Anxiety Level in Students of Public Speaking: Causes and Remedies

Abstract

p>Despite being competent in their field of work, professional’s worldwide struggle due to lack of good public speaking skills. Their assessments and appraisals are often not depictive of their professional competitiveness; therefore, it is important for students to overcome public speaking anxiety before they transit from academic life to professional life. The purpose of 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 themto face audience irrespective of the size.</p

Full text

Article
Anxiety Level in Students of Public Speaking: Causes
and Remedies
Farhan Raja
Institute of Business Management
farhan.raja@iobm.edu.pk
Abstract
Despite being competent in their eld of work, professional’s
worldwide struggle due to lack of good public speaking skills.
Their assessments and appraisals are often not depictive of their
professional competitiveness; therefore, it is important for students to
overcome public speaking anxiety before they transit from academic
life to professional life. The purpose of 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 ndings
showed that students who fear public speaking can perform well
if they use certain strategies to ght 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 condence and enables themto
face audience irrespective of the size.
Keywords: anxiety, condence, fear, public speaking
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Journal of Education and Educational Development

Introduction
Most people are not born public speakers; they are trained
to become one. When they nd 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. 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”(p.9). 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 not.
Professionals are expected to regularly keep on improving
their communication skills. 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 eective public speaker will help you to be
more eective in other communication settings as well” (p.2). A
change in their condence, speaking style, intonation pattern and
the rest can result in a positive change in their professionalism
and personality. As per the viewpoint of health care professionals,
Tacheva (2013) asserts that “The verbal register, intonation,
articulation, pronunciation, tone, rhythm, dialect dene the character
of the communicative impact as positive or negative depending on
whether they facilitate or hinder the achievement of communicative
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Anxiety Level in Students of Public Speaking

purposes”(p. 605). People can overcome this problem by practicing
in small groups of peers and then moving on to larger audiences.
Many people are shy or afraid of speaking in front of their peers or
familiar people and this can be overcome by practicing in front of
unfamiliar audiences. This will increase their condence and help
them reduce their anxiety level.
Anxiety is dened as a state of uneasiness and apprehension
of fear caused by the anticipation of something threatening.
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 suer intense distress and anxiety.
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 condent gestures.
These problems can act as hurdles in achieving ones goals that
could be both personal and professional; hence speakers need to
develop strong public speaking skills to enable them to become
more condent.
The purpose of this study is to identify and investigate the
causes behind the anxiety level of students of public speaking in
undergraduate programs and recommend steps that could be adopted
to overcome their anxiety level. This study presents the reasons
behind the fear of public speaking in students and problems caused
by their fear. It includes the detailed description of the results and
ndings of the research. Thus, the following research questions will
be looked into.
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Research questions
1. To what extent does there exist a fear of public speaking
among the undergraduate students of a private sector
business school?
2. What factors are responsible for the fear of public speaking
among the undergraduate students of a private sector business
school?
Literature review
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 dierent 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 inuence 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 condence of the individuals and it translates signicantly into
their public addresses. Spijck (2011) amplied 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,
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often a fear more dreadful than death. Most psychologists refer to it
as an irrational fear which could be easily overcome.
With this, the need of public speaking skills is on the rise
as well because as individuals excel in their career, they are more
likely to present and speak in meetings, seminars and conferences
and give their opinion regarding the issues in hand. However, due
to public speaking anxiety, some people become restless and face
sleeping disorders when they have to speak in front of an audience.
Many authors have researched on the causes and reasons behind
public speaking anxiety and have come up with numerous tips and
strategies to deal with such situations and to overcome this fear.
Whatever the methodology may be to overcome public speaking
anxiety, this skill should be a part of curriculum right from school
to university level.
Akin and Kunzman (1974) in their study outlined a program
that was premeditated to behaviorally condensed symptoms of
public speaking anxiety among students. The evaluation showed
that mixed behavioral format emphasizing practice situations results
similar to the desensitization approach,which teaches participants to
control their anxiety by enabling them to gradually face it through
exposing them again and again to the anxious situation. Hence, those
who practice well before they speak in public, are more likely to be
condent and deliver good presentations. Similarly, Riegel (2013)
proposes that public speaking anxiety is not directly proportionate
to the number of audience present in one’s talk. A small group of
audience may terrify you as badly as a large group. She suggests that
when this fear hits presenters, they need to deploy strategies which
might enable them to stand on the stage with condence and vigor.
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The presentation procedure should be transactional with a constant
exchange of oor between the presenter and the audience. The
presenters must ask questions at intervals to engage the audience
more actively which requires more dialogue than monologue.
Strategies as basic as these can create a visible dierence and can
assist individuals surmount the fright of public speaking and facilitate
them in building poise while speaking in front of an audience.
Morgan (2008) lists few things that hold great importance
during a speech or presentation: (a) intent to be open with your
audience, (b) intent to connect with the audience, (c) intent to be
passionate about your topic, and (d) intent to listen to your audience.
These are few tips that help speakers connect with the audience,
to become motivating speakers. The audience too, in turn will be
interested in the speech and will help speakers to be comfortable
while speaking. Weissman (2012) explains the reasons why some
speakers speak faster when they face the audience. He writes that
when a presenter comes in front of an audience, the pressure of the
situation prompts adrenaline rush which produces time warp that
causes the presenter to speak fast. He further says that this can be
overcome by using pauses and lubricants, which allow more time to
the audience to process the information and also gives the speaker
enough time to phrase another sentence.
Kushner, (2010) talks about simple yet very eective
strategies to overcome the fear of public speaking as well as
delivering good presentations. He starts o by describing eective
styles for starting and ending a speech. Rhetorical questions, a
quotation for the opening or conclusion can be used to involve the
audience and grab their attention. He elaborates that the speaker
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should also analyze the requirements of the topic and examine the
motivation for speaking and the audience’s motivation for listening.
He emphasizes on goal setting and puts forward that one should
also set some specic goals that need to be achieved at the end of
the presentation. If the speaker is not certain about his/her stance, it
will not leave a good impression on the audience and the audience
may get demotivated.
Many authors and researchers stress upon the signicance
of virtual environment. They suggest that exposure to virtual
environments and simulations can result in ghting public speaking
fear in people. Sandra, Robert and Max (2002) undertook a study to
examine the ecacy of Virtual Reality Therapy (VRT) in overcoming
public speaking anxiety of university students. Their sample
comprised fourteen students divided into two groups. Students in
group one underwent VRT individual treatment and post-testing,
whereas the other students in the control group completed the post-
test only. Results indicated that VRT sessions successfully helped
the students reduce their public speaking anxiety.
Methodology
This was a small scale exploratory research conducted to
analyze the needs of students of public speaking class at undergraduate
level for formulating strategies that would overcome public speaking
anxiety. The study was conducted using the quantitative descriptive
research method. Creswell (1994) denes quantitative research as
an explanation of phenomena by collecting numerical data that are
analyzed using mathematically based methods. The methodology
that was used to carry out the study included questionnaires as
primary data collection tool.
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Instrument
The data were collected using the self-administered
questionnaires that were distributed to fty undergraduate students
of a reputable private sector business school. The questionnaire was
constructed using relevant literature review and observations of the
researcher that he had accumulated during the ve years of teaching
this course. The researcher; therefore, rst bracketed his observations,
which helped him to construct a very simple questionnaire, which
consisted of ve polar questions. The rst question was regarding
the fear of public speaking; the second question inquired if lack of
condence was the reason of fear, the third question looked into
the impact of the number of audience on students’ public speaking
performance; question four inquired about how participating in
public speaking activities help students deliver better presentations;
and the last question asked whether they thought that their fear
of public speaking can be overcome by using some strategies and
seeking professional help.
Sample
The study was conducted with 50 Computer Sciences
undergraduate students of a reputable private sector business
school in Karachi. Convenience sampling method was used as
“In convenience sampling, the sample is restricted to a part of the
population that is readily accessible” (Singh 7 Mangat, 1996, p.7).
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Raja

Data analysis
The data was analyzed using sample testing for mean,
standard deviation and variance, through data analysis tool pack of
MS Excel.
Results and Discussion
Instructor’s observations
The instructor bracketed his observations that helped him
go through the relevant literature review to understand the study at
hand in depth. Following are some of the observations:
Lack of condence was the most common reason of fear of
public speaking because many students have a meek nature and they
tend to feel uncomfortable while speaking in front of others. Burgess
(2013, October 30) reports that according to a survey on common
phobias, fear of public speaking was found to be a more pressing
concern than death. Another reason discovered in the research was
that students who had a good command over debates and speeches
performed better in presentations. Even if a student fears public
speaking, he can perform well by practicing and rehearsing quite
rigorously. Public speaking if treated as a skill can be tremendously
improved upon. The instructors play a vital role in giving support
and condence to the students and can help them overcome public
speaking anxiety.
Questionnaire results
This section of the study presents the results and analysis
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of the data collected. The results of these questionnaires were
interpreted and conclusions were drawn. Table 1 shows the
percentage responses given by the students.
Table 1
Percentage responses given by the undergraduate students
Questions N %age response
‘yes’
%age response
‘No’
Do you have fear of public
speaking?
50 75 25
Do you think that this fear is
due to lack of condence?
50 50 50
Does the audience size play a
role in your public speaking
performance?
50 82 18
Do you think participating
in public speaking activities
more will help you perform
better in presentations?
50 75 25
Do you think that your fear
of public speaking can be
overcome by using some
strategies and seeking some
professional help?
50 95 5
The answer to the rst question whether the students feared
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public speaking or not was that more than 75% of them surveyed
feared speaking in front of an audience. Thus, the majority of them
were found to be afraid of speaking in front of others, which is
consistent with McCains’ (2012) results that showed that, “Nearly
90% of people reported feeling shy or uncomfortable speaking in
front of others at some time in their lives” (p.1). However, this
observation diers from person to person, as dierent people have
dierent beliefs and condence level for familiar and unfamiliar
audiences.
The second question inquired whether the students thought
this fear was due to lack of condence. The data analysis of second
question showed that for more than 50% of the respondents lack of
condence was an important variable. Sjoberg (2006) suggests that
learners, who lack condence, need encouragement in the initial
phase of learning so that they could be encouraged to participate
in the class. Kelly and Watson (1986) also argue that condence is
one of the key contributors in the learning of speaking skills. The
above studies give us a reason for the 50% of the students who felt
that lack of condence was the reason for them to be anxious during
public speaking.
The third question explored whether the number of audience
played a major role on students’ performance during presentations.
82% respondents confessed that audience size has a strong impact
on their performance and level of nervousness. 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” ( p. 35).The fourth question inquired whether more
participation in public speaking activities help students perform
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better in presentations. 75% of the respondents reported that taking
an active part in public speaking activities will help them perform
better in presentations. Those presenters, who appear condent
and do not show any symptoms of nervousness, have only learnt
the art of hiding their level of nervousness or have mastered the
desensitization approach (Akin & Kunzman ,1974); therefore,
constant exposure to a variety of audience will transform them into
condent speakers.
The fth question asked whether the students thought
that their fear of public speaking can be overcome by using some
strategies and seeking professional help. 95% of the students thought
that the fear of public speaking can be reduced by using dierent
strategies or by seeking assistance from some professionals. Songsiri
(2007) suggests that if students are encouraged and are facilitated
with various strategies for the accomplishment of their goals at their
own pace, not only develop, regain and repose condence, but also
become autonomous and lifelong learners.
Lucas (2011) reiterates that,“Many people who converse
easily in all kinds of everyday situations can also become frightened
at the idea of standing up before a group to make a speech” (p.9).
Thus, it is essential that activities are organized for their condence
building. As larger audience can aect the level of condence
negatively, they need to be exposed to smaller audience in the initial
phase. Later, as the level of condence increases, the size of the
audience should be increased.
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Conclusion and recommendations
This study was carried out to investigate the anxiety level in
the students of public speaking and to provide sucient results which
prove that this fear is very common among individuals, especially
among university students. Literature was reviewed to shed light
on researches that have been conducted earlier in the same area to
validate the study and to build upon what has already been done.
To summarize, the research proves that fear of public speaking is
a learned skill and can be overcome by practicing and rehearsing
before presentations or speeches and people who experience public
speaking anxiety can perform as well as those who have a good
command over public speaking. The following techniques can help
students overcome public speaking anxiety.
1. The instructor needs to help students realize that being
stressful is natural.
2. Better preparation and understanding of the topic eliminates
the chance of making a mistake or getting o track during a
public speaking activity.
3. A moment of silence is nothing to be afraid of. If speakers
lose track of what they are saying or begin to feel nervous, it
is likely that the audience will not mind a pause to consider
what the speakers have been saying.
4. Practicing complete speech several times would certainly
give the speakers an edge. They can practice it with a small
number of people they are at ease with.
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5. Speakers should seek feedback of the audience during
practice sessions or can ask someone to record the talk.
Watching it several times for self-criticism also helps
facilitate the learning and improvement process.
6. Better preparation also helps speakers recover quickly if
they go o track or get confused.
7. The speakers should anticipate audience responses and
queries that may be generated during practice so that they
could have condent answers.
8. It is essential to focus on the material, not on the audience
as people are primarily paying attention to the information
being presented.
9. The speakers should recognize and acknowledge their
success. It may not have been perfect, but chances are that
the speakers are far more critical of themselves than the
audience is.
10. Joining an active public speaking forum would also benet
the students. Once they get into the habit of considering
themselves comfortable in an unknown environment while
speaking in public, the anxiety would automatically go down
and make the speakers feel at ease.
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