Factors Contributing to Student Anxiety during Classroom Presentation: A Qualitative Study

Melisa Melisa; Darmawan Darmawan; Wahyudin Wahyudin; Mochtar Marhum

doi:10.34050/els-jish.v8i2.44297

Authors

Melisa Universitas Tadulako
Darmawan Universitas Tadulako
Wahyudin Universitas Tadulako
Mochtar Marhum Universitas Tadulako

DOI:

https://doi.org/10.34050/els-jish.v8i2.44297

Keywords:

Presentation Anxiety, Speaking Skills, EFL Students, Classroom Presentation

Abstract

This study investigates the factors contributing to student anxiety during classroom presentations, particularly among fourth-semester students in the English Education Program at Tadulako University. Employing a qualitative descriptive design, the research involved questionnaires using the Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews. The findings reveal that psychological factors (e.g., low self-confidence, fear of negative evaluation), social factors (peer and teacher pressure), and environmental conditions (e.g., formal settings, lack of preparation time) significantly contribute to students’ anxiety levels. The research underscores the need for supportive classroom environments, targeted teaching strategies, and regular feedback to help students manage presentation anxiety effectively. This paper contributes to the development of anxiety-reduction interventions that can enhance students' oral communication competence in academic settings.

References

Alioon, Y. (2020). The Effect Of The Collaborative Technology-Enhanced Activities On Students’ Motivation. People International Journal of Social Sciences, 6(1), 209.

Aliyu, M. M., Korau, S. M., & Basiru, A. (2019). Reducing Undergraduates Speaking Anxiety through Class Interactions and Oral Presentations. Asian Journal of Contemporary Education, 3(1), 36. https://doi.org/10.18488/journal.137.2019.31.36.43

Alrabai, F. (2022). Reducing language anxiety in EFL classrooms: The role of teacher practices. Language Teaching Research, 26(1), 89–105.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Bylkova, S., Chubova, E., & Kudryashov, I. (2021). Public speaking as a tool for developing students’ communication and speech skills. E3S Web of Conferences, 273, 11030. https://doi.org/10.1051/e3sconf/202127311030

Clark, D. M., & Wells, A. (1995). A cognitive model of social phobia. In Social phobia: Diagnosis, assessment, and treatment (pp. 69–93). Guilford Press.

Horwitz, E K. (2016, June 11). Factor Structure of the Foreign Language Classroom Anxiety Scale. SAGE Publishing, 119(1), 71-76. https://doi.org/10.1177/0033294116653368

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.

Indrajit, R E., Wibawa, B., & Suparman, A. (2020, November 3). Research Spectrum Framework in the Field of Educational Technology. https://doi.org/10.1109/icic50835.2020.9288622

Jaya, S., & Oktavia, N. (2022, July 25). A Study Of Anxiety Experienced By Efl Students In Presenting Proposal Seminars At English Study Program Muhammadiyah University Of Bengkulu., 2(2), 148-158. https://doi.org/10.36085/telle.v2i2.3770

Jung, S., Ko, Y., Kyeongjae, P., Sosrohadi, S., & Rahman, F. F. (2025). Bridging Cultural Gaps: Addressing Translation Issues in Korean Language Expression for Indonesian Learners. International Journal of Research and Innovation in Applied Science, 10(3), 1-8.

Kankam, P K., & Boateng, S O. (2017, February 13). Addressing the problem of speech anxiety among students. Emerald Publishing Limited, 13(1), 26-39. https://doi.org/10.1108/ijpl-07-2016-0029

Karubaba, S., Machmoed, H., Rahman, F., & Kamzinah, K. (2024, May). Comparison of Pronominal Systems in Yapen Languages. In 4th International Conference on Linguistics and Culture (ICLC-4 2023) (pp. 360-374). Atlantis Press.

Ko, Y., Kyeongjae, P., Jung, S., Sosrohadi, S., & Andini, C. (2025). Revisiting EPS TOPIK: Addressing linguistic and cultural challenges for migrant workers in South Korea. International Journal of Current Science Research and Review, 8(2), 904-910.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Kuzujanakis, M. (2020, June 18). Anxiety in today’s children and young adults. SAGE Publishing, 37(1), 54-66. https://doi.org/10.1177/0261429420934445

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.

Liu, M., & Jackson, J. (2022). Social influences on language learning anxiety in EFL classrooms. Language Teaching Research, 26(3), 425–440.

Mahmoodi, M. H., & Mozaffari, H. (2023). Repeated oral presentations and EFL learners’ speaking anxiety: The role of practice and feedback. The Language Learning Journal.

Mardiani, R., & Apriyani, A. (2021). Strategies In Overcoming Speaking Anxiety In A Virtual Classroom Presentation: A Descriptive Qualitative Study At One Vocational School. JELA (Journal of English Language Teaching Literature and Applied Linguistics), 3(2), 58. https://doi.org/10.37742/jela.v3i2.58

Rahman, F., Abbas, A., Hasyim, M., Rahman, F., Abbas, A., & Hasyim, M. (2019). Facebook group as media of learning writing in ESP context: A case study at Hasanuddin University. Asian EFL Journal Research Articles, 26(6.1), 153-167.

Rahman, F., & Weda, S. (2018). Students’ perceptions in appreciating English literary works through critical comment: A case study at Hasanuddin University and Universitas Negeri Makassar. Asian EFL Journal, 20(3), 149-172.

Sachiya, F., Faisal, R., Sosrohadi, S., Mahdori, M., Aditya, T. P. M., & Andini, C. (2025). A comparative analysis of Indonesian and Korean verbs: A semantic and pragmatic perspective. International Journal of Arts and Social Science, 8(3), 89-97.

Salim, A. (2019). General Self-Confidence and Its Implication On Students’ Achievement In Oral Presentation. JEELS (Journal of English Education and Linguistics Studies), 2(2), 34. https://doi.org/10.30762/jeels.v2i2.95

Shamsuri, N. A. B. M., Anita, A., Kamaruddin, L. S. B., & Azhan, N. A. S. B. (2021). Speaking Anxiety and Strategies Used by ESL Learners to Overcome in Their Classroom: a Case Study in Management and Science University (MSU) Shah Alam, Malaysia. Jurnal Kependidikan Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan Pengajaran Dan Pembelajaran, 7(4), 785. https://doi.org/10.33394/jk.v7i4.4243

Sonnenschein, K., & Ferguson, J. (2020). Developing professional communication skills: Perceptions and reflections of domestic and international graduates. Journal of University Teaching and Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.5

Stonehouse, D. (2018). How to prepare and deliver a good presentation: general principles for success. British Journal of Healthcare Assistants, 12(8), 394. https://doi.org/10.12968/bjha.2018.12.8.394

Suparlan, S. (2021). FACTORS CONTRIBUTING STUDENTS’ SPEAKING ANXIETY. Journal of Languages and Language Teaching, 9(2), 160. https://doi.org/10.33394/jollt.v9i2.3321

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wang, S., & Zhang, Y. (2023). Reducing EFL students’ speaking anxiety through small group interaction. System, 112, 103005.

Yalçın, Ö., & İnceçay, G. (2021). Understanding speaking anxiety among EFL students: A mixed-methods study. The Language Learning Journal, 49(4), 505–520.

Youngsun, K., Sosrohadi, S., Andini, C., Jung, S., Yookyung, K., & Jae, P. K. (2024). Cultivating Gratitude: Essential Korean Thankfulness Phrases for Indonesian Learners. ELS Journal on Interdisciplinary Studies in Humanities, 7(2), 248-253.

Zhang, Y., & Zhang, D. (2022). Foreign language classroom anxiety and learner engagement: The mediating role of emotional support. System, 106.