Exploring the Lived Experiences of

Students with Speaking Anxiety

GROUP 3
JASMIN TIAN
EDWARD GLORIA
SEAN IMPERIAL
PRINCESS BAUTISTA
JHAIRUZ SALVADOR
NATHANIEL HIMAYA
CHAPTER 1

INTRODUCTION

BackGround of Study
Communication skills are important tools for our lives to map development, maintenance
and transmission of culture from one generation to the next generation. the development of basic
communication skills such as listening, reading, speaking and writing should be in this context of
students but there are young people who still struggle with them and where exactly are they
struggling? They are struggling with experiences of having speaking anxiety because of their
frequent thoughts. It is difficult because they do not have enough courage to speak up. They have
a fear that they will be judged by others or humiliated. Many students do not have the ability to
do public speaking due to speaking anxiety They avoid situations that they think will make them
feel embarrassing At most people are not used to public speaking or any speaking skills and so
they experience different kinds of emotions such as fear and anxiety and lose focus and attention
in addressing. the audience and most of them are trying to avoid situations where they have to
perform or speak in public, but when they can't avoid these situations .they just endure fear and
anxiety. out of fear it also stuttered to speak. Others are unable to speak. Having experience of
Speaking anxiety in speaking to others is a weakness of other people, they have speaking
anxiety as if they have a hard time getting along with people. They don't have confidence in
themselves because this is an eff STATEMENT ect of live experience of students speaking anxiety.
Verderber, Sellnow and Verderber (2011) state, “Public speaking, a sustained formal presentation
by a speaker to an audience, is simply one form of human communication. So learning to be an
effective public speaker will help you to be more effective in other communication settings as
well”(Sawyer & Behnke, 1999). Subsequently, previous studies have explored the
interrelationships among public speaking anxiety components to evaluate the validity of using
different systems to assess public speaking anxiety

STATEMENT OF THE PROBLEM

This study aims to determine the effect of having a speaking anxiety to senior high students in
barretto senior highschool and which can singnificantly the impact of their speaking anxiety,
emotional well-being and overall educational experience
RESEARCH QUESTION
1. What factors contribute for the development of confidence in speaking anxiety among
senior high students
2. What sources cause speech anxiety?
3. What can your anxiety affect if your not even speaking in front
4. Can your speaking problem strike in any time?
5. What is the attitude of students who experience speech anxiety?
6. What is the attitude of students of the experience speaking anxiety?
Scope And Delimitation
These are the feelings and experiences of students who struggle with speaking anxiety. This
study will focus specifically on students in grades 11-12 within Barretto senior high school. We
conducted interviews with 10 students experiencing speech anxiety to obtain information on how
their anxiety affected their academic and public speaking.
Significance of The Study
STUDENTS
By exploring the lived experience of students with having speaking anxiety that can boost their
confidence or have a good influence on students who experience speaking anxiety. Students
will have more courage to participate in other contests. The school handle the problem which
provide solution for student. This helps the student to improve their speaking skill especially
TVL student which can decide to work after high school it can help in work when suggesting an
idea or convincing a higher employee to your work place
TEACHERS
By learning about the specific challenge and experience of students with having speaking
anxiety to speaking skill in the development of teachers. Their teaching methods to students who
have speaking anxiety in the class and how they support students like having to boost their
confidence and not be shy in speaking. With students having speaking anxiety, teachers can
focus on the student and help him gain having a confidence
FUTURE RESEARCH
The benefits of the research novices when they study the topic they will know the cause of it
among their fellow students and they will be aware of its consequences and they will get a lot of
information about speaking anxiety in among students. They can also say it to those who
experience having speaking anxiety in school

RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature of studies which reserve as a frame of
reference of this study. As a guide to researchers in conducting studies
RELATED LITERATURE
1. PUBLIC SPEAKING ANXIETY
Speaking in public is the most commonly reported fear in the general population (Dwyer
& Davidson, 2012; Sawyer, 2016)
Despite their association with all people they can use it at work or public speaking. Their
speech often does not describe them as having the ability to compete therefore, it is
important for students to overcome public speaking anxiety before they move from
academic life to life. Additionally, we observed that socially anxious participants
underestimated their speech performance compared to their observers’ evaluations.
2. According to Pertaub, Slater and Baker (2001),
Professionals are expected to Present numerous talks to both small and large groups of audience
At different intervals of their professional lives and ifthey become Victims of public speaking
anxiety, they face a backlash and this Anxiety can have a severe influence on their career Public
speaking anxiety symptoms can manifest in many different ways, such as bodily sensations,
irrational thinking (e.g., “I’m concerned I’ll appear incompetent”), altered emotions, and
avoidant behavior (Daly et al., 1997).We expected this result since previous studies indicate that
participants with social anxiety underestimate their speech performance in comparison to
external observers (Rapee & Lim, 1992).
3. Speech anxiety is a popularly researched area, probably due to its prevalence, the
availability of subjects (usually college students), and its similarity to common clinical
presentations of anxiety (Turner, Beidel, & Larkin, 1986). Of adults, 25% report “much”
fear when speaking before a group (Borkovec & O’Brien, 1976). Interestingly, the
definition of speech anxiety is often ambiguous and frequently goes unstated, but it is
most often defined by the particular dependent measures used
4. According to Watson & Friend, (1969).
For this chapter, speech anxiety is defined as maladaptive cognitive and physiological
reactions to environmental events that result in ineffective public speaking behaviors.
5. According to Kirkwood and Melton (2002), Anxiety disorders are among the most
common mental disorders encountered by public speakers. People who feel anxiety while
speaking in public generally tend to avoid situations where they have to perform, but
when they encounter such situations, they suffer intense distress and anxiety. Health care
professionals, Tacheva (2013) asserts that “The verbal register, intonation, articulation,
pronunciation, tone, rhythm, dialect define the character of the communicative impact as
positive or negative depending on whether they facilitate or hinder the achievement of
communicative purposes”
6. According to Lucas (2011), “Many people who converse easily in all kinds of everyday
situations become frightened at the idea of standing up before a group to make a speech”
7. This study aims to determine the sources that cause speaking anxiety overwhelms
English learners. It is a qualitative in nature and focuses on learners’ speaking anxiety.
The samples of the research are composed of senior high school students who deal with
speaking anxiety.
8. The results show 3 themes regarding sources that cause Speaking anxiety:
Limitations of English Exposure, Fear of Negative Evaluation, and Learning
Condition. It is undeniable that attitude holds an imperative role in learning to speak
English. The results show two themes regarding learners’ attitude in causing them to
become anxious whenever they speak in front; the themes are selfinferiority and fear of
making mistakes. Despite sources that cause learners to be anxious in speaking English,
they find ways to reduce their anxiety in speaking English and from this study, there are
 two themes found regarding ways to reduce anxiety; they are: Media intervention and
Establish learning support.
9. According to Harmer, 2001). (3) Vocabulary knowledge. Having a good knowledge of
vocabulary is essential For successful speaking because without extensive vocabulary a
speaker will not be able to use the Structures and functions for understandable
communicative. It can be said one of the keys to Success in communicative, namely the
power of words (Na, 2007) Consequently, it is important to know that speaking anxiety is
a kind of fear that gives negative Feelings to the learner who tries to learn language in the
classroom.
10. According to Kant (2000), people in general negatively assess and appraise those who
demonstrate their fears towards public speaking and fail to make a strong impression
through confident gestures, The reason for this impact is given by Gamston and Wellman
(1992) and they conclude that, “Large audience often seems more intimidating than
smaller ones”.