STUDENTS’ LEARNING EXPERIENCES IN PUBLIC SPEAKING: CHALLENGES AND STRATEGIES

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.

This study aims to explore the opportunities and challenges faced by students in the Islamic Communication and Broadcasting (ICB) Study Program as they strive to improve their English public speaking skills and to explain the strategies employed by both students and lecturers in overcoming these challenges. This study was motivated by the gap between English language learning, which previously focused on grammar and reading, and the real needs of ICB students in public speaking in the context of Islam and media. This study used a qualitative approach with a classroom-based research design involving 31 students in the study program. Data were collected through observation, interviews, and document analysis and analyzed thematically. The study findings demonstrate three main findings: (1) learning public speaking based on professional contexts opens up great opportunities to increase student participation, self-confidence, and communicative abilities, (2) main challenges include speaking anxiety, limited vocabulary, and lack of authentic exposure, and (3) effective strategies include a task-based approach, the use of digital technology, and active collaboration between lecturers and students. This finding confirms the need to develop a contextual and integrative English for specific purposes (ESP) curriculum for ICB students.

Communication apprehension (CA) intervention techniques are systematic, empirically grounded methods employed in a variety of settings to reduce communication‐related anxiety, most commonly in public speaking contexts, where many speakers experience → stage fright. Communication scholars have developed, adapted, and tested a variety of effective methods to treat → speech anxiety due to its pervasive nature and deleterious effects. Although most contemporary CA theories view → communication apprehension as being a multidimensional construct comprised of interrelated cognitive, affective/physiological, and behavioral components, different interventions emphasize one component over the others. That is, some theorists viewed speech anxiety as stemming primarily from thoughts, internal dialogue, and/or images associated with public speaking (e.g., Ellis 2001). Others emphasized the physiological consequences of autonomic nervous system activation. And still others underscored the lack of public speaking skills as the primary reason people experience speech anxiety (e.g., Kelly 1997). Thus, treatments are typically categorized as cognitive, affective, or behavioral in nature, and instructors and counselors employ either one or a combination of the treatments outlined below.

This paper reports on an educational research project that was designed to explore the elements of communicator image during an oral presentation skills course. Moreover, it outlines the teaching arrangements made to facilitate a revision of the perception of self as a communicator. The principles of experiential and transformative learning were applied. The data consists of a preliminary interview with the participants and a collection of learning journals written during the course. The learning journals were written in response to specific questions that were designed by the course facilitator. Electronic mail was used for the collection of the journals. For most participants it was not easy to articulate elements of their communicator image. Their responses ranged from very vague to some display of self-awareness. By the end of the course the participants were able to give a more detailed and specific description of themselves as communicators. For many it is the stage fright that grips them and hinders them from assessing their performance with an objective eye. A combination of hands-on exercises and subsequent reflection-on-action seems to help the participants to clarify their communicator image, respond to the stage fright in a more relaxed way and support their building of competence in public speaking. Keywords: communicator image, public speaking, reflective practice, transformative learning.

Many undergraduate students experience anxiety when speaking in front of others, which often influences how they perceive themselves and their performance during public speaking. This study explores how students understand and respond to public speaking anxiety by examining their beliefs, expectations, behaviours, and perceived outcomes. It also investigates how these factors interact within the process of self-fulfilling beliefs, where expectations and thoughts shape actual performance and influence behavioural responses. A quantitative approach was employed, and data were collected from 113 undergraduate students through a structured Likert-scale questionnaire. The results show significant relationships between coping behaviours and internal perceptions. Students who actively engaged in coping strategies demonstrated stronger self-belief and higher confidence when presenting. Those who reported using more techniques to manage their anxiety were also found to hold more positive expectations about their performance and expressed greater satisfaction with their outcomes. These findings further suggest that both behavioural and cognitive efforts play vital roles in managing fear and building speaking confidence. Overall, this study provides valuable insights into how self-perceptions and coping efforts influence public speaking experiences. It emphasises the importance of fostering positive thinking patterns and developing practical strategies to support students in overcoming public speaking anxiety more effectively.

Foreign language enjoyment and speaking anxiety in the classroom are two potential emotion-inducing factors for foreign language learning. This sequential mixed methods study investigated whether and to what extent Iranian EFL students experienced foreign language enjoyment and public speaking anxiety in their English classrooms, and how they characterize the sources of the enjoyment and speaking anxiety in such a context. To these ends, 128 learners of English as a foreign language (EFL) from several English language institutes, selected based on convenience sampling, took part in this research. They completed Dewaele and MacIntyre’s (2014b) Foreign Language Enjoyment and Yaikhong and Usaha’s (2012) Public Speaking Class Anxiety questionnaires, and write down about an episode in which they had experienced enjoyment and speaking anxiety in the EFL classroom. Quantitative and qualitative statistical data analyses were applied to examine foreign language enjoyment and public speaking class anxiety. Descriptive data analysis showed that the learners had a medium-to-high foreign language degree of enjoyment and a low level of public speaking anxiety. Besides, they reported more enjoyment than public speaking anxiety in class. Further qualitative data analysis revealed 12 sub-themes and four main themes of Teacher, Learning, Class Activities, and Class Atmosphere in explaining their enjoyment, as well as eight sub-themes and four main themes of Exam Phobia, Reaction/Feedback, Personal Failure, and Lack of Self-Confidence for speaking anxiety. The findings provide implications for language teachers and policymakers to gain better insights into factors underlying enjoyment and speaking anxiety in the field of foreign language learning.

This research shows that in this digital era, education is required to switch from traditional methods to more innovative ways in improving students' abilities such as digital storytelling in learning public speaking at MTs Al Amiriyyah Banyuwangi is effective in improving speaking skills and understanding English texts. This study uses a qualitative approach with a case study design, involving 2 public speaking skills teachers and 45 students from two classes at MTs Al Amiriyyah Banyuwangi. Data were collected through in-depth interviews, classroom observations. Data analysis was carried out thematically to identify themes such as student confidence and creativity. The validity of the data is maintained through triangulation, which involves the use of several data collection techniques, including in-depth interviews, observations, and documentation. By combining these methods, this study is able to cross-check and validate findings, ensuring a more comprehensive and reliable understanding of the implementation of digital storytelling in public speaking training at MTs Al Amiriyyah Banyuwangi. The results of the study show that the application of digital storytelling has a significant effect in improving students' public speaking skills. This helps students understand the structure of the story, so that the speech becomes more organized and engaging. In addition, digital storytelling boosts students' confidence through visual and narrative elements, which makes them more comfortable speaking in front of an audience. This method contributes to the mastery of technological skills, such as video editing and presentation creation, that are relevant to the needs of the digital age.

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

The purposes of this study are to investigate the substantial difference in public speaking abilities between students with a natural science and social science background in their high school, and to investigate the students’ point of view related to this issue. This study is a case study approach that is naturally qualitative, which involved 163 students of English Education Study Program, at one state university on North Sumatera province. Semi-structured techniques were used for data collection. The data collected in this study then were inspected out by using two methods; statistical count for quantitative data related to students’ senior high school educational background, and particular substances analysis for qualitative data related to students’ performance in their public speaking. Questionnaire and interview were conducted to assemble the data related to students’ experiences and involvements in taking the public speaking subject and its practice based on their educational background in senior high school, and to collect the students’ opinion related to this difference. The analysis resulted that natural science students in average achieve score 3.58, meanwhile social science students in average achieve score 3.51. The difference is 0.07 point or 1.4%. The average score between the students in natural science and social science can be stated as not significantly different. In addition, generally, all the students who were interviewed believed that public speaking competency is not correlated with majoring in senior high school.

Stage fright is a common barrier that prevents speakers from delivering persuasive and impactful presentations. This Teaching Paper introduces practical strategies for overcoming anxiety and building confidence in public speaking. Techniques are categorized into preparation, mental conditioning, physical relaxation, in-the-moment practices, and post-speech reflection. By systematically applying these approaches, speakers can reduce stress, maintain composure, and increase their effectiveness. Designed for non-profit leaders, volunteers, and emerging advocates, this resource combines theoretical grounding with actionable steps, helping communicators enhance confidence and deliver messages that resonate with diverse audiences.

Adolescents living in orphanages often face psychological challenges, including low self-confidence due to limited social environments and emotional support. Based on observations and interviews at Orphanage X, it was found that most teenagers experience difficulties in self-expression and feel unequal compared to their peers at school. This humanitarian project aimed to enhance adolescents’ self-confidence through a psychoeducational approach and public speaking practice. The methods used included observation, interviews, pre-tests and post-tests based on Lauster’s theory, and the implementation of three core programs: a seminar on self-confidence, a presentation on self-confidence using PowerPoint, and vlog creation. The activities were conducted over a period of three months with weekly visits. Evaluation results showed an increase in the average self-confidence score from 62.27 in the pre-test to 68.82 in the post-test. The vlog activity was the most favored program as it provided a space for the children to express themselves creatively and freely. In conclusion, public speaking training and digital self-expression activities proved to be effective in improving the self-confidence of adolescents in the orphanage. The program also contributed to fostering a more open and supportive social atmosphere among the children. ABSTRAK Remaja yang tinggal di panti asuhan kerap menghadapi tantangan psikologis, termasuk rendahnya kepercayaan diri akibat keterbatasan lingkungan sosial dan dukungan emosional. Berdasarkan observasi dan wawancara di Panti Asuhan X, ditemukan bahwa sebagian besar anak remaja mengalami kesulitan dalam mengekspresikan diri dan merasa tidak setara dengan teman sebaya mereka di sekolah. Proyek kemanusiaan ini bertujuan untuk meningkatkan kepercayaan diri remaja melalui pendekatan psikoedukatif dan praktik public speaking. Metode yang digunakan mencakup observasi, wawancara, pre-test dan post-test berbasis teori Lauster, serta pelaksanaan tiga program inti: seminar tentang kepercayaan diri, presentasi mengenai materi kepercayaan diri menggunakan PowerPoint, dan pembuatan vlog. Kegiatan dilaksanakan selama tiga bulan dengan kunjungan mingguan. Hasil evaluasi menunjukkan adanya peningkatan skor rata-rata kepercayaan diri dari 62,27 pada pre-test menjadi 68,82 pada post-test. Aktivitas vlog menjadi program paling diminati karena memberi ruang bagi anak-anak untuk berekspresi secara kreatif dan bebas. Kesimpulannya, pelatihan public speaking dan ekspresi diri berbasis media digital terbukti efektif dalam meningkatkan rasa percaya diri remaja di panti. Program ini juga berdampak pada tumbuhnya suasana sosial yang lebih terbuka dan suportif antar anak.

The objectives of this study were (1) to describe the effect of rules of three on persuasive public speaking presentation in speaking class and (2) to identify kinds of rules of three used by students in speaking class. The method of the study was descriptive study. Population of the study was all fourth semester students of Faculty of Teacher Training and Education in English Department in UNRIKA Kepulauan Riau Batam in Academic Year 2015/2016. The sample of this study was 24 students of fourth semester of Faculty of Teacher Training and Education in English Department in UNRIKA Kepulauan Riau Batam in Academic Year 2015/2016. The data was collected by using CD-RW form of presentation submitted by students. The data was analyzed and described by using Speech Evaluation Form which consisted of delivery of the speech and structure of the speech. It was identifiedthat only one group used rules of three in their group’s persuasive public speaking presentation and it made their speech more focus and understandable while other three groups ignored the rules of three in their persuasive public speaking presentation and it led to the message of the speech went nowhere as the audience caught many aspects inside it too broad. If rules of three used in persuasive public speaking, then it will bring them to success and possible for any of them who wants to be the next top-paid public speaker if they know how to use that technique during their speech ratherin the future. Keywords: rules of three, persuasive, public speaking presentation

In this field study self-confidence was tested to predict the course of galvanic electrodermal stress response prior, during and after public speaking. Ten graduate students initially rated their self-confidence and afterwards presented their thesis proposals orally in a 10-min presentation to their supervisor and peers. Galvanic skin response level was measured throughout and analysed for 10 min prior to, during, and 10 min after the presentation. Two major galvanic electrodermal stress response types were observed. Five students showed a 'healthy response', i.e. an anticipatory increase in electrodermal conductance, followed by a decrease after termination of the presentation. The other five students showed a steady increase of skin conductance during and after their presentation ('prolonged response'). In line with the allostatic load model the 'prolonged response' group reported significantly lower self-confidence before presentation than the 'healthy response' group (p < 0.01). Self-confidence is a resource in novices facing an unfamiliar stressor.

This study aims to provide an overview of the public speaking skills of Hindu Communication Science students during the learning process. The research focuses on three main questions: (1) How are the public speaking abilities of Hindu Communication Science students during lectures? (2) What challenges do they encounter in the learning process? (3) How do they overcome public speaking challenges? The study applies public speaking theory and interpersonal communication theory as its theoretical foundation. A qualitative approach was used, employing techniques such as observation, interviews, and documentation. The data analysis process consisted of four stages: data collection, data reduction, data presentation, and verification or conclusion. The results show that most students demonstrate moderately good public speaking skills, particularly in expressing opinions, delivering material, and participating in classroom discussions. Factors such as interactive learning environments, involvement in student organizations, and support from lecturers contribute positively to skill development. However, students still face several challenges, including nervousness, lack of confidence, and difficulty in organizing messages systematically. Internal factors like anxiety and limited literacy, as well as external factors such as an unsupportive communication environment, also affect their performance. To address these challenges, students engage in regular practice, prepare their materials thoroughly, and apply nonverbal communication techniques effectively.

This study compared the influence of basic oral interpretation courses and basic public speaking courses on students' self‐reported levels of communication apprehension. Students enrolled in each course completed the Personal Report of Communication Apprehension‐25 at the beginning and the end of the term. Data analysis revealed that students reported lower communication apprehension after both oral interpretation and public speaking classes. The reduction of participants' levels of communication apprehension did not differ significantly between the public speaking and oral interpretation classes. These results suggest that oral interpretation may be a viable option for the treatment of CA.