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2020
Highly polished presentations skills became prevalent communication technique in various academic and business disciplines fields. Presentation competencies became not just preferable, but indispensable for graduates on the employment market. The fear is the main reason, which decreases the presentation’s delivering quality, so the teachers include presentations into curricula from early stages of educations. Scholars continuously develop techniques and methods, which reduce student stress and anxiety during a presentation performance. However, different methods are effective for different types of fears and anxieties. The purpose of this paper is to establish is their connection between different age groups and different types of fear. The research was undertaken on a sample of 495 students from the Faculty of Economics and Business in Zagreb, and the correspondence analysis was used to examine the data. The evidence from this study confirmed that the different age groups are more ...
International Journal of Academic Research in Business & Social Sciences , 2022
Oral presentation skills is needed beyond the language classroom, and also beyond universities. Nevertheless, language instructors are the one responsible to teach learners good oral presentation skills. Interestingly, all other non-language courses would have some form of component of oral presentation assessment at the end of their course; hence, proving how important oral presentation skills are. Having good presentation skills enable students to function successfully in the future surrounding. Some students need good oral presentation skills for their future academic encounters, while many need it for their work environment. Perhaps it is the importance of having good presentation skills that is making many learners fear learning this skill. Fear of oral presentation can originate from many factors. This quantitative study is done to investigate the causes of fear in oral presentation among undergraduates. 56 respondents from a chosen public university in Malaysia participated in this study. The instrument used is a survey. Findings show that presenters manifest the cycle of fear when it comes to oral presentation. In addition to that, the findings also indicated that in order to "get out" of the cycle of fear for oral presentation, presenters need to learn to hide their nervousness and not reveal that they are afraid.
International Journal of Academic Research in Business and Social Sciences, 2023
Oral presentation requires some level of performance to a crowd of people, unlike reading, writing, or listening. Hence, fear of speaking in a foreign language is a common concern of students, especially when presenting in front of a large audience. Many people who fear public speaking avoid public speaking situations altogether, or struggle in those situations due to lack of confidence and skills. Therefore, learning a foreign language requires the use of communication strategies so that students face less difficulty and become proficient. This study aimed to identify the success factors of students in oral presentations and examined the causes of fear among Arabic language students in a Malaysian public university. For that purpose, a set of questionnaires was distributed to students studying three different levels of Arabic as a third language from various faculties at Universiti Teknologi MARA, Shah Alam, Selangor Campus. The questionnaire was systematically designed from Endler (1980) for oral communication strategies with the addition source of fear adapted from Yaman and (Kavasoğlu, 2013). The survey has three sections which are demographic profile, communication strategies, and fear of oral presentation. The study involved 321 students that were selected through purposive sampling. The findings of the study show that oral presentation in Arabic is dominant despite being on a moderate scale of use. Also, students' nervousness and the capacity of the audience have an influence on their speaking skills in simulations and role-play activities. The study recommends recognizing the anxiety sources and levels of anxiety when preparing for and delivering an oral presentation. It clearly represents a step closer to a successful presentation among non-native speakers. It also suggests that both lecturers and students be more aware of foreign language speaking anxiety. Overall, as this study investigates effective communication strategies and its associated factors of fear, it is hoped that the study will provide practical suggestions for teachers and meaningful recommendations for future research.
VISION
The ability to speak is a very important aspect, especially in oral presentations in the learning process. Previously, there was a lot of research evidence showing that many students had a fear of public speaking. For this reason, researchers conducted research using qualitative research methods to find out what problems caused students to experience fear or anxiety in speaking English and also aim to find out what and how the strategies used by students in reducing anxiety when speaking in public. This research was conducted at one of the universities in Medan, by using 6 students of English education as samples taken randomly. This research was conducted by answering questions from the google form that has been provided, so that the samples could describe their answers about common problems faced when speaking in public. The results of this survey identify the causes of students' fear of public speaking and to identify how they can minimize their fear of public speaking.
International Journal of Academic Research in Business & Social Sciences, 2023
In a language learning course, there are four skills that students must master, and communication is one of the essential skills. Lately, with the adaption of alternative assessment, an oral presentation has been a favourite assessment tool for educators to evaluate students. The main reason for students' inability to succeed in this assessment is the fear or anxiety faced in the evaluation. Educators should educate students on ways or methods to overcome these negative feelings, as oral presentation is an essential skill that students should acquire before entering the working world. The research aims to investigate whether 1) The origins of fear influence students' oral presentation. 2) Fear reduction strategies influents learners' oral presentation. 3) The relationship between origins of oral presentation and fear reduction strategies. The quantitative study was contacted in several faculties in a Malaysian public university. One hundred seventy-six respondents were involved in answering a five-Likert scale survey of three sections designed to facilitate the research findings. The findings show that students' oral presentations do influent by internal and external factors of fear. Students do implement strategies to overcome their fear of oral presentation. However, the relationship between the origins of oral presentation and fear reduction strategies was weak. The reduction strategies applied by the students did not overcome the fear of oral presentation. This study found that other issues might be the course of the fear of oral presentation.
International Journal of Academic Research in Business & Social Sciences, 2022
Effective public speaking is a necessary and desired ability that university graduates need to possess. This is to build into them a sense of confidence and success in communicating in today's challenging, evolving and borderless working world. However, fear or anxiety among university students still prevails and affects the way they communicate, and thus they utilise communication strategies (CS) to help them communicate orally effectively. There are multiple triggers of learners' fear of public speaking which could be externally and internally driven. Therefore, this study aims to continuously explore the influence of CS on fear of oral presentation, the influence of fear on oral presentation and the strength of the relationship between CS and fear of oral presentation. Quantitative data on the influence was analysed utilising the SPSS for mean values and Pearson correlational analysis through a 4-section survey derived from 134 respondents from a public university. Results indicated that CS preferred by most of the respondents were mostly externally influenced in shaping their oral communication and assessment marks and feeling nervous were their largest causes of fear of public speaking. Furthermore, correlational findings revealed that communication strategies may reduce fear of oral presentation to some degree. These results could suggest the need for more formal strategy training to assist and build motivational needs for learners to manage their fear of public speaking to benefit more from communication strategies for effective public speaking.
Despite being competent in their field of work, professional's worldwide struggle due to lack of good public speaking skills. Their assessments and appraisals are often not depictive of their professional competitiveness; therefore, it is important for students to overcome public speaking anxiety before they transit from academic life to professional life. The purpose of this study is to analyze the reasons behind the anxiety level in undergraduate students of a public speaking class and recommend strategies to overcome this fear. This study was entailed quantitative research paradigm on a sample of 50 students using convenience sampling technique from a reputable private sector business school in Karachi. The findings showed that students who fear public speaking can perform well if they use certain strategies to fight their fears. 75% participants admitted their fear of public speaking and 95% participants agreed that if proper counseling, instruction and coaching is provided, this fear can be overcome. Research revealed that exposure to virtual environment can facilitate student confidence and enables themto face audience irrespective of the size.
Journal of Education and Educational Development, 2017
Despite being competent in their field of work, professional's worldwide struggle due to lack of good public speaking skills. Their assessments and appraisals are often not depictive of their professional competitiveness; therefore, it is important for students to overcome public speaking anxiety before they transit from academic life to professional life. The purpose of this study is to analyze the reasons behind the anxiety level in undergraduate students of a public speaking class and recommend strategies to overcome this fear. This study was entailed quantitative research paradigm on a sample of 50 students using convenience sampling technique from a reputable private sector business school in Karachi. The findings showed that students who fear public speaking can perform well if they use certain strategies to fight their fears. 75% participants admitted their fear of public speaking and 95% participants agreed that if proper counseling, instruction and coaching is provided, this fear can be overcome. Research revealed that exposure to virtual environment can facilitate student confidence and enables themto face audience irrespective of the size.
International Journal of Academic Research in Business & Social Sciences, 2022
Communication strategies play a vital role in helping students improve their English proficiency and their ability in oral presentation. However, there are students struggling to communicate in English due to their low ability. This is mainly because they lack the proper communication strategies. Thus, this study is conducted to find the communication strategies that are used in their oral presentation and factors that result in students' fear of oral presentations. This study employed a quantitative survey comprising three sections in order to get a more in-depth data analysis. A total of 210 students from a public university in Malaysia served as the respondents of this study. The results obtained show that the respondents use message reduction, orientation, and non-verbal strategies the most and they are influenced by several internal and external factors that cause fear in oral presentation. The use of oral communicative strategies has proven to be effective in assisting learners to overcome their fear in oral presentation.
JOURNAL OF ELT AND EDUCATION
The study aims to investigate the factors that may cause anxiety during oral presentations that are conducted in English and to identify the strategies used by them to cope with it. The study employed a quantitative method. Questionnaires were distributed to 300 undergraduates from three public universities in Malaysia. SPSS (version 23) tool was used to analyze the data statistically to find frequency, mean, and standard deviation. The findings showed that the respondents commonly have negative emotions, physical symptoms, and fear of making mistakes during English oral presentations. The findings further revealed that students' language ability, audience reaction, and teacher' feedback are the factors that affected undergraduates' anxiety in oral presentation using the English language. Undergraduates cope with their anxiety by making efforts to understand the topic and prepare ahead of time to as part of their coping strategies.
Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019), 2020
This study explored senior students' challenges when presenting their research proposal and thesis in English. This study was conducted in the English Teacher Education Department of the University of Nahdlatul Wathan Mataram. Five students who did their final project and five lecturers who were involved in reviewing activities were investigated in this study. The results of this study were expected to better understand students' major problems, sources of problems and how these could be tackled. A qualitative case study was employed to conduct this investigation. Observations, focus group discussions, and in-depth interviews were used to collect the data. The data were analyzed by using qualitative content analysis. The findings of this study revealed several students' difficulties in giving oral presentations. They are: a) lack vocabulary, b) anxiety, c) poor understanding of their research proposal, d) not confident to have presentation in English, e) poor display of presentation, f) eye contact, and g) poor speaking skills including pronunciation issues. These difficulties are mostly related to psychological and linguistic aspects. This study also revealed recommendations to tackle these issues, including a) vocabulary enrichment through reading, b) presentation rehearsal, c) observing other students when having presentation, d) learning to make effective and interesting slides, e) learning most commonly used phrases for presentation, f) practice in using mind mapping and small cards to organize ideas.
International Journal of Academic Research in Business & Social Science, 2022
Communication strategies are basically ways utilised by students to manage their interactions in a target language learnt. Fear of oral presentations is still common among students due to many reasons. In order to cope with such fear when communicating in English, communication strategies (CS) are employed by students to assist them in communicating in the most effective way they feel they could. This preliminary study on CS and fear of oral presentations are conducted to investigate how CS influences oral presentations and how factors leading them to fear oral presentations influence their oral presentations. A survey was done on 51 undergraduates of a public university. Data was analysed using the SPSS and reported in a form of mean values. Findings on participants' use of communication strategies in influencing their oral presentations revealed that most participants were inclined to use more strategies involving human factor in influencing how they would present orally. Furthermore, findings on fear of oral presentation in influencing their oral presentations indicated the highest concern on evaluation marks and nervousness in reflecting how they would perform oral presentations. These findings could reflect the need for the university to guide students on communication strategies available to them so that they could be employed by students to communicate more effectively in public.
International Journal of Academic Research in Business & Social Sciences, 2022
The ability to communicate clearly and effectively contributes significantly to presentation success. Unfortunately, communication barriers can prohibit students from accurately conveying and accepting the messages by others to exchange their knowledge, opinions, and ideas. Previous research evidence has indicated that many students experience fear in oral presentation. This study aims to explain the influence in communication strategies and fear of oral presentation among the postgraduate students in public university. This quantitative survey was used towards 41 respondents who participated in this study. There are three sections in the instrument in which section A consists of the demographic profile and Section B has 25 items on communication strategies and section C has 14 items on causes of fear. This study found that in communication strategies there are five strategies that could help the students to strategize their presentation through social-affective strategies, fluency-oriented strategies, negotiation for meaning strategies, accuracy-oriented strategies, and message reduction, orientation and non-verbal strategies. While fear of oral presentation can stem from two sources and there are external and internal factors, the external factors such as fear of the marks that they will receive and the internal factors such as feeling nervous are the most feared factors among the all factors that the students' faced. This study has successfully proven the similarity of previous scholars' findings through the findings from recent studies. Therefore, it is very significant to continue the research in future due to different challenges and constraints in performing oral presentations. By identifying problems and challenges through comprehensive research, solutions can be improved over time.
2021
Regardless of age, students often experience anxiety in oral presentations. This quantitative study investigates the perceptions of students towards anxiety in oral presentation in a tertiary educational context. It aims to examine students’ perceptions of anxiety in oral presentations and the factors affecting anxiety in oral presentation. A total of three hundred and two students taking Bachelor in Teaching English as a Second Language (BTESL) in Management and Science University, Malaysia participated in this study by answering an adapted questionnaire with two sections: demographic and anxiety in oral presentation. The items under anxiety in oral presentation revealed students’ perceptions towards anxiety in oral presentation and factors affecting anxiety in oral presentation. Collected data were analyzed through Statistical Package for Social Sciences (SPSS). Results showed that the respondents perceived anxiety in oral presentation to be negative. Moreover, there were six fact...
Journal of English Education and Teaching, 2019
This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for presentation class and the most dominant factors is the Fear of Negative Evaluation.
Journal of English Education and Teaching, 2019
This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for present...
ELITE JOURNAL: Journal of English Linguistics, Literature, and Education, 2018
This study investigates at speaking anxiety of Students' Presentation. The subject of the study was freshmen in English Education Department. The study aimed at describing the factors that may contribute to anxiety in English learning environment based on students' perspective. The method used in this study was descriptive qualitative method. Forty one students were selected to be participants. The data were gathered through questionnaire and semi-structured interviews. The most commonly used tool for assessing FLA is the FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz et al. (1986). A modified version of FLCAS was used in this study. The original version of FLCAS is a 33-item, 5-point likert-scale instrument ranged from (strongly disagree to strongly agree) measuring students language anxiety. The result of the study showed that anxiety was exist in freshmen. It can be seen from the result of mean score of questionnaire's result that the average score of student anxiety existence of FLCAS is in the existing class, which is 39.025. The result of factors that contribute to students' speaking anxiety during presentation were overthinking, lack of preparation, bad experience, low proficiency, low self-confidence, afraid of making mistakes, and test.
Journal of Further and Higher Education, 2021
Article by R.Grieve, J.Woodley, S.E. Hunt and A. McKay Oral presentations and public speaking are an important aspect of the student experience in the United Kingdom higher education. Many modules (self-contained units normally within a programme of study) use
International Journal of Academic Research in Business & Social Sciences, 2022
Communication helps people understand one another and helps to remove misunderstandings. Communication bridges the gap between people to transfer information. Communication can be formal or informal. An oral presentation is one form of communication that people do to get their message across. Some are natural-born speakers, while others need help to become better at communication. There are many reasons why people fear public speaking. Some presenters have low self-esteem and feel that their lack of grammar skills will get in the way. Some are apprehensive about presenting in front of an audience because they feel adequate in terms of knowledge. They are afraid that their message will not get conveyed or they will get misunderstood. While these types of fear can be true, some manage to overcome the fear, while some remain apprehensive. This quantitative research is done to investigate the prevalence of oral presentation among learners of English as a second language. The instrument used is a survey. 56 respondents were purposively chosen to answer the survey. The survey has three main sections. Section A has items on the demographic profile. Section B has eight items on External factors and Section C includes seven items on internal factors. Findings in this study show that presenters feared oral presentations from internal and external factors. Generally, speakers' feeling of inadequacy has added to their fear of oral presentation. Findings have interesting pedagogical implications for the teaching and learning of oral presentations.
International Journal of Humanities and Innovation (IJHI)
This paper discusses students` anxiety and gender differences faced by male and female in the presentation. The main focus is to see the anxiety affected by gender differences in a presentation at the State University of Makassar conducted in 2016, the subjects of this research were the students` at Graduate Program who conduct seminar presentation from September to the last of December. The researcher used purposive sampling by taking two males and two female students as a participant to be observed. The instruments that the researcher used were Observation checklist, field notes, and interview. The result of the research shows the significance related anxiety and gender differences which male anxiety is affected by their thought while female anxiety is affected by their feeling in a seminar presentation.
International Journal of Academic Research in Business & Social Sciences, 2022
Many are afraid of public speeches ; be it in formal or informal settings. The reasons for this fear ranges from visible and non-visible factors. While many are able to cope well to overcome their fear of oral presentations, some are paralysed by this fear. Interestingly, one of the main evaluation for language learning is through oral presentation. The environment does play an important role in the learning of language .As such, the environment is also known to either reduce or produce fear among the language learners. This quantitative study is done to investigate the factors that lead to the fear of oral presentation, especially fear of negative evaluation. This study also explore the relationship between all the three constructs; fear of negative evaluation, external and internal reasons. 129 respondents responded to the instrument survey. The survey has 4 sections, section A has items on demographic profile, section B has 9 items on fear of negative evaluation, section C has 7 items on external factors, and section D has 7 items on internal factors. Findings revealed that there is a weak positive relationship between fear of negative evaluation and external and internal factors. There is a strong positive relationship between external and internal; factors. These findings bear interesting implications in the teaching of oral presentation to language instructors. The findings in this study contributes to the body of knowledge on the fear of oral presentations among people in general and language learners specifically.
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