Public Speaking Anxiety for ESL Students

Findings

The purpose of this research is to determine the primary factors of public speaking anxiety and speaking English as a second language amongst students from LG221 and LG241. Besides that, to check upon the gender differences between these students when it comes to public speaking anxiety, whether gender differences have an impact towards the level of public speaking anxiety. Last but not least to find out the relationship between students’ public speaking anxiety as well as fears for negative evaluation by their peers and educators. Upon completion of both the questionnaires, the data was tabulated and analyzed by calculating the mean values in order to obtain needed information. In addition to finding the connection between students’ public speaking anxiety together with their fears for negative evaluation, Karl Pearson’s correlation method is used.

Result

Figure 4.0 illustrate the demographic data of this research. Samples for this research consist of students of Bachelor of Applied Language Studies (Hons.) Malay Language for Professional Communication, also known as LG221 and LG241 of MARA University of Technology (UiTM), Shah Alam. Participants are at the ranging of 20 to 24 years old. The total numbers of participants are 50 students consisting of 27 male and 23 female.

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Figure 4.0

Factors of Public Speaking Anxiety (PSA)

To determine the underlying factors behind both male and female students public speaking anxiety, factor analysis was accomplished on the of the 34 item in the PRPSA questionnaires. All 34 items are then characterized onto six different factors that are related to making public speaking. These six factors are as followed:

1. Positive speaking perceptions.
2. Emotional effects of speech anxiety.
3. Physical effects of speech anxiety.
4. Lack of preparation.
5. Feeling vulnerable.
6. Perfectionist.

Out of 34 items in PRPSA, 12 items are put into the first factor which was labelled positive speaking perception (Factor 1). Items loading on this factor pertained to the positive feeling a person has during the preparation and actual speech presentation. Students with this kind of attitude tend to have little or no problem when giving a speech.

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Besides that, six items are put into the second factor which was labelled emotional effect of speech anxiety (Factor 2). Items loading on this factor pertained to the supposed emotional consequences a person feels during the preparation of the speech, as well as when asked to give a speech.

The third factor is labelled physical effects of speech anxiety (Factor 3) with six items loaded into it that pertained to the supposed physical consequences a person feels during the preparation of the speech.

The fourth factor is labelled lack of preparation (Factor 4) and is loaded with three items from PRPSA. These three items pertained to the perceived consequences of insufficient speech preparation.

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Meanwhile, the fifth factor is labelled vulnerability (Factor 5) with four items put into it. Items loading on this factor pertained to the perceived feeling of helplessness during the preparation of the speech.

Lastly, the sixth factor is labelled perfectionist (Factor 6) with three items from the PRPSA that pertained to the supposed consequences of being perfectionist.

The mean value of each items scored by both male and female students as well as the total mean value were calculated to check upon the real reason to the occurrence of public speaking anxiety amongst students as well as to distinguish the differences in public speaking anxiety between the two gender as shown in Table 4.0.

Table 4.0

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Items	Mean Value
Female	Male Do You Rely on AI? Not even a little—our writers are real-deal experts with degrees, crafting every paper by hand with care and know-how. No AI shortcuts here; it’s all human skill, backed by thorough research and double-checked for uniqueness. You’re getting authentic work that stands out for all the right reasons.	Total
Factor 1 : Positive speaking perception
S4. Right after giving a speech in English, I feel that I have had a pleasant experience.	4.48 Why Are You Top for Research Papers? Our writers are Ph.D.-level pros who live for nailing the details—think deep research and razor-sharp arguments. We pair that with top plagiarism tools, free revisions to tweak anything you need, and fast turnarounds that don’t skimp on quality. Your research paper won’t just shine—it’ll set the bar.	3.91	4.22
S6. I have no fear of giving a speech in English.	2.96 Who’s Behind My Essays? You’re in good hands with degree-holding pros—many rocking Master’s or higher—who’ve crushed our tough vetting tests in writing and their fields. They’re your partners in this, hitting tight deadlines and academic standards with ease, all while tailoring every essay to your exact needs. No matter the topic, they’ve got the chops to make it stellar.	2.57	2.78
S7. Although I am nervous just before starting a speech, I soon settle down after starting and feel calm and comfortable.	3.59 Is My Paper Original? 100%—we promise! Every paper’s written fresh from scratch—no AI, no copying—just solid research and proper citations from our expert writers. You can even request a plagiarism report to see it’s 95%+ unique, giving you total confidence it’s submission-ready and one-of-a-kind.	3.65	3.62
S8. I look forward to giving a speech.	3.37 Can You Do Any Citation Style? Yep—APA, Turabian, IEEE, Chicago, MLA, whatever you throw at us! Our writers nail every detail of your chosen style, matching your guidelines down to the last comma and period. It’s all about making sure your paper fits academic expectations perfectly, no sweat.	3.13	3.26
S11. I feel relaxed while giving a speech.	3.19 Can I Adjust Instructions Later? Absolutely—life happens, and we’re flexible! Chat with your writer anytime through our system to update details, tweak the focus, or add new requirements, and they’ll pivot fast to keep your paper on point. It’s all about making sure the final draft is exactly what you need, no stress involved.	2.52	2.88
S12. I enjoy preparing for a speech.	3.30 How Do I Get Started? It’s super easy—order online with a few clicks, then track progress with drafts as your writer works their magic. Once it’s done, download it from your account, give it a once-over, and release payment only when you’re thrilled with the result. It’s fast, affordable, and built with students like you in mind!	3.13	3.22
S15. I face the prospect of giving a speech with confidence.	3.37 How Fast for Rush Jobs? We can crank out a killer paper in 24 hours—quality locked in, no shortcuts. Just set your deadline when you order, and our pros will hustle to deliver, even if you’re racing the clock. Perfect for those last-minute crunches without compromising on the good stuff.	3.74	3.54
S16. I feel that I am in complete possession of myself while giving a speech.	3.56	3.17 Can You Handle Complex Subjects? For sure! Our writers with advanced degrees dive into any topic—think quantum physics or medieval lit—with deep research and clear, sharp writing. They’ll tailor it to your academic level, ensuring it’s thorough yet easy to follow, no matter how tricky the subject gets.	3.30
S17. My mind is clear when giving a speech.	3.41	3.13	3.28 How Do You Meet Prof Standards? We stick to your rubric like glue—nailing the structure, depth, and tone your professor wants—then polish it with edits for that extra shine. Our writers know what profs look for, and we double-check every detail to make sure it’s submission-ready and grade-worthy.
S18. I do not dread giving a speech.	3.52	3.09	3.32 What’s Your Editing Like? Send us your draft and tell us your goals—we’ll refine it, tightening arguments and boosting clarity while keeping your unique voice intact. Our editors work fast, delivering pro-level results that make your paper pop, whether it’s a light touch-up or a deeper rework.
S24. While giving a speech, I know I can control my feelings of tension and stress.	3.74	3.39	3.58
S26. I feel comfortable and relaxed in the hour or so just before giving a speech. Can You Pick My Topic? Yes—we’ve got your back! We’ll brainstorm fresh, workable ideas tailored to your assignment, picking ones that spark interest and fit the scope. You choose the winner, and we’ll turn it into a standout paper that’s all yours.	3.26	2.83	3.06
			3.34
Factor 2: Emotional effects of speech anxiety.
S5. I get anxious when I think about a speech coming up.	3.48 Do You Do Quick Revisions? Yep—need changes fast? We’ll jump on your paper and polish it up in hours, fixing whatever needs tweaking so it’s ready to submit with zero stress. Just let us know what’s off, and we’ll make it right, pronto.	3.87	3.66
S13. I am in constant fear of forgetting what I prepared to say.	3.52	3.48	3.50 Can You Outline First? Sure thing! We’ll whip up a clear outline to map out your paper’s flow—key points, structure, all of it—so you can sign off before we dive in. It’s a handy way to keep everything aligned with your vision from the start.
S14. I get anxious if someone asks me something about my topic that I don’t know.	3.52	3.78	3.64
S27. I do poorer on speeches because I am anxious.	2.78	3.65	3.18 Can You Add Data or Graphs? Absolutely—we’ll weave in sharp analysis or eye-catching visuals like stats and charts to level up your paper. Whether it’s crunching numbers or designing a graph, our writers make it professional and impactful, tailored to your topic.
S33. I feel anxious while waiting to give my speech.	3.37	3.83	3.58
S34. While giving a speech, I get so nervous I forget facts I really know.	3.48	3.70	3.58
			3.52
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S19. I perspire just before starting a speech.	2.22	2.65	2.42
S20. My heart beats very fast just as I start a speech. Do You Follow Global Academic Rules? Yes—we’ve got it down! Our writers switch seamlessly between UK, US, Australian, or any other standards, matching your school’s exact expectations. Your paper will feel native to your system, polished and ready for wherever you’re studying.	2.74	3.39	3.04
S21. I experience considerable anxiety while sitting in the room just before my speech starts.	3.19 What is a progressive delivery and how does it work? Progressive delivery is a cool option where we send your paper in chunks—perfect for big projects like theses or dissertations. You can even pay for it in installments. It’s just 10% extra on your order price, but the perks are worth it. You’ll stay in closer touch with your writer and can give feedback on each part before they move to the next. That way, you’re in the driver’s seat, making sure everything lines up with what you need. It saves time too—your writer can tweak things based on your notes without having to redo huge sections later.	3.61	3.38
S22. Certain parts of my body feel very tense and rigid while giving a speech.	2.44 I received some comments from my teacher. Can you help me with them? Absolutely! If your teacher’s got feedback, you can request a free revision within 7 days of approving your paper—just hit the revision request button on your personal order page. Want a different writer to take a crack at it? You can ask for that too, though we might need an extra 12 hours to line someone up. After that 7-day window, free revisions wrap up, but you can still go for a paid minor or major revision (details are on your order page). What if I’m not satisfied with my order? If your paper needs some tweaks, you’ve got that free 7-day revision window after approval—just use the “Revision” button on your page. Once those 7 days are up, paid revision options kick in, and the cost depends on how much needs fixing. Chat with our support team to figure out the best way forward. If you feel the writer missed the mark on your instructions and the quality’s off, let us know—we’ll dig in and sort it out. If revisions don’t cut it, you can ask for a refund. Our dispute team will look into it and figure out what we can offer. Check out our money-back guarantee page for the full scoop.	2.83	2.62
S25. I breathe faster just before starting a speech.	2.85	2.96	2.90
S32. My heart beats very fast while I present a speech.	2.82	3.22	3.00
			2.89
Factor 4: Lack of preparation
S3. My thoughts become confused and jumbled when I am giving a speech.	3.04	3.43	3.22
S10. My hands tremble when I am giving a speech.	2.41	3.00	2.68
S28. I feel anxious when the teacher announces the date of a speaking assignment.	2.48	3.35	2.88
			2.93
Factor 5: Feeling vulnerable
S1. While preparing for giving a speech, I feel tense and nervous.	3.33	3.78	3.54
S2. I feel tense when I see the words “speech” and “public speech” on a course outline when studying.	2.89	3.61	3.22
S30. During an important speech I experience a feeling of helplessness building up inside me.	3.07	2.87	2.98
S31. I have trouble falling asleep the night before a speech.	2.30	2.65	2.46
			3.05
Factor 6: Perfectionist
S9. When the instructor announces a speaking assignment in class, I can feel myself getting tense.	2.67	3.52	3.06
S23. Realizing that only a little time remains in a speech makes me very tense and anxious.	2.89	3.44	3.20
S29. When I make a mistake while giving a speech, I find it hard to concentrate on the parts that follow.	3.04	3.22	3.12
			3.13

Within these six factors of the PRPSA that has been characterized, the factor Emotional effects of speech anxiety scored the highest with a mean of 3.52. Although the result is moderate, it still shows that most students tend to have public speaking anxiety because they have a sense of nervousness together with uneasiness when giving a speech and this can negatively affect students’ speech by making them seem unsure about what they are saying.

The next factor resulting in students’ public speaking anxiety is Perfectionist with a mean of 3.13. Students who are considered themselves perfectionists tend to have a tendency to set standards that are so high that they either cannot be met, or are only met with great difficulty. Perfectionists tend to believe that anything short of perfection is horrible, and that even minor imperfections will lead to catastrophe.

This is followed by the third factor which is Vulnerability. Factor vulnerability scored a mean of 3.13. This factor shows that students think about an upcoming encounter negatively and may intensify feelings of anticipatory anxiety associated with the encounter. Besides that, speakers’ will also have depressive thoughts about their speech and this may contribute to public speaking anxiety before, during, and after a speech performance which lead to them believing they will not succeed when giving a speech.

Factor Lack of preparation is found to be factor number four with a mean of 2.93. The level of preparation determines the level of students’ success in giving speeches. Most students hardly prepare enough for their speeches. This is often because they do not start their preparation early as to why they resort to a last minute approach, which then lead to them feeling unprepared and unready for a speech.

The final factor that leads to students having public speaking anxiety is Physical effects of speech anxiety with a mean of 2.89. Speech anxiety can overwhelm the senses, the thoughts, as well as the body. Some of the common symptoms of speech anxiety include shaking, sweating, butterflies in the stomach, dry mouth, rapid heartbeat, and squeaky voice.

The first factor which is Positive perceptions towards speech anxiety is not an underlying factor to students’ public speaking anxiety. This factor is actually the opposite of it. Positive perceptions towards speech anxiety factor scored a mean of 3.34. This proves that students’ public speaking anxiety is not that serious. However these students need improvement as it is hinted that students are still not that keen towards the importance of English speech proficiencies. More importantly, it is known that the students still felt uncomfortable and unsure of their own potentials and that that they are still not capable of handling themselves during speeches.

Gender Differences in Public Speaking Anxiety

On the other hand, to determine whether there is a difference in public speaking anxiety between male and female student, the mean value for PRPSA of each gender is distinguished. Results are as shown in Table 4.1.

Table 4.1

Variable	Mean Value
Female	Male
PRPSA	106.11	105.91

The above table revealed that although both male and female students fell in the moderate level of PRPSA, female students tend to have a higher public speaking anxiety level as their mean value is bigger as compared to the male students.

On Figure 4.1, it can be seen on which aspects students, whether male or female, face their difficulties when giving a speech. This figure is based on the factors that have been deducted from PRPSA.

Figure 4.1

Despite the female students monopolizing all factors, there are some items from PRPSA that the male students scored higher mean values as compared to the female students. Examples of these items include;

Statement 13:

“I am in constant fear of forgetting what I prepared to say.”

From the statement above, 28 out of 50 students agreed to it with 16 of them being male students. It can be concluded that male students experienced more anxiety compared to male respondents in terms of forgetting to say things they know even though the result is quite similar.

Statement 30:

“During an important speech I experience a feeling of helplessness building up inside me.”

On the hand, 17 out of 50 students agreed to statement above with 10 of them being males students while the other 7 are female students. In this statement, it can be said that the male students can still be nervous and more anxious compared to the female students.

For the gender differences in public speaking anxiety, it can be indicated that both male and female students are equally anxious when involve in giving speeches although the male students show less significant anxiety as compared to the female students.

Correlation between Public Speaking Anxiety and Fear of Negative Feedback

In order to determine the correlation between two variables and they are students’ public speaking anxiety together with their fears of negative feedback, Karl Pearson’s Correlation Coefficient method is being used.

Karl Pearson’s Correlation Coefficient

In statistics, the Pearson product-moment correlation coefficient (r) is a common measure of the correlation between two variables X and Y. When measured in a population the Pearson Product Moment correlation is designated by the Greek letter rho (ρ). Whilst computed in a sample, it is designated by the letter “r” and is sometimes called “Pearson’s r.” Pearson’s correlation reflects the degree of linear relationship between two variables. It ranges from +1 to -1. A correlation of +1 means that there is a perfect positive linear relationship between variables whereas a correlation of -1 means that there is a perfect negative linear relationship between variables. A correlation of 0 means there is no linear relationship between the two variables. Correlations are rarely if ever 0, 1, or -1. The result of the correlation could indicate whether correlations are negative or positive.

Mathematical Formula:–

The quantity r, called the linear correlation coefficient, measures the strength and the direction of a linear relationship between two variables. The linear correlation coefficient is sometimes referred to as the Pearson product moment correlation coefficient in honour of its developer Karl Pearson.

The mathematical formula for computing r is:

n = number of pairs of scores

∑xy = sum of the product of paired scores

∑x = sum of the x scores

∑y = sum of the y scores

∑x² = sum of squared x scores

∑y² = sum of squared y scores

The strength and significance of the coefficient.

The following general categories indicate a quick way of interpreting a calculated r value:

0.0 to 0.2	Very weak to negligible correlation
0.2 to 0.4	Weak, low correlation (not very significant)
0.4 to 0.7	Moderate correlation
0.7 to 0.9	Strong, high correlation
0.9 to 1.0	Very strong correlation

Results for the relationship between public speaking anxiety and fear of negative feedback were displayed in a graphical representation Figure 4.2. From the table 4.2, it can be seen that the result showed a weak correlation between the students’ public speaking anxiety and their fear of negative evaluation as it only scored 0.256. This proves that the relationship between two variables is weak and not very significant.

Table 4.2

Variables	Mean Value	Correlation
PRPSA	106.02	0.256401632
FNE	51.1

Figure 4.2

The mean value for fear of negative evaluation score was 51.5. This demonstrates that the average for fear of negative evaluation level is in moderate level. However, out of 50 students that answered the questionnaire, 9 students fell on the high level for fear of negative evaluation, 27 students are on the moderate level while the remaining 14 students have low level for fear of negative evaluation as illustrated in Figure 4.3.

Figure 4.3

The students average anxiety level also fell on the moderate level that is at mean value 106.02. From the 50 students that answered the questionnaire, none of the students fell in highly active category. Meanwhile, 94% of the students are in the moderate category while the remaining 6% are in the low category. This can be illustrated as shown in Figure 4.4.

Figure 4.4

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