Chapter II

Review of Related Literature

According to Raja (2017), 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 them to face audience irrespective of the size most people are

not born public speakers; they are trained to become one. When people find themselves

in situations where they become the focus of attention as they have to address an

audience, they experience emotions like fear and anxiety, leading to nausea and

excessive sweating. Most of them try to avoid situations where they have to perform or

speak in public, but when unavoidable, such situations are endured by distress. In this

study, such people need to realize that they are not the only ones who may be going

through these emotions; in fact, almost every speaker feels the same. It is important

that people consciously realize the fact that there are more nervous speakers in the

world than those who are no.

 According to Broeckelman et al. (2023), this study aimed to investigate the

impact of interpersonal communication competence and public speaking anxiety on

three indicators of student well-being: loneliness, belongingness, and flourishing. The

research also demonstrates an inverse relationship between the enactment of

interpersonal communication skills and loneliness. Public Speaking Anxiety can be a

burden to students specially those lack of belongingness while speaking in public.

Communication is critical to the development of quality relationships and communication

confidence and/or competence should enhance flourishing, relationship satisfaction,

and a sense of belonging in the classroom. Additionally, the study aimed to compare the

effectiveness of two different types of introductory communication courses in improving

these variables. The researchers collected data through surveys administered to

students enrolled in one of the two communication courses. The findings highlight the

importance of effective communication skills and the need for tailored interventions to

address public speaking anxiety and improve well-being among students. The

investigation shows how interpersonal communication competence helped students to

reduce anxiety in public speaking and how students improve not only in sense of

belongingness but also in loneliness and flourishing. Overall, the research emphasized

the multifaceted benefits of nurturing communication skills for student well-being and

academic success.
 According to Mede (2017), this study is concerned with the relationships

between foreign language speaking anxiety and demographic factors among

undergraduate students. The study also attempts at predicting the roles of speaking

anxiety and English self-efficacy on foreign language speaking anxiety. Versions of

previously published scale (Speaking Anxiety Scale, Foreign Language Classroom

Anxiety and Self-Efficacy Scale for English) were administered to 205 the participants

enrolled in a Turkish private university. The findings revealed that foreign language

speaking anxiety was negatively correlated with two variables related to prior foreign

language experience as well as having a foreign friend. Following this, data analysis did

not indicate any significant differences regarding spending a week or longer abroad and

foreign language speaking anxiety. The results showed strong correlation between

speaking anxiety and English self-efficacy on foreign language speaking anxiety. Based

on these findings, the study suggested implications about how to reduce foreign

language speaking anxiety in undergraduate students. The study underscores the

importance of fostering supportive environments for language learners, encouraging

interaction with native speakers, and enhancing self-efficacy through targeted

interventions and strategies. Additionally, it highlights the need for further research to
explore nuanced factors influencing foreign language speaking anxiety and develop

tailored approaches for different student populations.

According to Galias et al. (2020), this research likely highlighted the prevalence

and severity of public speaking anxiety among HUMSS students using English as a

second language. Factors contributing to this anxiety could include fear of making

grammatical errors, pronunciation difficulties, lack of vocabulary, cultural differences,

and peer evaluation. Understanding these factors is crucial for developing targeted

interventions to alleviate anxiety and enhance students' confidence in English public

speaking. The implications of the study are multifaceted. Firstly, educators can use the

findings to tailor their teaching methods to address students' specific needs and

anxieties. Providing opportunities for practice, feedback, and support can help students

build their confidence and proficiency in English public speaking. Additionally,

curriculum developers may consider integrating public speaking modules or activities

into language courses to systematically address anxiety issues. The investigation on

HUMSS students' public speaking anxiety of using English as a second language

underscores the importance of addressing language learners' emotional and

psychological needs in the classroom. By understanding the factors contributing to

anxiety and implementing targeted interventions, educators and policymakers can

empower students to overcome their fears and become confident communicators in

English. Continued research and innovation in this area are essential for ensuring

inclusive and effective language education for all students.

According to Plandano et al. (2023), this research aimed to find out the public

speaking anxiety among college students of St. Paul University Surigao. It sought to

answer the participants' anxiety levels as Trait Anxiety, Context Anxiety, Audience

Anxiety, and Situation Anxiety. The data were tested for the significant difference when

grouped according to their profile. The researchers utilized the quantitative descriptive

survey design using a researcher-made questionnaire that was subjected for validity

and reliability checking and was administered to 81 education students. The findings

revealed that students experienced very high Audience Anxiety while only high Trait,

Context and Situation Anxieties. Furthermore, the findings found no significant

difference in the participants’ level of anxiety when grouped according to profile. This

means that anxiety level remains the same regardless of age, sex, and year level.

Hence, it is recommended that public speaking should be offered as a subject to all

degree programs at the tertiary level especially for teacher education programs. Add

workshops, debate class, and mock presentation to provide opportunities for students to

practice and build confidence. Also, the school administrators should encourage more

public speaking activities in and out of the school where students would participate in

such public speaking events to hone skills, thus, include mindfulness and relaxation
techniques into public speaking can help students manage and minimizing public

speaking anxieties.