How Can I Become More Comfortable Speaking in Front of Large Groups Peer Reviewed Article

Introduction

Varying terms are used in the literature to describe a fright of public speaking and are oftentimes used interchangeably, such as phase fright (Bippus et al. 1999), communication apprehension (CA) (McCroskey et al. 2014) or public speaking feet (Bodie 2010). More than specifically related to this qualitative survey, public speaking anxiety is defined by Bodie (2010, 72) 'as a situation specific social anxiety that arises from the real or anticipated enactment of an oral presentation.' Another commonly used term is glossophobia, which is the fear of public speaking or speaking in general (Hancock et al. 2010). The term glossophobia comes from the Greek glōssa, pregnant tongue, and phobos, fear or dread.

Related to a fear of public speaking, is Social Anxiety Disorder (SAD) which may take a direct impact on public speaking and social interaction by students. Chiefly, Sorry is characterised by fear or anxiety in social interaction or performance situations in which the individual is exposed to unfamiliar people or possible scrutiny by others and is a mental health diagnosis, classified in the Diagnostic and Statistical Manual of Mental Disorders (DSM five) (American Psychiatric Association 2013).

Relatively piddling is known about the effects of social anxiety on students studying in higher pedagogy (Russell and Topham 2012). More recently, Pörhölä, Almonkari, and Kunttu (2019) take identified research show from their previous enquiry and others, to support the view that some students experience high levels of social anxiety in university learning situations (Almonkari and Kunttu 2012; Kunttu and Huttunen 2009; Russell and Shaw 2009; Russell and Topham 2012). Prevalence estimates for SAD in university students have been identified in the literature by Kählke et al. (2019), ranging from 3.iv% (12 months) in the Us (US) (Blanco et al. 2008) to 16.i% (point prevalence) in Sweden (Tillfors and Furmark 2007). In a prevalence survey at a large academy and its partnership colleges in the United kingdom of great britain and northern ireland (Britain), approximately 10% of the students reported astringent social anxiety (Russell and Shaw 2009).

A survey of students from two United kingdom of great britain and northern ireland universities, found the highest number of students (80%) reported that oral presentations were a source of social anxiety impacting on learning and well-beingness. Findings revealed lower ratings for seminars (range 45–52%), group work (25–26%), lectures (xiv 26%), and sharing IT facilities (8–13%) (Russell and Topham 2012). Public speaking is a common fright selected past US college students (61%) and ranks second in the superlative iii concerns, behind death and financial problems (Dwyer and Davidson 2012). A more recent study of undergraduate students in the US found that 64% reported a fear of public speaking (Ferreira Marinho et al. 2017). Public speaking fears of university students accept been described in the literature every bit internal and external fears (LeFebvre, LeFebvre, and Allen 2018). Internal fears are perceptions virtually the speaking situation that are specifically related to the delivery and the personal feelings the individual speaker is experiencing, whereas external fears deal with beingness the focus of attending related to the audition during public speaking (LeFebvre, LeFebvre, and Allen 2018).

While assessments in higher education are dominated by written formats, including written examinations, essays, and other written assignments, the use of oral forms of assessment to test students' knowledge and understanding are nevertheless widespread (Joughin 2007). Public speaking and oral assessments are mutual assessment types in higher instruction and serve to measure a student'due south capacity to create and deliver an engaging, informed, and persuasive argument (Nash, Crimmins, and Oprescu 2016). Public speaking and oral presentations are also examples of generic or personal transferable skills that may enhance employability. Linked to these personal transferable skills, a survey of employers supported previous international research regarding the demand for advice ability in new graduates (Clokie and Fourie 2016). However, there seems to be a disconnect as a questionnaire and semi-structured interviews revealed that students did not seem to enjoy working in groups nor savour participation in oral presentations (Shah 2013). In relation to previously discussed evidence is an expected finding in respect of public speaking and oral presentations.

In response to the COVID-19 pandemic, there has been a shift to online provision or blended approaches where learning is facilitated through a combination of online and campus learning (Petronzi and Petronzi 2020). To date, there is minimal evidence on how this new online approach to learning and pedagogy has affected students' fear or experience of public speaking and oral assessment.

A phenomenographic study of students' experience of oral presentations, plant they constituted three contrasting conceptions of oral presentations, namely: every bit a transmission of ideas; equally a test of students' understanding of what they were studying; as a position to be argued (Joughin 2007). Nonetheless, public speaking assessments and specifically oral presentations have also been identified as a crusade of anxiety and stress, an issue that is rarely addressed by the students suffering from the associated bug or teachers who prepare public speaking assessment tasks (Nash, Crimmins, and Oprescu 2016). Although there is an awareness of student feet in oral presentations and public speaking, more than research evidence is needed regarding specific fears and the strategies that students use to address them. Farther prove is besides required on how fear of public speaking and oral presentations affect students' university feel. This information would aid educators in the planning of assessed oral presentations, enabling them to proceeds a deeper agreement of students' fears and support their needs.

This qualitative survey had two aims. The start was to assemble further insight into students' fears near public speaking, including oral presentations, and the strategies they used to overcome them. The second objective was to determine whether their fear of public speaking affected their experience of higher didactics

Method

Design

A qualitative survey comprising iv open-ended questions.

Participants and recruitment

All participants recruited for this study were undergraduate and postgraduate students from the University of the West of England (UWE), with a fear of public speaking, who attended a three-hour UWE SUBH workshops at either the Glenside, Frenchay or City Campuses.

All students who registered for the SUBH workshops online via the Library study skills events page were invited to participate in this qualitative survey. All potential participants were issued with a participant information sheet (PIS) and informed consent form to consummate. Participants were requested to complete the informed consent form and email information technology with their completed data collection sheet (comprising four open-ended questions) or to bring completed hard copies to the SUBH workshop. Participants were further reminded at the start of the SUBH workshop almost the enquiry project and PIS and information collection sheets were supplied on request.

It was likewise made clear to all participants in the online SUBH workshop registration data that participation in this enquiry was voluntary that they had the opportunity to withdraw from the study at any time and this would not bear on their SUBH workshop attendance.

Purposive sampling was used in the recruitment as this enables recruitment of participants who have the all-time knowledge concerning the research topic (Elo et al. 2014). The saturation of data was used to signal the optimal sample size for this qualitative survey every bit this is the most widely used principle for determining sample size and evaluating its sufficiency (Vasileiou et al. 2018)

The UWE Kinesthesia Research Ethics Committee reviewed and approved this report.

Data analysis

Qualitative thematic assay (Braun and Clarke 2006) was used to explore SUBH workshop participant's responses to four open-ended questions regarding their fears, strategies, and their awareness of possible academy support in giving presentations and public speaking.

The 4 open-ended questions were:

1. What are your main issues/fears in public speaking (including presentations)?

2. What strategies have you used to reduce your fearfulness of public speaking (including presentations)?

3. Does your fear of public speaking affect your pupil experience of higher education?

4. How could the university support you lot and other students with a fear of public speaking?

The thematic analysis method used was non based on a philosophical premise only guided by the six stages identified past Braun and Clarke (2006), namely: familiarising yourself with your data; generating initial codes; searching for themes; reviewing themes; defining and naming themes; and producing the report.

Although thematic assay has become the almost commonly used qualitative data analysis method, one of the criticisms is that researchers rarely report in depth on the process of doing the analysis (McClean et al. 2020). This criticism has been partly addressed by describing and following the six stages (Braun and Clarke 2006) in a higher place in conducting the thematic analysis in this qualitative survey.

The lead researchers (RG) and JW initially coded the responses to the four open up-concluded questions and searched for themes independently to ensure inter-lawmaking reliability (Cook 2012). The two researchers so met up and discussed the coding, reviewed, defined, and named the final themes from the data.

Results

Xl-six undergraduate and postgraduate students attention the SUBH workshops on three of the university campuses participated in this study; 33 females (72%), 7 males (15%), and 6 participants (13%) did not written report their gender. Most participants answered all 4 open questions although some individual open questions were non completed.

The following 6 final main themes were developed subsequently thematic analysis and discussion between 2 of the researchers (RG and JW), namely: fear of being judged; physical symptoms; doubt about the topic; negative effect on university experience; practise and preparation; more than practical back up needed (run across Figure 1).

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

Published online:

15 July 2021

Figure ane. Schematic representation of the vi main themes

Figure 1. Schematic representation of the half dozen chief themes

Fear of being judged

This theme was a direct response to the first open question request what the main issues/fears in public speaking and oral presentations were that students experienced. The fear of existence judged is an external fright that related strongly to the fact that many students felt uncomfortable standing up and speaking in front of an audience:

'Don`t like people looking at me'.

'Standing upwards in front of people'.

'Talking in front of a large audience'.

'Fright of standing upwards in front of a grouping of people who are focussing on me'.

Related to standing up in forepart of an audition the overwhelming response was that students felt they were being judged:

Fear of being judged. (This comment was expressed by many students in the study)

Closely related to existence judged was the concern virtually audience reaction to the student speaking in public:

'Worried of what people will recall'.

'Worry that people are non interested'.

'The audience may not be interested in what I say'.

'That people volition laugh at me'.

This feeling of 'being judged' may limit a student'southward ability in oral assessments when they are assessed and graded on their presentation. This overriding fear may limit the ability to demonstrate knowledge and agreement, intellectual skills and fully address the oral presentation cess guidelines. Further to formal oral assessments, the business organization of 'being judged' may limit active learning with respect to request questions and interacting with peers during seminars and other learning opportunities. Existence perceived favourably becomes a greater priority than participating in a learning opportunity or communicating with the group.

Physical symptoms

This theme was in direct response to the first open question asking what the main problems/fears in public speaking and oral presentations were that students experienced. This theme is a combination of internal and external fears, and a articulate example of the physical signs/symptoms and 'flight or fight' response to an external stimulus/fear:

'Physical clues I am nervous eastward.g. shaking hands, tongue-tied speech'.

'Panic attack that would stop me communicating'.

'Going red/blushing'.

" Throat seems dry, hands sweaty and emotional experience is overwhelming enough to cause me to go tearful."

'Going red when I start to talk.'

"Physical symptoms of stress

These physical symptoms would direct touch on a educatee's feel of public speaking and would negatively affect their learning. The in a higher place described concrete symptoms are related to the higher up theme 'fright of being judged' as the innate fear would be on brandish and clearly identifiable by others.

Incertitude about the topic

This theme was also closely related to the starting time open question on what the main bug, and, or fears in public speaking and oral presentations were that students experienced. This theme is an internal fearfulness about the topic, although also related to external fears, audience reaction, and a prevalent response in this survey:

'Making a error'.

'Forgetting parts of what I need to say'.

'Forgetting what I`m supposed to say, causing me to mess up even more'. "Coming across that I don`t know what I`m on about."

'My main issues/fears in public speaking is that I am agape of any kind of mistakes'.

'Getting it wrong'.

Dubiousness about the topic is an aspect of public speaking that appears to relate to how the audience may respond negatively to a student who has a lack of subject knowledge. This theme`s focus appears to be related to making mistakes and getting information wrong. This desire to not go anything wrong, striving for perfection may increase stress and anxiety levels in relation to public speaking. Managing expectations away from a perfect commitment and towards an increased knowledge and understanding of the topic may be a cardinal method to decrease fear and is a uncomplicated strategy in relation to reducing public speaking fearfulness.

Negative result on university experience

This theme was in response to the third open up question relating to how public speaking affects student experience in higher teaching. The overwhelming response was one of the negativity and an adverse effect on the individual educatee feel:

'I feel I would be able to attain ameliorate marks if I were able to present more than finer'

'It sometimes stops me from participating in discussions'

It has put me off doing modules because of a presentation element"

Yeah, not actually asking questions so can understand things

'Yeah, it can practise as sometimes my fear obstructs what my educational focus is meant to be'

'Brings anxiety to speak in class'

'I actively never attempted a degree until at present (historic period forty) in role because I knew I would exist expected to present and did not feel able'

This overall negative effect on university experience conspicuously shows that public speaking fear pervades all aspects of the educatee experience and is not but related to oral presentations. The data suggests that students' public speaking fear affects learning in respect of interaction in class, asking questions and anxiety to speak, which are all key aspects to raise learning. Further to fear of public speaking affecting learning, information technology appears to influence cardinal decisions about participating in education, reducing conviction in attending university and impacting progress.

Practicing and preparation

This theme was related to the second open question request students what strategies they used to reduce their fear of public speaking including oral presentations. This theme confirms that although there may be issues with respect to how best to exercise, the bulk of the students we surveyed realise the importance of practicing public speaking:

'Talking presentation throughout loud'.

'Breathing exercises beforehand'.

'Practise before giving presentation e.g. talking to the cats!'

'Recording a practice presentation to view myself'.

'Practice to peers'.

'Present the presentation to a small selection of people, whom I discover intimidating to rehearse the presentation and get ready to when information technology comes to presenting the presentation in front of a large group of highly knowledgeable experts and professionals'.

The data revealed that many students had a articulate idea of the breadth of practice techniques including breathing techniques, recording of presentations, practicing to peers and speaking out loud. All these methods of exercise have been advocated in the literature to increase public speaking proficiency. This awareness of varying exercise techniques is encouraging but does not fully equate with the high levels of feet and fear of public speaking that students overwhelmingly felt in this survey and link to the final theme identified: practical support.

More practical back up needed

This last theme was in response to the quaternary and final open question on how the University could support students with a fright of public speaking. It was acknowledged that the SUBH workshops were of do good to many students, although other suggestions were made for educatee public speaking support:

'Show u.s.a. how! Concrete workshops are effective and essential'.

'Opportunities to practice public speaking in a relaxing atmosphere'.

'Practice sessions and pocket-sized groups'.

"Concord more sessions linked to courses to aid students overcome their

fears".

'Instruction presentation skills as part of the grade'.

'More opportunities for do'.

'Tutorial back up.'

"Perchance incorporate classes into the timetables, not equally mandatory but will permit

students be more enlightened virtually them".

The responses to this question were informative with respect to learning, teaching and student support. Specifically, suggestions were related to tutorial back up, pedagogy presentation skills as office of the course and incorporating public speaking classes into the timetable. Students gave practical and useful public speaking support suggestions that could be adopted at a module, programme, and university-wide level. There was limited data with respect to the quality of support provided, although this was not a specific open question.

Discussion

The main findings from this qualitative survey take clearly indicated that for those students with a fearfulness of public speaking and oral presentations, public speaking tasks have an overall negative effect on learning and the student feel. Specifically, the findings have indicated that many students' master fears are associated with beingness judged, uncertainty about the topic and physical symptoms. This survey besides clearly indicated that most of the students in this written report, although fearful of public speaking, were enlightened of the importance of practice and training. The findings clearly identified the lack of and need for further comprehensive back up for students with a fear of public speaking.

A qualitative written report on cocky-described fears related to public speaking from university and college students in the Usa (LeFebvre, LeFebvre, and Allen 2018) identified 12 common themes from students on an introductory advice course that included both internal and external fears. An important finding from this enquiry was that internal fears deemed for 25% and external fears 75% of student public speaking anxiety. Overall, the most ordinarily reported fear by students (30%) was the external fear 'audience responses', related to perceived attitudes from the audience towards the speaker. These perceived attitudes that students plant challenging included judgement from the audience, being the focus of attending and no interaction from the audience.

The side by side most commonly reported fear (23%) in that written report was an ability to self-regulate. The researchers described this equally students' fear about their own functioning during a speech, which included fears almost their own recall of information or their inability to remember presentation content during a spoken communication (LeFebvre, LeFebvre, and Allen 2018).

In this qualitative survey, two of the key findings or identified themes, 'fear of being judged' (external fright related to the audience) and 'doubtfulness about the topic' (internal fear) are closely related and conspicuously supported in the above pupil self-described fears study (LeFebvre, LeFebvre, and Allen 2018). The 'fear of beingness judged', was clearly related to audition response and most participants expressed fears related to continuing upwardly in front of an audience. More recently, LeFebvre et al. (2020) conducted a written report addressing educatee public speaking feet through an introductory speaking course and institute that 'memory glitches' were the most cited overall public speaking fear. This farther supports the primal theme in this survey 'uncertainty virtually the topic' where forgetting material in public speaking was a predominant fright and occurrence. Farther to internal fears, in a questionnaire concerning fear of public speaking of undergraduate students in higher educational activity, the master findings showed an clan between students with negative self-perceptions of their vocalisation and public-speaking fright (Ferreira Marinho et al. 2017).

In this qualitative survey, 'concrete symptoms' were identified as i of the six principal themes and LeFebvre, LeFebvre, and Allen (2018) also found physiological problems described as 'excessive activation' to be an issue among students.

In respect of physical symptoms, public speaking fear may touch the speaker physically with a dry mouth, increased blood pressure, blushing, sweating, irregular animate, and emotionally in the form of feelings of humiliation and concerns well-nigh looking foolish (Kushner 2004). Well-nigh of these physical symptoms were described past the participants in this survey and could exist related to the 'fight or flight' response. The 'fight or flight' response, is normally short-lived and the restoration of balance or homoeostasis is regulated by the parasympathetic nervous system; withal, it can become dissentious if initiated repeatedly or over prolonged time periods in the absenteeism of a true threat (Chamberlain and Meuret 2017). The majority of the students attention the SUBH library workshops and participating in this survey reported experiencing related 'physical symptoms' with public speaking, some over a long period of time. Apart from the physical symptoms associated with 'fight or flight' response, the positioning of arms and hands may also be associated with anxiety in oral presentations (Tsang 2020). In interview findings from a mixed methods written report of third-level students, presenters were most concerned with their arms and hands (hand trembling) as signs of concrete behaviour showing nervousness that could be seen by the audition (Tsang 2020).

In respect of the theme related to "'more than applied support needed', university students in this study reported that they required more support for public speaking from the academy. Suggestions were made in respect of more workshops, opportunities to do public speaking, and teaching presentations every bit part of a grade and incorporating public speaking classes into the timetable. These findings support previous evidence that establish 89% of the students were interested in public speaking training and would appreciate this every bit an addition to their curriculum (Ferreira Marinho et al. 2017).

There is clear prove on the benefits of support for students with a fear of public speaking that confirms i of the main themes identified in this survey related to 'more practical support needed'. Previous evidence relating to two UK universities, from Russell and Topham (2012), found that some students take identified various barriers to back up, grouped under the themes of invisibility, stigmatisation and lack of confidence. A Personal Report of Public Speaking Anxiety questionnaire was administered at the beginning and end of a course in public speaking, related to educatee feelings towards giving a speech (Tse 2012). The findings revealed that teaching affective strategies to students appears to be an effective way of reducing anxiety in public speaking (Tse 2012). Previous research past Nash, Crimmins, and Oprescu (2016), indicated that the first-year students who completed pre- and post-public speaking exercises and assessments identified greater feelings of satisfaction and less fear, indecision, and defoliation in relation to public speaking and public speaking assessments. More recently, a study of undergraduate students at a big Midwestern university enrolled in an introductory public speaking course which included skills in public speaking supports the prove for introductory communication courses (LeFebvre et al. 2020). The primary findings indicated that well-nigh half of the students reported less anxiety and diminished fears between an initial and subsequent final speech communication (LeFebvre et al. 2020).

The above identified research findings (LeFebvre et al. 2020; Nash, Crimmins, and Oprescu 2016; Tse 2012) were all positive with respect to introductory courses providing much-needed public speaking skills development for students during their time at academy. However, findings from an earlier survey of employers and a compulsory kickoff-year communication course (Clokie and Fourie 2016) found that the communication course may not provide students with sufficient employability skills with respect to acceptable concern advice, including oral and visual presentation skills. Clokie and Fourie (2016) suggest that this gap in communication skills could be addressed by increasing the industry relevance of courses and by including advice skills at all levels of academy learning.

Further to the proposed benefits of practical back up for public speaking was the theme related to 'practicing and preparation', where students reported which strategies they used to reduce their fear of public speaking. The importance of practice was often reported in this theme past many students. The importance of practice is widely known and advocated in respect of public speaking/oral presentations.

Nonetheless, a recently conducted mixed-method study (questionnaire (northward = 211), and semi-structured interviews (n = half-dozen) found opposing views on the importance of practice for improving public speaking skills and reducing fears (Tsang 2020). According to Tsang (2020), the two primary reasons put frontwards by the interviewees were the audition outcome and the effectiveness of the approaches adopted during practice/rehearsals. The audience response may override the efforts of the practice/rehearsal and the approach to do may be ineffective every bit the student may be unaware of appropriate practice skills Tsang (2020). These are of import findings, just as acknowledged by Tsang (2020), more interview participants were needed, including those from various backgrounds (e.yard. secondary-school level; dissimilar ethnic backgrounds) to ensure findings were more than generalisable to students in other contexts.

With respect to the recent COVID-19 pandemic and a motion to online learning (Madzlan, Seng, and Kesevan 2020) found that the employ of video blogs brought significant positive outcomes in reducing public-speaking feet among English language learners. However, a questionnaire of academy students constitute that although online education has positive aspects, the negative elements were mainly related to a lack of communication and cooperation, likewise as the general brake of social contact in the academic context (Karalis and Raikou 2020).

Finally, this survey clearly identified through one of the key themes that apart from oral presentations, public speaking in general had a 'negative effective on students` university feel.' Students expressed concern relating to oral presentations, just also public speaking fear related to participating in discussions, request questions, and fear obstructing their learning. These public speaking fears are supported past previously discussed research evidence that indicated student social anxiety and prevalence in university learning situations (Pörhölä, Almonkari, and Kunttu 2019; Kählke et al. 2019; Russell and Shaw 2009).

According to the Institute for Public Policy Enquiry, student levels of mental distress, and low wellbeing are worsening in UK higher education and are high relative to other sections of the population (Thorley 2017). This negative upshot of public speaking found in participants in this survey, may therefore be a cistron or exacerbate problems related to student mental wellness and wellbeing.

Related to the overall findings of this qualitative survey and participants' fear of public speaking, was the overall negative response that participants gave to most of the open questions. Recent evidence by Tsang (2020) on 3rd students' fear of oral presentations establish a clear relationship between students' self-perceived competence in delivering oral presentations and their levels of anxiety in public speaking. Therefore, farther to the above identified evidence for student public speaking support, is the immense potential value in boosting learners' perceptions of their own presentation delivery skills as a means of lowering their feet (Tsang 2020). Reassurance will be crucial to mitigate the fears identified and help students self-regulate when they engage in public speaking.

Linked to student cocky-perceived competence are excessive perfectionist tendencies which may also contribute to public speaking fright and negativity. An assay of findings from a perfectionism scale completed past 41, 641 American, Canadian, and British university/college students (Curran and Loma 2017) indicated that young people are specially demanding of themselves. This striving for perfection manifests itself in public speaking and is often the default position of many students, who focus on style and slickness of presentation over substance, which in turn may increase the pressure level on themselves and increase their public speaking fright (Grieve 2020).

In respect of public speaking and the negative effect on the student experience, nosotros have run university-wide library based SUBH workshops, for students with a fear of public speaking since 2015 (Grieve 2017). The main emphasis of these SUBH workshops and subsequently published volume (Stand up Upward and Be Heard: Taking the Fear Out of Public Speaking at University; Grieve 2020), which differ from performance-based public speaking preparation, is the focus on actuality. In the workshops, we focussed on the post-obit components that enabled students to become authentic public speakers and reduce their public speaking fearfulness, namely: existence present in the moment; beingness yourself; sensation of vulnerability and letting get of perfection (Grieve 2020). An evaluation (n = 82) of the SUBH workshops and support for students was very positive with 87% of students feeling confident in reviewing and using the authentic public speaking strategies to help manage their fear of presentations/public speaking (Grieve 2018).

Limitations

As there were a disproportionate number of female (72%) compared to male person (15%) students participating in this written report, this may bespeak a gender bias in recruitment. However, some of the evidence does indicate that there is a higher prevalence of public speaking fear among females compared to males (Perveen, Yamna, and Aleemi 2018; Ferreira Marinho et al. 2017). Linked to inclusivity in higher educational activity, there is prove that second language or international students confront anxieties in oral presentations and public speaking (Kao and Craigie 2018). Given the high per centum of international students in Britain higher instruction and the number attending the SUBH workshops, this grouping of students were not purposely included in this qualitative survey. Further limitations might be associated with only recruiting students with a fear of public speaking as opposed to a broader random sample of students in college teaching, which may reduce transferability. An indication of reduced transferability in this study could exist related to data analysis in the open question format every bit the information may not have been sufficiently rich to enable comparison with other related testify (McClean et al. 2020).

The data for this written report was nerveless prior to the COVID-19 pandemic lockdown and subsequent changes to learning and teaching in the form of online and blended learning. Therefore, farther enquiry is required on pupil experiences of online public speaking and oral cess in this new pedagogic mural.

Conclusion and future directions

Overall, this qualitative survey has increased the evidence base with respect to furthering the agreement of student fears of public speaking and adds to the growing evidence that a proportion of university students have a fear of public speaking, specifically oral presentations. This survey has identified six themes that ultimately highlight and include the key indicate that public speaking may have a negative event on students` academy experience. Chiefly, this negative effect on educatee experience related to public speaking, may be a contributing factor in student mental health and wellbeing issues. A key conclusion from this survey and in support of previous prove, is the lack of and need for specific public speaking support for students with a public speaking fear in higher education. The data nerveless suggest that students may prefer more practical support in smaller group workshops in a supportive environment, with a focus on authenticity, letting get of perfection and substance over style as in the previously discussed SUBH workshops. Chiefly, in respect of the demand for public speaking support, the question was not asked in this survey on how students evaluated existing support, this warrants further investigation.

Acceptable student support in public speaking would require advice and collaboration across an establishment and involve input from wellbeing services, library services, written report skills units, academic tutors and private programmes. Farther considerations should include the need for academics and module leaders to ensure they are aware of the fears that many students have effectually public speaking in general and assessed oral presentations.

Further enquiry might include addressing educatee wellbeing with respect to including public speaking learning and pedagogy embedded in the curriculum. Further to the recruitment limitations of this survey in but including students with a fear of public speaking, futurity research might include a wider sample of students with and without public speaking fear. In respect of inclusivity and recognised in the bear witness, international students with a fear of public speaking who nourish UK higher educational activity institutions should also exist actively included in the future public speaking inquiry.

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

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