Oral presentations and public speaking are an important aspect of the student experience in the United Kingdom higher education. Many modules (self-contained units normally within a programme of study) use presentations as a form of assessment and require students to verbally engage in small and large group settings to enhance learning. Previous research evidence has indicated that many students experience fear in public speaking. The aims of this qualitative survey were two-fold. First, it sought to gather further insight into the fears experienced and strategies used by students who fear public speaking, including oral presentations. The second objective was to determine whether their fear affected their experience of higher education. A qualitative survey comprising four open-ended questions was completed by 46 undergraduate and postgraduate students with a fear of public speaking from the University of the West of England (UWE), Bristol. All participants were attending one of the Stand Up and Be Heard (SUBH) UWE library-based workshops for fear of public speaking. Thematic analysis was used to identify the following six themes, namely: fear of being judged, physical symptoms, uncertainty about the topic, negative effect on university experience, practice and preparation, and more practical support needed. The results of this survey identify the specific fears students have in public speaking and provide evidence of the overall negative effect on their higher education experience. This survey provides further evidence that higher education institutions should acknowledge public speaking fear among some students and provide more support in oral presentation assessments.

https://www.tandfonline.com/doi/pdf/10.1080/0309877X.2021.1948509

Student fears of oral presentations and public speaking in higher education: a qualitative survey

Anxiety and Its Disorders: The Nature and Treatment of Anxiety and Panic, 2nd Edition, D.H. Barlow. The Guilford Press, New York (2002), 704 pp

Providing peer feedback is commonly practiced in teaching and learning of public speaking courses. However, there is limited research examining peer motivational feedback in an online setting. This study adopted a qualitative, descriptive approach using document analysis to investigate the frequencies of peer motivational feedback which students’ use in a public speaking course within an e-learning system of a local university. In addition, the specific public speaking skills and the nature of the feedback offered by students were also examined. Twenty-three final year undergraduate students video recorded their speeches, uploaded their videos, offered and received online peer feedback in the e-learning platform. All of the recorded online peer feedback went through a thorough classification process to identify, arrange, and systemize into the specified types of feedback. The data was examined at three levels of analysis to ensure concrete conclusions were drawn. Frequencies and examples of online peer motivational feedback were also presented. The results indicated that students provide relatively more motivational feedback on delivery and voice control skills, while paying less attention to language and proficiency skills. The process of giving and receiving feedback has acted as individualized feedback in which peers helped clarify the goal, criteria and expected standards of good performance. Thus, this study suggests that online peer motivational feedback could be used as a form of practice in the teaching of online public speaking courses due to its ability to motivate and sustain students’ interest in learning public speaking while creating a student-centered learning environment.

Online peer motivational feedback in a public speaking course

Most individuals are not born to be public speakers; they are educated to be developed as one. When they are in front of an audience being the focus of attention, they experience emotions leading to nausea and excessive sweating because of fear and anxiety. Individuals who have a fear of speaking in public suffer from strong fear in social performance situations and social spheres, which is known as glossophobia. This research aims to discover the different factors that cause speaking anxiety among the pre-service teachers of Mountain Province State Polytechnic College Teacher Education Department (MPSPC-TED) in Philippines and to suggest strategies that could help prevent them from having glossophobia problem. Samples of interview output, coding, and careful analysis and interpretation of the gathered data from the selected 50 undergraduate students who had research oral presentations, oral lesson demonstrations, and oral speaking presentations have been transcribed and found out major themes that cause glossophobia problems, i.e., linguistic obstacles, audience‟s manifestation, mastery of the topic and particular motives. Knowing what causes these problems, this study proposed the DISRUPT strategy to reduce students‟ public speaking anxiety effectively.

/pdf/glossophobic-experience-amongst-mpspc-philippines-pre-pmi9yel3q7.pdf

Glossophobic Experience Amongst MPSPC Philippines Pre-service Teachers Through Oral Speech Presentations

Glossa VR is a virtual reality (VR) application that combines training in public speaking in front of a virtual audience and in voice emission in relaxation exercises. It is accompanied by digital signal processing (DSP) and artificial intelligence (AI) modules which provide automatic feedback on the vocal performance as well as the behavior and psychophysiology of the user. In particular, we address parameters of speech emotions, prosody and timbre, and the user's hand gestures and eye movement. The prototype is in the proof of concept phase, and we are developing it in accordance with the user-centered design paradigm. In this article reports the work in progress, focusing on the approaches, datasets and algorithms applied in the current state of the glossaVR project. 

Towards Multimodal VR Trainer of Voice Emission and Public Speaking -Work-in-Progress

Individuals who have fear speaking publically suffer from strong fear in social performance situations and social sphere. (Stein, Walker, & Forde, 1996).This research aims to investigate (a) if the level of anxiety is higher in females then males while speaking publically. (b) if students tend to be more anxious while speaking infront of opposite gender (c) if there is an association between reduction in public speaking fear in students and adaptation of effective psycho-physiological strategies for language learning. Samples of 126 undergraduate students have been selected in an equal ratio of male and female students from university of Karachi. Frequency and percentage analysis has been made to determine the level of public speaking fear in male and female students. A factorial ANOVA has been applied for comparative analysis of anxiety levels in males and females while presenting in front of the opposite gender. Further, a paired t-test has been applicable to determine if psychophysiological strategies for language learning are effective for reduction in glossophobia. The study affirmed that female students get more anxious then males while giving speech publically. It has also found that there is no effect of gender of audience on anxiety level of students during public speaking. Public speaking anxiety has a strong relationship with the adaptation of psycho-physiological strategies and can be reduced effectively.

/pdf/glossophobia-the-fear-of-public-speaking-in-female-and-male-4b1jyyv2iz.pdf

Glossophobia: The Fear Of Public Speaking In Female And Male Students Of University Of Karachi

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Glossophobia: The Fear Of Public Speaking In Female And Male Students Of University Of Karachi