[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591726-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591726-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","reducing-undergraduates-speaking-anxiety-through-class-interactions-and-oral-presentations","REDUCING UNDERGRADUATES SPEAKING ANXIETY THROUGH CLASS INTERACTIONS AND ORAL PRESENTATIONS","","Proficiency in speaking English is essential for undergraduates learning English as a Second Language (ESL), yet speaking anxiety often obstructs progress in speaking skills. This study examines how class interactions and oral presentations reduce undergraduates’ speaking anxiety using a 12-week pre-post quasi-experimental design with 16 participants. Data were collected via a questionnaire and semi-structured interviews. Results show significant reductions across multiple anxiety levels, especially fear of negative evaluation and social-environmental factors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reducing-undergraduates-speaking-anxiety-through-class-interactions-and-oral-presentations/591726/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reducing-undergraduates-speaking-anxiety-through-class-interactions-and-oral-presentations/591726.png","ImageObject",300,407,{"name":42,"@type":43},"Dipper","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study aim to investigate?","Question",{"text":63,"@type":64},"The study investigates how class interactions and oral presentations influence the reduction of undergraduates’ speaking anxiety in an ESL context.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The research used a 12-week pre-post quasi-experimental design with one intact class of 16 undergraduates. A questionnaire and semi-structured interviews were used to collect data.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors were found to be major causes of speaking anxiety?",{"text":72,"@type":64},"The findings indicate that students’ speaking anxiety is mostly due to fear of negative evaluation and social-environmental factors.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591726,1792865737,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":112,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10.18488/journal.137.2019.31.36.43 Vol. 3, No. 1, 36-43  \n© 2019 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nREDUCING UNDERGRADUATES SPEAKING ANXIETY THROUGH CLASS INTERACTIONS AND ORAL PRESENTATIONS  \nMuhammad  \nMukhtar Aliyu1+ Shehu Muhammad Korau2  \nAminu Basiru3  \n1,2,3Department of English and Literary Studies, Bauchi State University, Gadau, Nigeria  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 5 October 2018  \nRevised: 12 November 2018  \nAccepted: 18 December 2018  \nPublished: 23 January 2019  \nKeywords  \nAnxiety  \nClass interactions ESL  \nOral presentation Psychological anxiety Speaking  \nProficiency in speaking English is an essential requirement for undergraduates particularly in English as a Second Language (ESL) learning context. However, many ESL undergraduates encounter challenges while learning speaking skills due to anxiety. Therefore, this study investigates the influence of class interactions and oral presentations on reducing undergraduates‟ speaking anxiety. The study was conducted for a period of 12 weeks using a pre-post quasi-experimental research design. An intact class of 16 undergraduates in a stylistic class in north-eastern Nigeria was selected for the study. A questionnaire and semi-structured interviews were used to collect data for the study. Findings reveal that the students‟ anxiety levels significantly reduced in all the five levels of speaking anxiety, psychological anxiety, fear of making grammatical mistakes, fear of negative evaluation, English classroom speaking anxiety, socialenvironmental factors, and perception factor. The findings also show that the students‟ speaking anxiety is mostly due to fear of negative evaluation and social-environmental factor. The study makes some recommendations for teachers to help students to overcome speaking anxiety through classroom interactions and oral presentation.  \nContribution/ Originality: This study contributes to the existing literature theoretically and pedagogically. It confirms the constructivism theory which suggests that learners achieve their learning goals through collaboration with peer and support of teachers. Also, the study provides ESL teachers with a method of reducing students‟ speaking anxiety.  \n1. INTRODUCTION  \nProficiency in speaking English is an essential requirement for success, not only in academic but also in the labour market, especially in countries where English used as a second language (ESL) . Students are expected to present and share their ideas. In the labour market, individuals are required to communicate effectively to groups or individuals. Generally, speaking involves complex mental operations which ensure its effective delivery (Salem and Al Dyiar, 2014) . However, in a language learning process, these mental operations and potentially are affected by some factors which in turn influence learner‟s speaking proficiency and performance. One of such factors is anxiety. Many Nigerian undergraduates feel nervous and stress when speaking English in front of peers, teachers or strange people. Such nervousness and stress may impede their development or proficiency in speaking skills (Piechurska-  \nKuciel, 2011; Peng, 2014) . It has been observed by researchers that many students feel more anxious in foreign language classes than other classes (Horwitz et al., 1986) . Additionally, language anxiety has been described by many educators as an important factor that students‟ determines success and failure in foreign language classes (Krashen, 1985; Peng, 2014) .  \nAnxiety is defined by many scholars. For instance, Battaglia and Ogliari (2005) defined as feelings of „worry about future events‟ or fear as „a reaction to current events‟ which result in physical symptoms such as increased heartbeat rate and body shaking. Anxiety is also viewed by","cbCaih4jPTjzAbtL","https://ap.wps.com/l/cbCaih4jPTjzAbtL","pdf",335587,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"What does the study aim to investigate?\",\"answer\":\"The study investigates how class interactions and oral presentations influence the reduction of undergraduates’ speaking anxiety in an ESL context.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The research used a 12-week pre-post quasi-experimental design with one intact class of 16 undergraduates. A questionnaire and semi-structured interviews were used to collect data.\"},{\"question\":\"Which factors were found to be major causes of speaking anxiety?\",\"answer\":\"The findings indicate that students’ speaking anxiety is mostly due to fear of negative evaluation and social-environmental factors.\"}]","REDUCING UNDERGRADUATES SPEAKING ANXIETY THROUGH CLASS INTERACTIONS AND ORAL PRESENTATIONS | PDF",1792073072]