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All Journal Ethical Lingua: Journal of Language Teaching and Literature International Journal of Community Engagement Payungi
Maria Hidayati
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Challenges Faced by EFL Students in Academic Oral Presentations: A Focus on Speaking Anxiety Moch. Nur Cholis Majid; Nur Mukminatien; Maria Hidayati
International Journal of Community Engagement Payungi Vol. 5 No. 3 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i3.121

Abstract

Academic oral presentation is a fundamental component of higher education, particularly for EFL students who are required to communicate academic content in a foreign language. However, many EFL learners experience substantial difficulties when performing academic oral presentations. This study aims to investigate the challenges encountered by EFL students in delivering academic oral presentations, with a particular focus on speaking anxiety. Employing a descriptive quantitative research design, data were collected from undergraduate EFL students through a self-administered questionnaire measuring emotional, cognitive, social-evaluative, and physiological dimensions of speaking anxiety. The data were analyzed using descriptive statistical techniques to identify dominant patterns of challenges experienced by the students. The findings reveal that EFL students face multifaceted challenges during academic oral presentations, with emotional and social-evaluative anxiety emerging as the most prominent difficulties. Cognitive disruptions, such as mental blocks and difficulty organizing ideas, as well as physiological symptoms, were also commonly reported. These results indicate that speaking anxiety in academic oral presentations is a multidimensional phenomenon influenced by the evaluative nature of academic contexts. The study emphasizes the importance of addressing affective factors in conjunction with linguistic competence in academic speaking instruction, and it provides pedagogical implications for creating supportive presentation environments in EFL higher education contexts. Keywords:  English as a foreign language, academic speaking, oral presentation anxiety, university students, EFL context
Exploring The Relationship between Self-Perceived Communication Competence and Speaking Anxiety in EFL Classrooms Harahap, Afiyah Rizka; Evi Eliyanah; Maria Hidayati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.896

Abstract

This study explores the relationship between self-perceived communication competence (SPCC) and foreign language speaking anxiety (FLSA) among second-year English as a Foreign Language (EFL) students in an Indonesian university context. Using a quantitative correlational design, data were collected from students through the Self-Perceived Communication Competence (SPCC) scale and the Foreign Language Classroom Anxiety Scale (FLCAS). The focus of the study is on students’ experiences of speaking in classroom presentation settings. Statistical analysis reveals a significant negative correlation between SPCC and FLSA, indicating that students who perceive themselves as more communicatively competent tend to experience lower levels of speaking anxiety. These findings are consistent with previous research conducted in other EFL contexts and provide context-specific evidence from Indonesian higher education. The study highlights the importance of students’ self-perceptions in understanding speaking anxiety and suggests that EFL instructors should be attentive to learners’ confidence when designing speaking courses and activities. While limited by its correlational design, the study contributes empirical data that may inform further research on affective factors in EFL speaking classrooms.
Co-Authors Evi Eliyanah Harahap, Afiyah Rizka Moch. Nur Cholis Majid Nur Mukminatien