scholarly journals EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
Kenti Sugiyati ◽  
Lilia Indriani
Keyword(s):  
Public Speaking ◽  
Negative Evaluation ◽  
Public Speaking Anxiety ◽  
English Department ◽  
Speaking Anxiety ◽  
The Public ◽  
Speaking Proficiency ◽  
Medium Level ◽  
Efl Students ◽  
Class Anxiety

English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome this particular issue. Hence, the researchers attempt to investigate the level and primary causes of EFL students' public speaking anxiety. This present study participated by 34 third-semester students of the English Department at Universitas Tidar. In collecting the data regarding the public speaking anxiety level, the researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore, the results from the questionnaire are delineated to explore the causes of public speaking anxiety. The study found that 58.8% of students experienced a medium level of public speaking anxiety. In addition, most of the students agreed that fear of negative evaluation becomes the major anxiety-provoking factor following by communication apprehension and test anxiety—lastly, only almost half of the students’ experience comfort in speaking English.

Rasch analysis reveals multidimensionality in the public speaking anxiety scale

2021 ◽  
Author(s):  
Xiangting Bernice Lin ◽  
Tih-Shih Lee ◽  
Ryan Eyn Kidd Man ◽  
Shi Hui Poon ◽  
Eva Fenwick
Keyword(s):  
Rasch Analysis ◽  
Public Speaking ◽  
Anxiety Scale ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
The Public

To shelter or unshelter? An analysis of international students’ experience in introductory communication courses

2021 ◽  
pp. 174549992110596
Author(s):  
Aayushi Hingle ◽  
Rochelle Davidson Mhonde ◽  
Melissa Broeckelman-Post
Keyword(s):  
International Students ◽  
Student Performance ◽  
Public Speaking ◽  
Public Speaking Anxiety ◽  
Group Presentation ◽  
Course Performance ◽  
Significant Interaction Effect ◽  
Speaking Anxiety ◽  
The Public ◽  
Significant Difference

The purpose of this study was to assess the degree to which sheltered versus unsheltered contexts of introductory communication courses impact communication skill development and overall learning outcomes for international students. Specifically, this study examined the following outcome variables: public speaking anxiety, engagement, communication mindset, communication efficacy, and student performance to investigate whether it is beneficial to sheltered international students in introductory courses. Results showed that there was no significant difference between groups for the public speaking anxiety, student engagement, or overall course performance, except for the final group presentation performance. However, there was a significant interaction effect for communication mindset and communication efficacy; students in sheltered sections saw increases in these outcomes over the course of the semester, while unsheltered students experienced the opposite.

Interactive three‐dimensional virtual environment to reduce the public speaking anxiety levels of novice software engineers

IET Software ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 152-158 ◽  
Author(s):  
M. Denizci Nazligul ◽  
M. Yilmaz ◽  
U. Gulec ◽  
A.E. Yilmaz ◽  
V. Isler ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Public Speaking ◽  
Three Dimensional ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
The Public ◽  
Software Engineers ◽  
Anxiety Levels

scholarly journals The Effectiveness of Self-Guided Virtual-Reality Exposure Therapy for Public-Speaking Anxiety

2021 ◽  
Vol 12 ◽  
Author(s):  
Preethi Premkumar ◽  
Nadja Heym ◽  
David Joseph Brown ◽  
Steven Battersby ◽  
Alexander Sumich ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Public Speaking ◽  
Virtual Classroom ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Public Speaking Anxiety ◽  
Social Threat ◽  
Speaking Anxiety ◽  
Virtual Reality Exposure Therapy ◽  
Virtual Reality Exposure

Objectives: Self-guided virtual-reality exposure therapy (VRET) is a psychological intervention that enables a person to increase their own exposure to perceived threat. Public-speaking anxiety (PSA) is an anxiety-provoking social situation that is characterized by fear of negative evaluation from an audience. This pilot study aimed to determine whether self-guided VRET (1) increases exposure to PSA-specific virtual social threats, and (2) reduces anxiety, arousal, heartrate and PSA over repeated exposure.Methods: Thirty-two University students (27 completers) with high self-reported public-speaking anxiety attended 2 weekly self-guided VRET sessions. Each session involved the participant delivering a 20-min speech in a virtual classroom. Participants were able to increase their exposure to virtual social threat through the audience size, audience reaction, number of speech prompts, and their own salience in the virtual classroom at 4-min intervals. Participants' heartrates and self-reported anxiety and arousal were monitored during these intervals. Participants completed psychometric assessments after each session and 1 month later.Results: Participants increased their exposure to virtual social threat during each VRET session, which coincided with a reduction in heartrate and self-reported anxiety and arousal. Improvement in PSA occurred post-treatment and 1 month later. The in-session improvement in anxiety correlated with reductions in fear of negative evaluation post-treatment and 1 month later.Conclusions: Increased self-exposure to virtual social threat from self-guided VRET relieves anxiety and shows immediate reductions in subjective and physiological arousal during application, but also yields sustained improvement in PSA.

Reliability and factorial analysis of the Public Speaking Anxiety Scale in Spanish (PSAS-S).

2018 ◽  
Vol 11 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Laura Juliana Dueñas ◽  
Juan C. Restrepo-Castro ◽  
Andrea Milena Becerra Garcia
Keyword(s):  
Public Speaking ◽  
Anxiety Scale ◽  
Factorial Analysis ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
The Public

An Overview of the Development of Research on Public Speaking Course from 2004 to 2013

2015 ◽  
Vol 38 (4) ◽  
Author(s):  
Yurong Su
Keyword(s):  
Research Agenda ◽  
Public Speaking ◽  
Native Speakers ◽  
Public Speaking Anxiety ◽  
Research Paradigm ◽  
Pedagogical Strategies ◽  
Speaking Anxiety ◽  
Pedagogical Content ◽  
The Public ◽  
Course Assessment

AbstractThis research explores the studies published in English from 2004 to 2013 on the Public Speaking (PS) course to provide a preliminary framework of the research paradigm and identify its major themes and sub-themes in this field. A majority of the studies were from the communication literature, with the remaining studies coming from the disciplines of linguistics, education and psychology, which indicates research on PS is multidisciplinary. In the literature, the years 2004 and 2005 saw a peak of studies from native-speaking countries while the years 2011 and 2012 began to see an increase of the research from non-native speaking countries. Nearly half of the studies fell into the non-empirical category. With the method of content analysis and based on the research agenda in the public speaking proposed by Lucas (2011), seven themes were identified, including public speaking anxiety, goals of the public speaking course and pedagogical strategies, pedagogical content, course assessment, technology and integrative methods as pedagogy, PS textbooks, and adaptation of the course to non-native speakers. It is hoped that the findings here can contribute to refining research on PS course in China and providing insights for Chinese practitioners.

scholarly journals Students’ Perception toward Psychological Problems Faced in Public Speaking Class

2020 ◽  
Vol 1 (1) ◽  
pp. 33-39
Author(s):  
Sulastiani
Keyword(s):  
Public Speaking ◽  
Structured Interview ◽  
Psychological Problems ◽  
English Department ◽  
Descriptive Research ◽  
Qualitative Research Design ◽  
Medium Level ◽  
Class Anxiety ◽  
Fear And Anxiety ◽  
Better Than

Students’ Perception toward Psychological Problems Faced in Public Speaking Class of English Department. (A Descriptive Research of Students at English Department Year 2015 at Muhammadiyah University of Makassar). This study aimed to find the students perception toward psychological problems faced in terms of fear and anxiety in public speaking class of English department. The data was collected from Fourth semester students of English Department who learned Public Speaking Subject. This study used descriptive qualitative research design. The instruments used were questionnaire and interview. The questionnaire was distributed to 40 students from different classes and based on the questionnaire scores the researcher took 10 students to be interviewed in order to know their perception. The questionnaire used was PSCAS (Public Speaking Class Anxiety Scale) and the interview used was semi structured interview. Based on findings, it was found that 33 of 40 or 82.5% students were indicated having medium level of fear and anxiety in public speaking class and 7 of 40 or17.5% students were having low level of fear and anxiety in public speaking class. Furthermore, it was found that the students gave negative perception toward psychological problems faced in public speaking class of English department. Moreover, there were several factors of students’ public speaking class fear and anxiety, those were fear of making mistakes, feeling that their friends would laugh at them, fear when looked at the audiences’ eyes, though that other students were better than them, and students did not have good preparation. Students perceived that public speaking class fear and anxiety impact negatively toward their performance in public speaking class such as students forgot their speech preparation, students were confused and stop to speak, made the students uncomfortable to speak English in public speaking class.

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