Public Speaking Anxiety among University Students: A Systematic Literature Review of Contributing Factors, Causes, Pedagogical Interventions, and Innovative Reduction Strategies
Abstract
Public speaking anxiety is a persistent challenge among university students and may negatively affect academic participation, oral performance, confidence, and willingness to communicate. This systematic literature review (SLR) synthesizes empirical evidence on the contributing factors, causes, pedagogical interventions, and innovative strategies associated with reducing public speaking anxiety among university and EFL students. Following the PRISMA framework, a systematic search was conducted using Scopus and Web of Science databases, generating 396 records. After screening and eligibility assessment, 23 studies were included for qualitative synthesis. The selected studies were evaluated using six quality-assessment criteria and demonstrated scores ranging from 75.0% to 100.0%. The findings were organized into four themes: (1) factors associated with public speaking anxiety, (2) causes of public speaking anxiety, (3) pedagogical interventions, and (4) innovative reduction strategies. The review identifies low self-esteem, limited confidence, linguistic difficulties, fear of negative evaluation, fear of failure, demographic characteristics, inadequate preparation, and audience or lecturer-related concerns as prominent contributors. Evidence further indicates that structured practice, peer feedback, instructor guidance, supervised presentations, self-reflection, and communication workshops can reduce anxiety and strengthen oral competence. Innovative approaches, particularly virtual reality, AI-supported feedback, and technology-enhanced learning, also demonstrate promising effects, although resilience enhancement alone may not specifically reduce public speaking apprehension. The review highlights the need for integrated, learner-centred, and context-sensitive approaches combining psychological, linguistic, pedagogical, and technological support.