From Anxiety to Confidence: Strategies to Overcome Speaking Anxiety among ESL Learners in Online Oral Presentations

Abstract

Speaking anxiety is a persistent problem among English as a Second Language (ESL) learners, often impairing effective communication during oral presentations. While extensive research has examined language anxiety, there remains a critical gap in understanding how anxiety manifests in both verbal and non-verbal communication, particularly in the context of online presentations. This gap is compounded by the limited understanding of the underlying strategies employed by ESL learners to mitigate their anxiety during online presentations. This study employed a qualitative methodology that included in-depth interviews with ten ESL learners and three expert educators. Thematic coding of the interview data was conducted using Atlas Ti 22 to capture the perspectives on coping mechanisms. The findings from the interviews highlighted that ESL learners employed seven strategies to cope with anxiety, which were categorized into one internal and six external approaches, indicating a preference for externally oriented coping mechanisms. This study provides new theoretical and practical insights into the complex dynamics of speaking anxiety in online presentations and offers valuable guidance to educators and policymakers in developing interventions tailored to the specific needs of ESL learners in Malaysia. By enhancing our understanding of anxiety triggers and effective strategies, this study aimed to support the development of targeted pedagogical practices that promote greater confidence and communication efficacy among ESL learners.