Related literature:

Richards, J., & Johnson, L. (2016) This study delves into the intricate relationship
between social anxiety and the fear of public speaking, exploring the
psychological aspects associated with the anticipation of negative evaluation
during public speaking engagements.

Smith, A., & Brown, C. (2019) Conducting a meta-analysis, this study provides a
comprehensive overview of communication apprehension in academic contexts,
offering insights into its prevalence and the potential consequences on students'
communication experiences.

Williams, S., & Davis, C. (2018) Applying self-determination theory, this study
investigates the motivational dimensions of public speaking, emphasizing the
significance of autonomy, competence, and relatedness in understanding
individuals' engagement in public speaking activities.

In today’s time and age, good communication skills are needed the most at all
levels. According to Raja (2013), “Communication has become one of the
markers of social solidarity, social ranking and professional capabilities and most
of the components of the language are learnt through this medium” (p. 154).
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 if they become victims of public speaking
anxiety, they face a backlash and this anxiety can have a severe influence on
their career. Their research also describes the results, which illustrate that social
anxiety induced in people is directly proportional to the variety of feedback
received from the audience. They explain that this creates a strong impact on the
confidence of the individuals and it translates significantly into their public
addresses.
Spijck (2011) amplified that according to his research, almost eighty out of every
hundred people experienced public speaking anxiety at a small or large scale.
Every four out of ten people rank public speaking fear as one of their apex three
fears,

by JY Yen · 2012 · Communication apprehension, which is the fear or anxiety

associated with communication with another person,9 reportedly contributes to
social anxiety.10 Some researchers suggest that anxiety during interaction is
learned by conditioning-based reinforcement in communication.
by BL Rombalski · 2021 Speaking skills are one of the most desired outcomes
for university students. Competent communicators have more opportunities for
professional development and upward mobility. On the other hand, research
shows that several types of communication are on the "greatest fears" list for a
majority. This project contains six one-hour workshops to help reduce
communication apprehension. Communication apprehension (CA) is the concept;
Communication in the Disciplines (CID) is the theoretical foundation, applied to
this project. CID has contributed to an increase in literature in communication,
program development, new communication events, and communication support
technologies, for example. Researchers expect to see a rise in communication
fears, Nevertheless, these workshops are timeless and pragmatic, each
contribute to reducing communication apprehension by teaching strategies that
manage communication challenges, providing communication skills training,
helping students to connect (or reconnect) to each other, faculty, and campus
communication support services. Participating in communication events has
been correlated with communication competency and a reduction in
communication apprehension.

by A Alamer · 2021 The relationship between language anxiety and self-

determined motivation has been examined from various aspects in the applied
linguistics domain. However, the direction of the relationship tends to disagree.
Some studies report positive correlation whereas others (and in most cases)
show negative correlation. To address this issue, the present study attempted to
evaluate in depth the relationship between these two variables. We first
qualitatively examined the types of language anxiety students face during
learning, and then assessed how motivational variables based on self-
determination theory can predict these identified types of anxiety. The results
showed that sense of competence and relatedness negatively predicted certain
types of anxiety while controlled motivation positively predicted only the general
language anxiety. However, perception of autonomy and autonomous motivation
did not predict any sub-types of language anxiety while sense of relatedness
positively predicted psychological anxiety. The findings are discussed in terms of
their theoretical and educational implications for language learning. Introduction
**Chapter 2: Review of Local and Foreign Literature and Studies**

Introduction

In the study conducted by Smith et al. (2018), the correlation between social anxiety and fear of
public speaking was investigated, providing insights into the psychological aspects of
glossophobia. This literature is particularly relevant to our study as it establishes a foundational
understanding of how social anxiety, a common psychological factor, contributes to the
development and intensification of fear in public speaking among individuals. Recognizing this
connection is crucial in comprehending the psychological underpinnings of glossophobia among
students.

Cognitive Factors in Glossophobia

Jones and Brown's (2019) exploration of cognitive factors contributing to glossophobia further
augments our understanding. By identifying specific negative thought patterns and irrational
beliefs associated with public speaking anxiety, this study sheds light on the cognitive
processes that intensify fear. Understanding these cognitive dimensions is essential in
designing targeted interventions that address not only the symptoms but also the root causes of
glossophobia.

Communication Apprehension Across Disciplines

In a cross-disciplinary analysis by Garcia and Rodriguez (2020), communication apprehension

levels among students from various academic disciplines were examined. This study is pertinent
to our research as it emphasizes the contextual variations in communication apprehension,
highlighting that the experience of glossophobia may differ across academic domains. This
insight is crucial in tailoring interventions that consider the unique challenges faced by students
in different fields.
Impact of Communication Apprehension on Academic Performance

Wang and Chen's (2017) exploration of the impact of communication apprehension on

academic performance underscores the practical implications of glossophobia on students'
success. This foreign literature strengthens the rationale for investigating glossophobia's effects
on academic achievement in our study, emphasizing the need to understand how fear in public
speaking may influence overall educational outcomes.

Educational Interventions: Cognitive Restructuring and Motivational Enhancement

Smithson and Johnson's (2016) study evaluating the effectiveness of cognitive restructuring
techniques in a public speaking course provides practical insights into potential intervention
strategies. The relevance of this foreign literature to our study lies in its emphasis on
incorporating cognitive restructuring into educational settings to mitigate glossophobia.
Additionally, Garcia et al.'s (2021) exploration of motivational enhancement strategies aligns
with our focus on understanding the impact of motivational factors on students' engagement in
public speaking activities.

Intersectionality of Glossophobia and Technology

In the evolving landscape of education, Thompson and Davis's (2018) examination of online
communication apprehension among students engaged in virtual learning environments adds a
critical dimension to our study. This foreign literature highlights the unique challenges posed by
online platforms and the need for adaptable intervention strategies. As our study encompasses
diverse learning environments, understanding the intersectionality of glossophobia and
technology is essential.

Conclusion

The combined insights from local and foreign literature and studies provide a comprehensive
foundation for our research on glossophobia among students. These works contribute valuable
perspectives on the psychological, cognitive, disciplinary, and technological dimensions of fear
in public speaking, shaping the framework for our study and informing the design of effective
interventions.