GLOSSOPHOBIA IN ACADEMIC SPEAKING CONTEXTS: PERCEIVED COGNITIVE, EMOTIONAL, AND BEHAVIOURAL EFFECTS AMONG EFL PRE-SERVICE TEACHERS

Faiza Naurah, M. Hadi Dwi Putra, Syakila Tusya'Diah, Lyra Vierdha Irsyah, Intan Tri Mulia, Hariswan Putera Jaya

Abstract


The college students frequently struggle with glossophobia, also known as public speaking anxiety, particularly those who are in charge of making academic presentations. This study explores the influence of glossophobia on fifth-semester students in the English Education Study Program at Sriwijaya University. A 12-item Likert scale questionnaire evaluating four dimensions, physical symptoms, perceived cognitive and emotional effects, perceived performance effects, and behavioural responses that was used to gather data from 50 students using a quantitative approach. According to the findings, students' anxiety levels ranged from moderate to severe, with cognitive and emotional discomfort showing the most effects. Anxiety nevertheless affected presentation delivery, clarity, and fluency even if the effect on performance was only minor. These findings suggest that glossophobia significantly is perceived to influence students’ perceived academic performance and underscore the need for supportive pedagogical strategies to reduce anxiety and enhance students’ confidence in public speaking.

Keywords


Academic presentations, English Education students, glossophobia, public speaking anxiety, speaking performance

Full Text:

PDF

References


Alharbi, A. T. (2021). Speaking anxiety during English oral presentations: Investigating Saudi undergraduate EFL learners’ behaviors. Linguistics and Culture Review, 5(S2), 1548–1564.

Arifin, S., Nurkamto, J., Rochsantiningsih, D., & Gunarhadi, G. (2024). Investigating pre-service EFL teachers’ strategies to overcome speaking anxiety during the shift from online to offline learning in the post-COVID-19 era. rEFLections, 31(2), 766–790.

Bodie, G. D. (2009). A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety. Communication Education, 59(1), 70–105.

Dellah, N. F., Zabidin, N., Nordin, N. A., Amanah, F. H., & Atan, M. A. (2020). Glossophobia: Evaluating university students' speaking anxiety in english oral presentations. Jurnal Ilmi, 10(1), 116-126.

Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: A qualitative survey. Journal of Further and Higher Education, 45(9), 1281–1293.

Howitt, S., & Wilson, A. (2015). Developing, expressing and contesting opinions of science: Encouraging the student voice. Higher Education Research & Development, 34(3), 541–553.

Indahsari, M. O., Rahmawati, E., & Baihaqi, A. (2025). Glossophobia and public speaking achievement among Indonesian EFL undergraduate students. Journal of English Language Teaching and Cultural Studies, 8(2), 119–128.

Jenn, N. C. (2006). Designing a questionnaire. Malaysian Family Physician: The Official Journal of The Academy of Family Physicians of Malaysia, 1(1), 32–35.

Kenoh, A. R. T. (2021). A qualitative study on speaking anxiety among pre-service teachers. Journal of Learning and Development Studies, 1(1), 34–39.

Mohamad, A. R., Fakhruddin, W. F. W. W., & Sazalli, N. A. H. (2023). Investigating speaking anxiety among pre-service ESL teachers in oral presentation. European Proceedings of Educational Sciences, 7, 424–434.

Nasir, N. (2023). Public presentation anxiety: Studies cases concerning public presentation anxiety of student’s prospective English teacher. Gema Wiralodra, 14(2), 944–951.

Pohan, A., & Kusumawardany, I. N. (2023). Students’ perception on speaking anxiety in English classroom: Psychological view. Inspiring: English Education Journal, 6(1), 58–67.

Purwanto, E., Shahreza, M., Oktarina, S., El Yana, K., & Rahmah, A. (2023). Developing life skills through effective communication. International Journal of Progressive Sciences and Arts, 39(1), 468–474.

Raja, F. U. (2017). Anxiety level in students of public speaking: Causes and remedies. Journal of Education and Educational Development, 4(1), 94.

Rohilla, A., Javed, U., Noor, I., Akram, S., Adnan, G., Nizar, N., & Taj, N. (2025). Impact of oral presentation skills training on glossophobia and self-esteem among second-year Allied Health students in Karachi. Advanced Social Science Archive Journal, 4(1), 1821–1831.

Sahara, N. M., & Nurcholis, I. A. (2022). The causes of glossophobia in the students speaking classroom. Teaching English and Language Learning English Journal (TELLE), 2(3), 191–198.

Schutt, R. K. (2019). Quantitative methods. The Wiley Blackwell Companion To Sociology, 39-56.

Sitorus, R., & Jaya, A. (2024). The vicious cycle: How avoidance behavior maintains speaking anxiety in EFL students. Journal Of Affective Language Learning, 15(2), 210–225.

Utami, I., & Wijaya, K. H. (2021). Internal And external factors influencing students' speaking anxiety in EFL classroom. Linguistics And English Education Journal, 11(2), 167–178.

Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977.




DOI: https://doi.org/10.32502/ecj.v10i1.10784

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 English Community Journal

The Departement of English Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Palembang

Jl. Jenderal A. Yani 13 Ulu, Seberang Ulu II, Palembang (30263), Indonesia.

Indexed by :

 

English Community Journal has been listed in :

 

Creative Commons License
English Community Journal by http://jurnal.um-palembang.ac.id/index.php/englishcommunity is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.