FROM APPREHENSION TO ARTICULATION: INVESTIGATING STRATEGIES TO OVERCOME PUBLIC SPEAKING ANXIETY AMONG UNIVERSITY STUDENTS

Abstract

This study investigates the prevalence and impact of speech anxiety commonly known as glossophobia among university students, examining its relationship with academic performance in oral communication courses. Utilizing a descriptive research design, data were collected from 150 university students through the Foreign Language Classroom Anxiety Scale (FLCAS), a validated instrument comprising four factors: communication apprehension, fear of negative evaluation, test anxiety, and classroom-related anxiety.  Findings indicate that the majority of participants were over 17 years of age. Physiological manifestations of speech anxiety, such as elevated heart rate, were reported occasionally, suggesting moderate anxiety levels that are generally manageable. Interestingly, no significant correlation was found between speech anxiety and academic performance in oral communication courses, implying that other factors may play a more substantial role in influencing students' academic outcomes. The study underscores the critical role of educators in mitigating speech anxiety. Participants identified instructors as pivotal in alleviating anxiety levels, emphasizing the need for teaching strategies that foster a supportive and encouraging learning environment. Given the potential impact of anxiety on language acquisition, further research is recommended across diverse student demographics and educational settings to develop targeted interventions that address speech anxiety effectively.