to a specific speech event. Public speaking instructors traditionally draw on an array of pedagogical strategies to help students mediate public speaking anxiety (systematic desensitization, cognitive modification, skills training, etc.). This study explores the use of semester-long small groups organized by public speaking anxiety level that utilizes a social activity to mediate public speaking anxiety and promote a positive classroom climate by surveying 171 student-participants at three points during the semester and interviewing participating instructors at the conclusion of the semester. While change in public speaking anxiety levels was not associated with positive evaluations of the small groups, both students and instructors evaluated the pedagogical tool favorably.

As in many other countries, universities in Indonesia have been closed since March 2020 due to the COVID-19 pandemic lockdown, and lecturers have been forced to adapt to online learning. Students in this online course admitted to feeling anxious when studying public speaking. This descriptive quantitative study aims to analyze the potential factors (English oral proficiency, personality, lecturer's scoring criteria, classmates' responses, pronunciation, audience familiarity, unfamiliar speech topic, preparedness, English grammar, vocabulary) affecting the students' public speaking anxiety at four different stages. The respondents of this study were 60 undergraduate students. A questionnaire adapted from McCroskey (1970) was used, and data were analyzed using descriptive statistics of IBM SPSS statistics 26 software. The findings of this study revealed that the factors affecting the students' public speaking anxiety through online learning varied by stages. Through online learning, English oral proficiency and topic familiarity could be the most influential factors on students' public speaking anxiety. The findings of this study are useful for educators in helping EFL students overcome their public speaking anxiety and enabling them to perform better in public speaking.

Individuals with public speaking anxiety (PSA) experience fear and avoidance that can cause extreme distress, impaired speaking performance, and associated problems in psychosocial functioning. Most extant interventions for PSA emphasize anxiety reduction rather than enhancing behavioral performance. We compared the efficacy of two brief cognitive-behavioral interventions, a traditional cognitive-behavior treatment (tCBT) and an acceptance-based behavior treatment (ABBT), on public speaking performance and anxiety in a clinical sample of persons with PSA. The effects of treatment on prefrontal brain activation were also examined. Participants (n = 21) were randomized to 90 min of an ABBT or a tCBT intervention. Assessments took place at pre- and post-treatment and included self-rated anxiety and observer-rated performance measures, a behavioral assessment, and prefrontal cortical activity measurements using functional near-infrared spectroscopy (fNIRS). Exploratory results indicated that participants in the ABBT condition experienced greater improvements in observer-rated performance relative to those in the tCBT condition, while those in the tCBT condition experienced greater reductions in subjective anxiety levels. Individuals in the ABBT condition also exhibited a trend toward greater treatment-related reductions in blood volume in the left dorsolateral prefrontal cortex relative to those who received tCBT. Overall, these findings preliminarily suggest that acceptance-based treatments may free more cognitive resources in comparison with tCBT, possibly resulting in greater improvements in objectively rated behavioral performances for ABBT interventions.

It is well documented that teachers experience a plethora of emotions in their work including anxiety. While most research has focused on anxiety in regard to curricular areas, teachers may also experience public speaking anxiety. Unlike curricular anxiety, public speaking anxiety permeates all aspects of a teacher’s work, thereby potentially exerting negative consequences for their own well-being and their students’ learning. This multi-method pre-post single-group pilot study aimed to explore sources of pre-service teachers’ public speaking anxiety and to test the utility of a virtual reality (VR) intervention to reduce public speaking and social appearance anxiety. Participants (n = 7) described three sources of public speaking anxiety: communication difficulties, expectations of others, and judgment of others. Participants delivered three lessons over a period of about 5 weeks to a VR classroom simulated by the Virtual Orator © program. There were 22 student avatars representing various genders and ethnicities. Avatars were programmed to be informal in their actions and generally friendly, but they could not interact with the participant. The results of paired-samples t-tests showed that public speaking and social appearance anxiety were significantly reduced following the VR intervention. Participants described the VR as realistic and useful for real life. We discuss the results from the perspective of the control-value theory of emotions with implications for teacher education programs.

Public Speaking Anxiety (PSA) is a common and impairing psychological condition, causing significant distress and interference in multiple domains of functioning. Acceptance and Commitment Therapy (ACT) has demonstrated efficacy treating several psychological disorders, and preliminary evidence supports its efficacy for PSA. However, there is no prior research examining the neurological changes associated with ACT for individuals with PSA. Electroencephalogram (EEG) is a useful technique for examining baseline resting state patterns of brain electrical activity in addition to changes that may occur following a course of treatment. In addition, frontal alpha asymmetry has been shown to be related to approach/avoidance behaviors that may be indicative of changes in PSA symptomatology. Analogue interventions can serve as "mini" doses of treatment, potentially allowing researchers to quickly determine the efficacy of a treatment for an individual prior to embarking on a lengthy course of therapy. The present study is the first to examine the role of frontal brain asymmetry among individuals with PSA receiving a brief, acceptance-based analogue intervention. Specifically, we sought to determine whether greater left frontal hemispheric activity at baseline predicted response to an ACT analogue treatment. We enrolled 33 participants with public speaking anxiety, collecting clinician-rated and self-rated baseline assessments of symptomatology. Baseline resting state frontal alpha asymmetry was recorded using EEG, followed by a second EEG recording in which participants were asked to anticipate giving a brief public speech immediately afterward. Following an initial public speaking task, participants were shown a 30minute, video-recorded, acceptance-based intervention introducing concepts derived from ACT. Following the intervention, a third EEG recording was made, in which participants were asked to anticipate giving a second public speech, utilizing the skills they learned during the intervention. Immediately following this recording period, participants delivered a second public speech to a small audience. Response to treatment was quantified using participants' self-reported ratings of anxiety and "openness to anxiety" recorded during the pre- and post-treatment public speaking tasks. Results indicate that individuals with greater baseline anxiety symptomatology demonstrated greater increases in relative right hemispheric activity in anticipation of the pre-treatment public speaking task. Overall, the sample demonstrated a trend toward greater relative left frontal hemispheric activity across the three EEG time points, although this change did not reach statistical significance. Although no measure of frontal asymmetry was able to predict response to treatment, participants reported statistically significant anxiety reduction and increases in openness to anxiety, providing support for the utility of analogue interventions. Implications of the findings are discussed, and recommendations for future research are provided.

Individuals with public speaking phobia experience fear and avoidance that can cause extreme distress, impaired speaking performance, and associated problems in psychosocial functioning. Most extant interventions for public speaking phobia focus on the reduction of anxiety and avoidance, but neglect performance. Additionally, very little is known about the relationship between verbal working memory and social performance under conditions of high anxiety. The current study compared the efficacy of two cognitive behavioral treatments, traditional Cognitive Behavioral Therapy (tCBT) and acceptance-based behavior therapy (ABBT), in enhancing public speaking performance via coping with anxiety. Verbal working memory performance, as measured by the backwards digit span (BDS), was measured to explore the relationships between treatment type, anxiety, performance, and verbal working memory. We randomized 30 individuals with high public speaking anxiety to a 90-minute ABBT or tCBT intervention. As this pilot study was underpowered, results are examined in terms of effect sizes as well as statistical significance. Assessments took place at pre and post-intervention and included self-rated and objective anxiety measurements, a behavioral assessment, ABBT and tCBT process measures, and backwards digit span verbal working memory tests. In order to examine verbal working memory during different levels of anxiety and performance pressure, we gave each participant a backwards digit span task three times during each assessment: once under calm conditions, then again while experiencing anticipatory anxiety, and finally under conditions of acute social performance anxiety in front of an audience. Participants were asked to give a video-recorded speech in front of the audience at pre- and post-intervention to examine speech performance. Results indicated that all participants experienced a very large and statistically significant decrease in anxiety (both during the speech and BDS), as well as an improvement in speech performance vii regardless of intervention received. While not statistically significant, participants who received an acceptance-based intervention exhibited larger improvements in observer-rated speech performance at post-treatment in comparison to tCBT (F (1,21) = 1.91, p =.18, [eta][p]2 = .08) such that individuals in the ABBT condition exhibited a considerably greater improvement in observer-rated speech performance than those in the tCBT condition. There was no differential impact of treatment condition on subjective speech anxiety or working memory task performance. Potential mediators and moderators of treatment were also examined. Results provide support for a brief 90-minute intervention for public speaking anxiety, but more research is needed in a study with a larger sample to fully understand the relationship between ABBT strategies and improvements in behavioral performance.

Abstract: Glossophobia or fear of public speaking is commonly experienced by tertiary learners during classroom presentations. This study intends to examine the speech anxiety level experienced by engineering learners and the relationship between the learners’ English language proficiency and their speech anxiety. The study will also identify the causes of public speaking anxiety among these engineering learners. The samples were 65 Engineering Diploma students who responded to McCroskey’s Personal Report of Public Speaking Anxiety (PRPSA) questionnaire. The students’ English language grades at SPM level were used as the measurement of their English language proficiency. The findings showed the students’ speech anxiety is at moderate level (M= 105.9) and there was a weak negative relationship between total PRPSA scores and SPM English language grades (r = -.149, n = 65, p > 0.05). Mere thoughts of presenting a speech with undue worries of being asked questions were the causes of their speech anxiety. Therefore, it is proposed engineering learners be given ample public speaking trainings through planned programmes and engineering curriculum planners include elements of public speaking in engineering subjects. Public speaking skills will be an added value and increase engineering graduate employability in future.
 Keywords: Communication apprehension, Glossophobia, Public speaking, Speech anxiety, PRPSA

Speaking ability is one of the integral language components in English language acquisition. This ability is a challenging one to master for ESL learners, as it involves several linguistic and non-linguistic features in presenting ideas and it is frequently associated with anxiety. Public speaking anxiety is a common issue faced by students learning a second language. Feelings such as stage fright and nervousness could contribute to their anxiety in communicating using the target language. Additionally, the classroom environment, the presence of the instructor and peer pressure could also be factors which pose a threat for students, particularly in public speaking settings. The present study aims to investigate whether public speaking anxiety can be alleviated through the use of online platforms and/ or video blogs. The creation of personal video blogs could potentially help learners by providing a safe and non-threatening learning environment in which to practise their public speaking skills. This study also aims to identify the factors that influence the use of video blogs as a public speaking platform. A mixed-method approach is designed to examine the effects of using video blogs. A set of questionnaires and semi-structured interviews were applied to groups of tertiary level ESL learners. Quantitative and qualitative approaches to data analysis were carried out and the results indicate that the use of video blogs does bring significant positive outcomes in reducing public speaking anxiety among ESL learners.

Despite assessment's prominence in higher education, many communication departments still find its implementation problematic. In this case study, we answer a call for heightened research pertaining to the best practices for assessment of large, multisection, standardized public speaking courses. We demonstrate the ease with which the basic course can be justified to administrators by citing the course's significant reduction of students' Public Speaking Anxiety (PSA) as assessed by one of the discipline's standard measures of PSA, the Personal Report of Public Speaking Anxiety. Implications include validation of a course design and assessment that provide administration with measures of significant and salient success, and an especially profound positive impact of the course for women.

The purpose of this reseach is to find out about “Effectiveness of Group Counseling Services to Reduce Anxiety in Public Speaking at Wijaya Kusuma Islamic Vocational School Jakarta”. The research method used in this study is a quantitative research : if with the Pre-experimental research method using one group pretest postest design. Data and sources of data in this study were students of class X AK-2 and X AP-1 Wijaya Kusuma Islamic Vocational School Jakarta, the total population of 64 students and reseach subjects or samples as many as 10 students with sampling using purposive sampling technique. The instrument used was an anxiety questionnaire in public speaking. Data analysis techniques were carried out by means of non-parametric statistical test using the Wilcoxon Signed Rank test. The results of the study concluded that in general group counseling services were effective to reduce anxiety in public speaking. It can be seen clearly that the probability value of Asmyp. Sig (2-Tailed) speaking anxiety of students in the reserch subjects amounted to 0,005 or probability values below alpha 0,05 (0,005 < 0,05). The results of this study are useful for schools in designing guidance and counseling programs to be more effective in helping develop potential and alleviate student problems

&lt;p&gt;Public speaking anxiety poses great challenges to developing these skills. It is estimated that approximately 15% to 30% of the general population suffer from public speaking anxiety, which is the most common type of social phobia. Excessive public speaking anxiety can lead to enormous stress and frustration, impaired speech performance, and further avoidance of social situations that require making public presentations, especially for students. This study aims to investigate the level and the factors that mostly occurred among university students in public speaking. The researchers used a questionnaire of Public Speaking Anxiety (PSA) by Noorrachima (2020) and made the senior students of the English Department as the respondents for this research. The result of the study showed that the PSA level of the seniors of ELEP UB is high and the general sense factor is the highest chosen factor that triggers their public speaking anxiety.&lt;/p&gt;

The purpose of this study was to examine the effectiveness of public speaking training with cognitive behavioral therapy towards public speaking anxiety. Another purpose was to examine the difference of this training effectiveness towards both genders, male and female. The training method is appropriate for applying cognitive behavioral approaches because this method aims to change cognition and to train certain behaviors for an individual to the adaptive and better behavior. The purposive sampling is used in this experimental research to obtain 20 samples including 10 males and 10 females sit in the third grade of a senior high class of TrubusIman Islamic Boarding School and have public speaking anxiety in the medium and high level. The method used quantitative approach for analyzing data. It can be concluded that the training had been effectively minimizing public speaking anxiety but this research could not able show the difference of the training effectiveness among both genders.

Research in public speaking arousal patterns can be used as a framework for understanding the anxiety produced in an employment interview setting. Because heightened levels of anxiety are linked to negative behavioral outcomes, identifying specific anxiety producing milestones in the interviewing process is important for successful therapeutic and pedagogical interventions. By adapting methods used to measure anxiety in public speaking, this study identifies patterns of anxiety produced in employment interviewing settings. Results indicated that unlike public speaking where anxiety is highest immediately before speaking, anxiety in an employment‐interviewing context remains stable until the interview is over, when anxiety levels drop. Interestingly, anxiety levels returned to the initial level at the evaluation milestone. The interpersonal nature of interviewing as well as other contextual differences are discussed to explain anxiety pattern differences between public speaking and employment interviewing.

Fostering elementary school children's public speaking skills: A randomized controlled trial