Facing the Fear: Investigating the Factors and Classroom Strategies Associated with Public Speaking Anxiety among ESL Learners

Abstract

Public speaking anxiety (PSA) is a common challenge among ESL learners, often affecting their academic performance, and classroom participation. Developing speaking skills is a challenging process that requires learners to use correct vocabulary, grammar, pronunciation, intonation, and body language. This study explores the key factors contributing to public speaking anxiety (PSA) and examines effective classroom strategies to help ESL learners manage their fear of speaking in front of an audience. Drawing on existing literature, the study identifies several major factors associated with speech anxiety, including fear of negative evaluation, lack of preparation, low self-confidence, limited speaking experience, and peer pressure. The study also highlights four classroom strategies theory by Kondo and Ying Ling (2004) that can create a supportive learning environment and reduce anxiety levels. A total of 106 students from the English study program at a Malaysian public university participated in this quantitative study. The findings indicate that relaxation strategies were the most frequently adopted by students to manage their public speaking anxiety (PSA), with a mean score of 3.8. Preparation strategies ranked second, also recording a mean score of 3.8. This was followed by positive thinking strategies, while peer- seeking strategies were the least preferred among the participants. The results of this study are expected to provide valuable insights for ESL learners, educators, and policymakers in developing effective approaches to reducing public speaking anxiety and enhancing speaking performance.