Lift Yourself Up or Dust

Yourself Down: A
Phenomenology of the
Speaking Anxiety
Experienced by
University Students
AUTHOR: JOHN MARK G. LACHICA
Presented by Jasmine Aussie Azzahra (06011381823059)
 SPEAKING
ANXIETY
LANGUAGE ANXIETY CAN AFFECT ANYONE, NO MATTER
HOW CONFIDENT OR WELL-FUNCTIONING THAT PERSON
MIGHT BE IN OTHER SITUATIONS.

What are the speaking anxieties experienced by university

students and what factors engender these anxieties?

What are the manifestations of the students’ speaking

anxieties?

What are the speaking anxieties of the student

participants?

How do they cope with their speaking anxieties?

METHODOLOGY

A qualitative method through a thorough analysis of the extended texts

transcribed from the recorded interview of the university student-participants

who were chosen through purposive sampling and snowball sampling.

Interview with three teachers who were purposively selected as they have

become teachers of the participants in Speech Communication and other

English-related subjects, was conducted in order to validate the claims of the

students.
ANXIETES EXPERIENCED
psychosocial anxiety,

anxiety related to the use of the target

language,

anxiety related to limited exposure to the target

language.

FACTORS
speaking in front of the class without preparation

being corrected when speaking

inadequate wait-time

not being allowed to use the first language

expectations from people surrounding them

MANIFESTATIONS
OF STUDENTS’
SPEAKING ANXIETY LINGUISTIC

MANIFESTATIONS

Code-switching, code-mixing, stammering,

pauses and stops, and gambits or fillers.

PHYSIOLOGICAL COGNITIVE

MANIFESTATIONS MANIFESTATIONS

Intense fear, racing heart, turning red or Mental block, having the mind go blank,

blushing, excessive sweating, dry throat and inability to concentrate, remaining silent

mouth, trembling, and muscle twitches. and not responding quickly.

 Causes and Types of
Speaking Anxiety

ANXIETY RELATED TO PSYCHOSOCIAL

LIMITED EXPOSURE TO THE ANXIETY
TARGET LANGUAGE Concerns about embarrassment and

are afraid that others will judge them to

Due to limited exposure to the English language, language
be anxious, weak, or stupid.
learners face serious problems in the development of their

communicative competency.

ANXIETY RELATED TO THE USE

OF THE TARGET LANGUAGE
Demands that participants be more correct and clearer in

using the target language e.g. grammar, pronunciation, and

vocabulary.
 Coping Mechanisms of
the Student Participants

REMINISCENCE RELEARNING REMEDIATION

Recollection of previous Acting on tidbits of Technique that uses

speech undertakings in information and mirror to visualize

order to develop and reinforcement possible gestures and

refine oneself before and activities that help improve how one would appear

during a performance. skills and abilities. while speaking.

 Pedagogical
Implications
Conclusions Teacher can:

Teaching students strategies to

University students significantly
calm themselves down before
experience speaking anxieties
their speaking tasks.
which are typically manifested in
Help their students develop their
terms physiological, cognitive,
fluency, proficiency,

and linguistic responses.

communicative competence

Help the development of students’

confidence .
THANK
YOU