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Mini review article, speech anxiety in the communication classroom during the covid-19 pandemic: supporting student success.

• The University of Tennessee, Knoxville, TN, United States

A wealth of literature clearly supports the presence of speech anxiety in the communication classroom, especially in those classes with a focus on public speaking and/or presentations. Over the years, much work has been done on intentional approaches to empowering students to effectively manage their speech anxiety in face-to-face, hybrid, and online communication courses. These research-based findings have led to best practices and strong pedagogical approaches that create a supportive classroom culture and foster engaged learning. Then COVID-19 appeared, and things changed. In an effort to keep campuses safe and save the spring semester, everyone jumped online. Many instructors and students were experiencing online education for the first time and, understandably, anxiety exploded. Between the uncertainty of a global pandemic, the unchartered territory of a midterm pivot to fully online education, and the unknown effects of the situation on our educational system, our stress levels grew. Public speaking and presentations took on new meaning with Zoom sessions and webcams and our speech anxiety, undoubtedly, grew, as well. Reflecting upon the scholarship of the past with an appreciation of our present situation and looking toward the future, we will curate a list of best practices to prepare students to effectively manage their speech anxiety with agency, ability, and confidence.

Introduction

It is impossible for Isabella to catch her breath. Her pulse is racing, she is flushed, and her thoughts are a jumbled mess. She is desperately trying to remember her plan, slow her breathing and visualize success but it is impossible to do anything but panic. She is convinced she will embarrass herself and fail her assignment. Why had she postponed taking her public speaking class? Yes, it would have been bad in a “normal” term but now, amidst the coronavirus pandemic, she had to take the class online. Though it seems unimaginable that the class could be more terrifying, add Zoom sessions, internet connection issues, and little engagement with her teacher or classmate and Isabella’s out of control speech anxiety is completely understandable . If you have been in a college classroom, most likely, you have had to deliver a presentation, lead a discussion, or share a poster presentation. If so, you know what speech anxiety is like. Most of us have experienced the racing heart rate, difficulty concentrating and sensory overload characteristic of speech anxiety ( Dwyer, 2012 ). For some of us, like Isabella, the speech anxiety is almost debilitating. Even if you are one of the rare people who does not experience speech anxiety, you probably witnessed your classmates struggle with the stress, worry and insecurity caused by speech anxiety. It was prevalent before the arrival of COVID-19 and now with the stressors associated with the pandemic, virtual learning, and social distancing it will most likely increase. Fortunately, we have the research, resources, and resolve to intentionally craft classroom culture that will support communication success.

Meeting the Challenges of COVID-19

In the early spring of 2020, the coronavirus pandemic arrived in the United States, and required an unprecedented mid-term pivot. Classes rapidly moved from face-to-face instruction to online platforms in days. Teachers who had never taught online were learning while teaching, managing that additional workload while trying to stay connected with students who were worried and often overwhelmed. In addition to the public and personal health concerns of the virus, there were worries about online learning, the economy, and mental health. The bright spot was that in so many classes, the connections had been established before the pivot and so teachers and students were able to engage with familiar people in new ways. It was not an ideal situation but there was a sense that we were all in this together.

The fall of 2020 found many institutions of higher education and their faculty, staff, and students once again engaged in online instruction and it looks like it will be that way for the near future. We were faced with the new challenge of creating supportive and engaging class spaces completely virtual (in many cases) or in hybrid form with some classes combining online coursework with limited in-person instruction. Experience taught us that our students were speech anxious and that we needed to intentionally design safe and engaging spaces to support their success even before the arrival of COVID-19. Our challenge was to adopt a new skillset and look to the online learning community for resources, suggestions, and best practices.

Pandemic Pedagogy

Articles and emerging research on the response to the pandemic at the institutional, classroom, and individual level provide a glimpse into how we can craft virtual classroom spaces that support learning while meeting the needs created by COVID-19. Common themes for solid pandemic pedagogy include a focus on student mental health and well-being ( Gigliotti, 2020 ; Burke, 2021 ), an appreciation of technology challenges and access issues ( Turner et al., 2020 ; Burke, 2021 ; Singh, 2021 ), and a commitment to engaged teaching and learning ( Turner et al., 2020 ; Jenkins, 2021 ; Lederman, 2021 ). The fundamentals of good teaching are the same regardless of the modality and the foundational pedagogical practices are also similar, yet the primary difference is that solid online education has been designed for a virtual modality, not adapted to fit it (Kelly and Westerman, 2016 ). How can we craft safe and supportive online and virtual spaces for students to find, develop, and then actively share? A good place to start is with wayfinding which can “reinforce ways of knowing and problem solving,” ( Petroski and Rogers, 2020 , p. 125). Wayfinding supports efficacy and empowerment while meeting the challenges of pandemic pedagogy and can be incorporated into online communication classes to reduce speech anxiety and build classroom culture.

Speech Anxiety

The fear of public speaking, known as glossophobia, is a common and real form of anxiety ( Sawchuk, 2017 ) affecting as much as 75% of the population ( Black, 2019 ). In the scholarly literature, it is usually referred to as communication anxiety, communication apprehension, or communication avoidance ( Richmond and McCroskey, 1998 ). In more popular sources, such as Harvard Management Communication Letter, it has been called stage fright ( Daly and Engleberg, 1999 ) and speech anxiety ( Getting over speech anxiety, 2001 ). In this work, we will refer to it as speech anxiety as that term most closely targets the experience we are exploring.

Regardless of the label, it is our innate survival mode of flight, fight, or flee in the face of imminent (real or perceived) danger ( Thomas, 1997 ; Dwyer, 1998 ). Our mind feels a threat from a public speaking situation and our body responds accordingly. Common symptoms can include increased heart rate, blood pressure, and breathing; excessive perspiration, skin flush or blush; shaky voice; trembling hands and feet; or dry mouth and nausea ( Thomas, 1997 ; Dwyer, 1998 ; Black, 2019 ).

There are many tips and techniques that can help those with speech anxiety manage their symptoms and communicate effectively across a variety of modalities. Some common strategies include relaxation, visualization, cognitive restructuring, and skills training ( Motley, 1997 ; Thomas, 1997 ; Richmond and McCroskey, 1998 ; Dwyer, 2012 ).

(1) Typical relaxation tips can include mindfulness, deep breathing, yoga, listening to music, and taking long walks,

(2) Visualization involves inviting the speaker to imagine positive outcomes like connecting with their audience, making an impact, and sharing their presentation effectively ( Thomas, 1997 ; Dwyer, 1998 ). It replaces much of the negative self-talk that tends to occur before a speech opportunity and increases our anxiety.

(3) Cognitive restructuring is a more advanced technique with the goal “to help you modify or change your thinking in order to change your nervous feelings,” ( Dwyer, 2012 , p. 93). In essence, it involves replacing negative expectations and anxious feelings about public speaking opportunities with more positive and self-affirming statements and outlooks.

(4) Skills training is what we do in our classrooms and during professional workshops and trainings. It can include exploring speech anxiety and discussing how common it is as well as ways to effectively manage it ( Dwyer, 2012 ). It also involves analysis of the component parts, such as delivery and content ( Motley, 1997 ) practicing and delivering speeches in low stakes assignments, collaborating with classmates, and engaging in active listening ( Simonds and Cooper, 2011 ).

Ideally, solid skills training introduces the other techniques and encourages individuals to experiment and discover what works best for them. There is no one-size-fits-all solution to speech anxiety.

Classroom Culture

According to the Point to Point Education website, “Classroom culture involves creating an environment where students feel safe and free to be involved. It’s a space where everyone should feel accepted and included in everything. Students should be comfortable with sharing how they feel, and teachers should be willing to take it in to help improve learning,” ( Point to Point Education, 2018 , paragraph 2). Regardless of subject matter, class size, format, or modality, all college classes need a supportive and engaging climate to succeed ( Simonds and Cooper, 2011 ). Yet having a classroom culture that is supportive and conducive to lowering anxiety is especially critical in public speaking courses ( Stewart and Tassie, 2011 ; Hunter et al., 2014 ). Faculty are expected to engage and connect with students and do so in intentional, innovative, and impactful ways. These can be simple practices, like getting to know students quickly and referring to them by their preferred name, such as a middle name or shortened first name ( Dannels, 2015 ), or more elaborate practices like incorporating active learning activities and GIFTS (Great Ideas for Teaching Students) throughout the curriculum ( Seiter et al., 2018 ). We want to create a positive and empowering classroom climate that offers equitable opportunities for all students to succeed. As educators, we can infuse empathy, spontaneity, and equality into our pedagogy while being mindful of different learning styles and committed to supporting diversity and inclusion ( Simonds and Cooper, 2011 ; Dannels, 2015 ). Furthermore, our communication classrooms need to be intentional spaces where challenges, such as anxiety disorders, mental health issues, learning disabilities and processing issues, are supported and accommodated ( Simonds and Hooker, 2018 ).

Ideally, we want to cultivate a classroom culture of inquiry, success, and connection. We also want to foster immediacy, the “verbal and nonverbal communication behaviors that enhance physical and psychological closeness,” ( Simonds and Cooper, 2011 , p. 32). Multiple studies support that teachers who demonstrate immediate behaviors are regarded as more positive, receptive to students, and friendly ( Simonds and Cooper, 2011 ). As teachers and scholars, we want to make a positive impact. Dannels (2015) writes that “teaching is heart work,” (p. 197) and she is right. It demands an investment of our authentic selves to craft a climate of safety and support where comfort zones are expanded, challenges are met, and goals are reached.

Educators need to be mindful of and responsive to the challenges COVID-19 presents to the health and well-being of our students, colleagues, and communities. In May of 2020, the National Communication Association (NCA) devoted an entire issue of its magazine to “Communication and Mental Health on campus 2020,” ( Communication and mental health on campus, 2020 ) highlighting the importance of this issue in our communication education spaces. Suggestions included learning more about mental health issues, engaging in thoughtful conversations, listening intentionally and actively, promoting well-being, and serving as an advocate and ally ( Communication and mental health on campus, 2020 ).

Scholarship about instructional communication, computer mediated communication and online education ( Kelly and Fall, 2011 ) offers valuable insights into effective practices and adaptations as we intentionally craft engaging and supportive spaces, so our students feel empowered to use their voice and share their story, even those with high speech anxiety. Instructional communication scholars focus on the effective communication skills and strategies that promote and support student success and an engaged learning environment ( Simonds and Cooper, 2011 ).

General strategies to teach effectively during the pandemic can be helpful and easily adaptable to our public speaking classrooms. Being flexible with assignments, deadlines and attendance can support student success and well-being as can creativity, engagement activities, and appealing to different learning styles and strengths ( Mahmood, 2020 ; Singh, 2021 ). It seems everyone is presenting virtually now, not just in our communication classrooms and that can take some getting used to. Educators can model and promote effective communication by being conversational and engaging and empathizing with the many challenges everyone is facing ( Gersham, 2020 ; Gigliotti, 2020 ; Jenkins, 2021 ; Singh, 2021 ).

This is also a great opportunity to innovate and cultivate a new classroom climate looking at communication in a new way for a new, digital age. During this time of change we can harness opportunities and encourage our students to develop the skillsets needed to communicate effectively during COVID-19 and after. Preparing them as digital communicators with a focus on transferable and applicable skills would help them in other classes and the job market ( Ward, 2016 ). Innovations to our courses, assessment tools, and learning outcomes can all happen now, too ( Ward, 2016 ). This is the time to innovate our course experiences across all modalities, reinvent what public speaking means in the modern, digital age and intentionally craft learning spaces for all students in which speech anxiety is intentionally addressed and effectively managed.

Best Practices

(1) Be flexible, as a matter of practice not exception. Speech anxiety was experienced by most students to some degree and was debilitating for some pre-pandemic and adds another layer of stress for students who are capable and resilient yet dealing with a lot. Podcasts are a common communication medium and may ease the anxiety of some students while highlighting the importance of word choice, rate, and tone. They also involve less bandwidth and technology and may be easier for many students to create.

(2) Reframe communication as a skill of the many, not just the few. Highly speech anxious students tend to believe they are the only ones who have a fear of presenting and only certain, confident individuals can present well. Neither of these are true. If we reframe presentations as conversations, demystify speech anxiety by discussing how common it is, and empower our students with the knowledge that they can effectively communicate, we can reduce anxiety, build confidence, and develop important skills that transcend disciplines and promote self-efficacy.

(3) Build a community of support and success. When we see our students as individuals, celebrate connection and collaboration, and actively engage to learn and grow, we co-create an impactful and empowering space that supports success not by being rigid and demanding but by being innovative, intentional, and inspiring.

Author Contributions

I am thrilled to contribute to this project and explore ways we can empower our students to effectively manage their speech anxiety and share their stories.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords: speech anxiety, public speaking anxiety, instructional communication, communication pedagogy, Best Practices

Citation: Prentiss S (2021) Speech Anxiety in the Communication Classroom During the COVID-19 Pandemic: Supporting Student Success. Front. Commun. 6:642109. doi: 10.3389/fcomm.2021.642109

Received: 15 December 2020; Accepted: 08 February 2021; Published: 12 April 2021.

Reviewed by:

Copyright © 2021 Prentiss. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Suzy Prentiss, [email protected]

This article is part of the Research Topic

Cultural Changes in Instructional Practices Due to Covid-19

Handbook of Social and Evaluation Anxiety pp 455–474 Cite as

Speech Anxiety

• William J. Fremouw 2 &
• Joseph L. Breitenstein 2  

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5 Citations

Speech anxiety is a popularly researched area, probably due to its prevalence, the availability of subjects (usually college students), and its similarity to common clinical presentations of anxiety (Turner, Beidel, & Larkin, 1986). Of adults, 25% report “much” fear when speaking before a group (Borkovec & O’Brien, 1976). Interestingly, the definition of speech anxiety is often ambiguous and frequently goes unstated, but it is most often defined by the particular dependent measures used (e.g., questionnaires; Watson & Friend, 1969). For this chapter, speech anxiety is defined as maladaptive cognitive and physiological reactions to environmental events that result in ineffective public speaking behaviors.

• Social Anxiety
• Irrational Belief
• Relaxation Training
• Public Speaking
• Coping Statement

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Fremouw, W.J., Breitenstein, J.L. (1990). Speech Anxiety. In: Leitenberg, H. (eds) Handbook of Social and Evaluation Anxiety. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2504-6_15

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PUBLIC SPEAKING ANXIETY

The fear of public speaking is the most common phobia ahead of death, spiders, or heights. The National Institute of Mental Health reports that public speaking anxiety, or glossophobia, affects about 40%* of the population. The underlying fear is judgment or negative evaluation by others. Public speaking anxiety is considered a social anxiety disorder. * Gallup News Service, Geoffrey Brewer, March 19, 2001.

The fear of public speaking is worse than the fear of death

Evolution psychologists believe there are primordial roots. Our prehistoric ancestors were vulnerable to large animals and harsh elements. Living in a tribe was a basic survival skill. Rejection from the group led to death. Speaking to an audience makes us vulnerable to rejection, much like our ancestors’ fear.

A common fear in public speaking is the brain freeze. The prospect of having an audience’s attention while standing in silence feels like judgment and rejection.

Why the brain freezes

The pre-frontal lobes of our brain sort our memories and is sensitive to anxiety. Dr. Michael DeGeorgia of Case Western University Hospitals, says: “If your brain starts to freeze up, you get more stressed and the stress hormones go even higher. That shuts down the frontal lobe and disconnects it from the rest of the brain. It makes it even harder to retrieve those memories.”

The fight or flight response activates complex bodily changes to protect us. A threat to our safety requires immediate action. We need to respond without debating whether to jump out of the way of on oncoming car while in an intersection. Speaking to a crowd isn’t life threatening. The threat area of the brain can’t distinguish between these threats.

Help for public speaking anxiety

We want our brains to be alert to danger. The worry of having a brain freeze increases our anxiety. Ironically, it increases the likelihood of our mind’s going blank as Dr. DeGeorgia described. We need to recognize that the fear of brain freezing isn’t a life-or-death threat like a car barreling towards us while in a crosswalk.

Change how we think about our mind going blank.

De-catastrophize brain freezes . It might feel horrible if it happens in the moment. The audience will usually forget about it quickly. Most people are focused on themselves. We’ve handled more difficult and challenging situations before. The long-term consequence of this incident is minimal.

Leave it there . Don’t dwell on the negative aspects of the incidents. Focus on what we can learn from it. Worry that it will happen again will become self-fulfilling. Don’t avoid opportunities to create a more positive memory.

Perfectionism won’t help . Setting unachievable standards of delivering an unblemished speech increases anxiety. A perfect speech isn’t possible. We should aim to do our best instead of perfect.

Silence is gold . Get comfortable with silence by practicing it in conversations. What feels like an eternity to us may not feel that way to the audience. Silence is not bad. Let’s practice tolerating the discomfort that comes with elongated pauses.

Avoidance reinforces . Avoiding what frightens us makes it bigger in our mind. We miss out on the opportunity to obtain disconfirming information about the trigger.

Rehearse to increase confidence

Practice but don’t memorize . There’s no disputing that preparation will build confidence. Memorizing speeches will mislead us into thinking there is only one way to deliver an idea. Forgetting a phrase or sentence throw us off and hastens the brain freeze. Memorizing provides a false sense of security.

Practice with written notes. Writing out the speech may help formulate ideas. Practice speaking extemporaneously using bullet points to keep us on track.

Practice the flow of the presentation . Practice focusing on the message that’s delivered instead of the precise words to use. We want to internalize the flow of the speech and remember the key points.

Practice recovering from a brain freeze . Practice recovery strategies by purposely stopping the talk and shifting attention to elsewhere. Then, refer to notes to find where we left off. Look ahead to the next point and decide what we’d like to say next. Finally, we’ll find someone in the audience to start talking to and begin speaking.

Be prepared for the worst . If we know what to do in the worst-case scenario (and practice it), we’ll have confidence in our ability to handle it. We do that by preparing what to say to the audience if our mind goes blank. Visualizing successful recovery of the worst will help us figure out what needs to be done to get back on track.

Learn to relax

Remember to breathe . We can reduce anxiety by breathing differently. Take slow inhalations and even slower exhalations with brief pauses in between. We’ll be more likely to use this technique if practiced in times of low stress.

Speak slowly . It’s natural to speed up our speech when we are anxious. Practice slowing speech while rehearsing. When we talk quickly, our brain sees it is a threat. Speaking slowly and calmly gives the opposite message to our brain.

Make eye contact with the audience . Our nerves might tell us to avoid eye contact. Making deliberate eye contact with a friendly face will build confidence and slow our speaking.

Join a group . Practice builds confident in public speaking. Groups like Toastmasters International provide peer support to hone our public speaking skill. Repeated exposure allows us to develop new beliefs about our fear and ability to speak in public.

The fear of our mind going blank during a speech is common. Job advancement or college degree completion may be hampered by not addressing this fear.

How to Get Help for Social Anxiety

The National Social Anxiety Center (NSAC) is an association of independent Regional Clinics and Associates throughout the United States with certified cognitive-behavioral therapists (CBT) specializing in social anxiety and other anxiety-related problems.

Find an NSAC Regional Clinic or Associate which is licensed to help people in the state where you are located.

Places where nsac regional clinics and associates are based.

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How to Manage Public Speaking Anxiety

Arlin Cuncic, MA, is the author of "Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder" and "7 Weeks to Reduce Anxiety." She has a Master's degree in psychology.

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

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Speech Anxiety and SAD

How to prepare for a speech.

Public speaking anxiety, also known as glossophobia , is one of the most commonly reported social fears.

While some people may feel nervous about giving a speech or presentation if you have social anxiety disorder (SAD) , public speaking anxiety may take over your life.

Public speaking anxiety may also be called speech anxiety or performance anxiety and is a type of social anxiety disorder (SAD). Social anxiety disorder, also sometimes referred to as social phobia, is one of the most common types of mental health conditions.

Public Speaking Anxiety Symptoms

Symptoms of public speaking anxiety are the same as those that occur for social anxiety disorder, but they only happen in the context of speaking in public.

If you live with public speaking anxiety, you may worry weeks or months in advance of a speech or presentation, and you probably have severe physical symptoms of anxiety during a speech, such as:

• Pounding heart
• Quivering voice
• Shortness of breath
• Upset stomach

Causes of Public Speaking Anxiety

These symptoms are a result of the fight or flight response —a rush of adrenaline that prepares you for danger. When there is no real physical threat, it can feel as though you have lost control of your body. This makes it very hard to do well during public speaking and may cause you to avoid situations in which you may have to speak in public.

How Is Public Speaking Anxiety Is Diagnosed

Public speaking anxiety may be diagnosed as SAD if it significantly interferes with your life. This fear of public speaking anxiety can cause problems such as:

• Changing courses at college to avoid a required oral presentation
• Changing jobs or careers
• Turning down promotions because of public speaking obligations
• Failing to give a speech when it would be appropriate (e.g., best man at a wedding)

If you have intense anxiety symptoms while speaking in public and your ability to live your life the way that you would like is affected by it, you may have SAD.

Public Speaking Anxiety Treatment

Fortunately, effective treatments for public speaking anxiety are avaible. Such treatment may involve medication, therapy, or a combination of the two.

Short-term therapy such as systematic desensitization and cognitive-behavioral therapy (CBT) can be helpful to learn how to manage anxiety symptoms and anxious thoughts that trigger them.

Ask your doctor for a referral to a therapist who can offer this type of therapy; in particular, it will be helpful if the therapist has experience in treating social anxiety and/or public speaking anxiety.

Research has also found that virtual reality (VR) therapy can also be an effective way to treat public speaking anxiety. One analysis found that students treated with VR therapy were able to experience positive benefits in as little as a week with between one and 12 sessions of VR therapy. The research also found that VR sessions were effective while being less invasive than in-person treatment sessions.

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If you live with public speaking anxiety that is causing you significant distress, ask your doctor about medication that can help. Short-term medications known as beta-blockers (e.g., propranolol) can be taken prior to a speech or presentation to block the symptoms of anxiety.

Other medications may also be prescribed for longer-term treatment of SAD, including selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs). When used in conjunction with therapy, you may find the medication helps to reduce your phobia of public speaking.

In addition to traditional treatment, there are several strategies that you can use to cope with speech anxiety and become better at public speaking in general . Public speaking is like any activity—better preparation equals better performance. Being better prepared will boost your confidence and make it easier to concentrate on delivering your message.

Even if you have SAD, with proper treatment and time invested in preparation, you can deliver a successful speech or presentation.

Pre-Performance Planning

Taking some steps to plan before you give a speech can help you better control feelings of anxiety. Before you give a speech or public performance:

• Choose a topic that interests you . If you are able, choose a topic that you are excited about. If you are not able to choose the topic, try using an approach to the topic that you find interesting. For example, you could tell a personal story that relates to the topic as a way to introduce your speech. This will ensure that you are engaged in your topic and motivated to research and prepare. When you present, others will feel your enthusiasm and be interested in what you have to say.
• Become familiar with the venue . Ideally, visit the conference room, classroom, auditorium, or banquet hall where you will be presenting before you give your speech. If possible, try practicing at least once in the environment that you will be speaking in. Being familiar with the venue and knowing where needed audio-visual components are ahead of time will mean one less thing to worry about at the time of your speech.
• Ask for accommodations . Accommodations are changes to your work environment that help you to manage your anxiety. This might mean asking for a podium, having a pitcher of ice water handy, bringing in audiovisual equipment, or even choosing to stay seated if appropriate. If you have been diagnosed with an anxiety disorder such as social anxiety disorder (SAD), you may be eligible for these through the Americans with Disabilities Act (ADA).
• Don’t script it . Have you ever sat through a speech where someone read from a prepared script word for word? You probably don’t recall much of what was said. Instead, prepare a list of key points on paper or notecards that you can refer to.
• Develop a routine . Put together a routine for managing anxiety on the day of a speech or presentation. This routine should help to put you in the proper frame of mind and allow you to maintain a relaxed state. An example might be exercising or practicing meditation on the morning of a speech.

Practice and Visualization

Even people who are comfortable speaking in public rehearse their speeches many times to get them right. Practicing your speech 10, 20, or even 30 times will give you confidence in your ability to deliver.

If your talk has a time limit, time yourself during practice runs and adjust your content as needed to fit within the time that you have. Lots of practice will help boost your self-confidence .

• Prepare for difficult questions . Before your presentation, try to anticipate hard questions and critical comments that might arise, and prepare responses ahead of time. Deal with a difficult audience member by paying them a compliment or finding something that you can agree on. Say something like, “Thanks for that important question” or “I really appreciate your comment.” Convey that you are open-minded and relaxed. If you don’t know how to answer the question, say you will look into it.
• Get some perspective . During a practice run, speak in front of a mirror or record yourself on a smartphone. Make note of how you appear and identify any nervous habits to avoid. This step is best done after you have received therapy or medication to manage your anxiety.
• Imagine yourself succeeding . Did you know your brain can’t tell the difference between an imagined activity and a real one? That is why elite athletes use visualization to improve athletic performance. As you practice your speech (remember 10, 20, or even 30 times!), imagine yourself wowing the audience with your amazing oratorical skills. Over time, what you imagine will be translated into what you are capable of.
• Learn to accept some anxiety . Even professional performers experience a bit of nervous excitement before a performance—in fact, most believe that a little anxiety actually makes you a better speaker. Learn to accept that you will always be a little anxious about giving a speech, but that it is normal and common to feel this way.

Setting Goals

Instead of trying to just scrape by, make it a personal goal to become an excellent public speaker. With proper treatment and lots of practice, you can become good at speaking in public. You might even end up enjoying it!

Put things into perspective. If you find that public speaking isn’t one of your strengths, remember that it is only one aspect of your life. We all have strengths in different areas. Instead, make it a goal simply to be more comfortable in front of an audience, so that public speaking anxiety doesn’t prevent you from achieving other goals in life.

A Word From Verywell

In the end, preparing well for a speech or presentation gives you confidence that you have done everything possible to succeed. Give yourself the tools and the ability to succeed, and be sure to include strategies for managing anxiety. These public-speaking tips should be used to complement traditional treatment methods for SAD, such as therapy and medication.

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Hinojo-Lucena FJ, Aznar-Díaz I, Cáceres-Reche MP, Trujillo-Torres JM, Romero-Rodríguez JM. Virtual reality treatment for public speaking anxiety in students. advancements and results in personalized medicine .  J Pers Med . 2020;10(1):14. doi:10.3390/jpm10010014

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By Arlin Cuncic, MA Arlin Cuncic, MA, is the author of "Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder" and "7 Weeks to Reduce Anxiety." She has a Master's degree in psychology.

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Speech Anxiety

Most people experience some level of speech anxiety when they have to speak in front of a group; in fact, public speaking is many people’s greatest fear. Speech anxiety can range from a slight feeling of “nerves” to a nearly incapacitating fear. Some of the most common symptoms of speech anxiety are: shaking, sweating, butterflies in the stomach, dry mouth, rapid heartbeat, and squeaky voice. Although it is often impossible to completely eliminate speech anxiety there are a variety of ways to deal with it and even make it work to your advantage.

About Speech Anxiety

Experiencing speech anxiety is normal. Nearly everyone gets nervous when they have to give a speech or a presentation, even experienced speakers. The speakers that look relaxed and confident have simply learned how to handle their anxiety and use it to enhance their performance.

Most of your anxiety is not visible to the audience. You may feel like you are shaking uncontrollably but people in the audience probably cannot even tell. Gain confidence from the fact that you are the only one who knows how nervous you are.

The audience wants you to succeed. Novice speakers commonly feel that the people in the audience are extremely critical and want them to fail. This is very rarely the case. Think about situations where you have been an audience member. Did you want the speaker to fail? Probably not, in fact we are usually quite supportive of speakers and may even feel bad for them if they stumble over a word or lose their train of thought. Most audiences you will address as a student are rooting for you.

Anxiety decreases as a speech progresses. Speech anxiety is usually worst right before a speech and at the beginning of the speech. Most people find that once they get through the introduction their anxiety begins to decrease and confidence increases.

Tips for Dealing with Speech Anxiety

Before the speech . . ..

Identify the cause of your nervousness. Write down the reasons why you are nervous to give a speech or presentation. If you come up with something like, “I’m afraid I’ll look stupid” dig a little deeper. What would make you look stupid? You may find that you are really afraid that you will forget what you wanted to say. This will help you pinpoint specific things to work on. If you are afraid you will forget what you wanted to say then spending extra time practicing your speech should reduce that anxiety.

Choose topics that you are interested in. We do not always get to choose topics that we speak about. If you are able to choose your topic pick one that interests you. It is much easier to spend time researching and preparing a presentation on a topic that you care about than one you have no interest in. You will also be more inclined to display enthusiasm about a topic that you enjoy.

Prepare your speech early and thoroughly. Having to prepare a speech at the last minute will only increase your anxiety. After you have prepared your speech PRACTICE, PRACTICE, PRACTICE!! Practice delivering your speech at least 7 to 10 times before your actual presentation. Be sure that you know the organization of your main points to avoid losing your place. Watch yourself in the mirror while you deliver your speech, this will allow you to see your gestures and body language and practice making eye contact. You can also give your speech to friends or family members and ask them for feedback. Audio or videotaping your speech are other ways to evaluate and improve your delivery. If you are given a time limit for your presentation be sure to use a stopwatch as you give your speech. Time each practice run and make changes to ensure that you will be able to stay within your allotted time. Keep in mind that most of us speak more quickly when we are in front of a real audience.

Know your topic. If you have researched the topic thoroughly you will be certain that you are presenting accurate information and you will be able to answer questions that the audience may ask. These things will greatly increase your confidence.

Be aware of the speech situation. One of the hardest things for a speaker to deal with is a surprise. While we cannot completely avoid surprises we can minimize them. Make sure that you are aware of all aspects of the speech situation ahead of time. Know your time limit, the size of your audience, the make-up of your audience (see audience analysis), what equipment you will have available to you (computer, overhead, podium, easel, etc.), and any other details that may affect your presentation. Also, if you are using any type of technology in your speech (i.e. a PowerPoint presentation) be sure that you have a back-up plan (see Visual Aids and Technology). Technology can be a wonderful tool but it can also be unpredictable.

Set realistic expectations. No one is perfect. Public speaking is difficult to master even seasoned speakers make mistakes. Instead of telling yourself that you have to deliver your speech flawlessly, think realistic things like, “If I lose my place I will calmly scan my notes and then continue my speech” or “Small mistakes aren’t going to ruin my speech.”

Replace negative thoughts with positive ones and visualize success. Thinking negative thoughts increases anxiety. When a negative thought comes to mind try to immediately replace it with positive thoughts. For example, if you think, “I’m going to forget what to say and just stand there,” replace that with thoughts like, “I’ve done a great deal of research and I know this topic well” and “I have practiced my speech many times and I’m going to deliver it just like I practiced.” Other performers such as athletes and musicians have found that visualization can be a powerful tool to improve performance. See yourself delivering the speech with confidence and successfully conveying your message.

Continue gaining experience. One of the best ways to combat speech anxiety is to gain speaking experience. Take any opportunity that you have to speak in public. Speak in your classes or volunteer to give presentations for groups you are involved in - anything that gives you a chance to hone your speaking skills.

On the day of the speech . . .

Exercise. Exercising on the day of a speech can help reduce anxiety and stress.

Use relaxation techniques. Simple relaxation techniques lessen anxiety and allow them to focus on the task at hand. Some of the most common relaxation techniques are: taking deep breaths, tightening and then relaxing your muscles, and visualizing a peaceful scene.

Accept fear and use it. Accept the fact that you are nervous (remember it’s normal to experience speech anxiety) and use that nervous energy to enhance your delivery. Use the extra adrenaline that you get from fear to invigorate your gestures and enthusiasm about your topic. Remember, even the best speakers get nervous, but they use it to their benefit.

Wear clothes that you feel confident in. Most of us have a few outfits that we feel particularly comfortable and confident in. These are good things to wear when you present a speech. If you feel good about how you look standing in front of your audience, you can put all of your focus on your message. You do not want to distract your audience or yourself by adjusting your clothes or hair during your speech.

Act confident and do not profess your anxiety to the audience. Remember that your nervousness is usually invisible to your audience. If you act confident your audience will assume that you are. This can become a positive circular process: the audience gives you the respect of a competent speaker, you receive positive feedback that gives you more confidence in your ability, and the audience gives you more respect. A common mistake that novice speakers make is telling the audience that they are nervous. This does not lessen your anxiety and it tends to make your audience uncomfortable since they want you to succeed. Acting confident is a much more effective strategy.

Find friendly faces in the crowd. While you are speaking find one or two people in the audience that are giving you positive feedback (nodding in agreement, smiling when appropriate, etc.). When you feel nervous make eye contact with those people. Their friendly faces will give you encouragement.

Find ways to hide your anxiety. If your mouth goes dry, be sure to bring a glass of water with you when you speak. If you sweat excessively, wear clothes that will not allow your audience to detect it. If your hands shake, use gestures that mask the shaking.

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SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN ORAL COMMUNICATION IN CONTEXT

This study analyzed the level of the speech anxiety of Grade 11 students of Polillo National High School and their academic performance in Oral Communication in Context. This descriptive study was conducted among 247 Grade 11 students of Polillo National High School. Frequency, percentage, weighted mean, and Pearson product moment correlation coefficient (Pearson r) were used in analyzing and interpreting the data. Results revealed that majority of the respondents were 17 years old, female residents of Brgy. Poblacion taking General Academic Strand. The manifestation of speech anxiety among them were sometimes experienced which is usually elevated heart rate or fast heart rate. They experienced moderate anxiety which means it is still manageable and treatable. The students’ speech anxiety is also not related to their academic performance which could mean there are other factors that may be more or significantly contributory to the students’ academic performance. There is a need to conduct further studies on other group of respondents with different profile and locale to determine who are in need of assistance in terms of speech anxiety. Key words: speech anxiety, oral communication, communication skill

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ABSTRACT ESCLANDA, MARIA CARMELA RACHEL G. DISCOURSE MARKERS IN PHILIPPINE DRUG TRIAL PROCEEDINGS. Unpublished Master’s Thesis. Sacred Heart College, Lucena City, May 2019 (Jhonathan S. Cadavido, Ph.D., Thesis Adviser). This study was aimed at determining the discourse markers in Philippine drug trial proceedings. The study considered the discourse markers found in Philippine Drug Trials; its functions; and its structure. This study employed discourse analysis method using qualitative and quantitative approach focusing on discourse markers in drug trial proceedings. The quantitative approach was used to show the number of occurrences of discourse markers in drug trial proceedings. Thus, it used Fung and Carter’s (2007) Core Functional Paradigm to identify the function of discourse markers and Knott’s Five Syntactic Category to identify the structure of discourse markers. As a result of the study, the discourse markers in the spoken text in the Philippine drug trial proceedings were classified into interpersonal, referential, structure and cognitive is based on Fung and Carter’s Core Functional Paradigm. Based on the Knott’s (1966) Five syntactic category, discourse markers in the spoken text of Philippine drug trial proceedings were analyzed as to coordinators, subordinators, conjunctive adverbs, prepositional adverbs, phrases which take sentential complements. Based on the findings and conclusion, the following recommendations were formulated referential category obtained the highest frequency. This was because expressions were noteworthy in legal discourse. Omitting can result to alteration of meaning. Referential category is followed by structural while referential category and cognitive category does not exist. Moreover, it is recommended that Law teachers may use the concept of discourse markers in analyzing the ways on how the learners present their ideas logically and critically as indicated by the discourse markers use. They also analyzed the speaking skills of the learners in the context of Philippine English by focusing on how the learners show responses, continue conversations, open and close topics, mark shared knowledge, summarize topics, provide corrections and elaborations, show topic shifts, and other ways on presenting their views. Also, Language researchers may work on a comparative study on the analysis of structures and functions of discourse markers using other Philippine drug trial proceedings. They may also conduct a study on the socio-linguistic features of the Philippine drug trial proceedings. Keywords: discourse markers, functions, coordinators, subordinators, conjunctive adverbs, prepositional phrases, phrases which take sentential complements

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Speech anxiety

Being nervous and anxious are normal reactions when preparing and delivering a speech. There is no real way to completely remove these feelings, but there are some ways to lessen them or to even use them to enhance the speech.

Confidence in the content and importance of a speech will take away most anxiety. It is hard to be confident if time has not been spent preparing and practicing. Remember a speech does NOT have to be perfect. They are meant to be a conversation with the audience.

Procrastination is the enemy

• Information will come more naturally to you as you are speaking
• The need to refer to notes lessens the more you practice making you more confident

Topic selection

• Select a topic that is familiar—allows you to have a connection with the topic. This connection will show as you relate information to the audience.
• Convey your enthusiasm about your topic to your audience
• Keep the speech conversational—comfort with the topic will make it easier for you to relay your thoughts and findings to the audience.

Be prepared

The more prepared you are for your speech the more familiar the information will be to you, allowing for your memory to fill in gaps as you are giving the speech.

• The more you know about the topic, the more confident you will be with the information you are relaying
• Having a prepared outline gives you a safety net. You may never refer to it, but it is there if you need a reminder of where you are
• The more comfortable you are with your speech the more relaxed and less anxious you will appear

Know the introduction and conclusion

• The audience may not remember the details in the middle of speech but they will remember the beginning and ending
• Audience will believe you covered all of your points
• Words will come naturally and not feel as though you are forcing the topic

Remember to breathe

Take a few deep breaths before standing up to speak—studies show this actually helps to reduce stress and anxiety.

• Try to relax your entire body—will make you appear at ease to the audience

Remember general health

Make sure you eat, get sleep and drink water prior to your speech.

• One time when caffeine may not be your friend—treat yourself to Starbucks after your speech

Nervous energy

The goal is to appear as calm, relaxed, and poised as possible to build credibility with the audience and boost your confidence.

• Take a slow walk before your speech—clears your mind and helps you focus
• Keep both feet planted on the floor as you wait—keeps you from toe tapping or looking too antsy
• Gently squeeze the edge of the chair—eases tension in your upper body and helps avoid fidgeting
• Think and act calm—especially during the walk to front of room. The calmer you appear the more you will believe you are calm.
• Take a moment—look for a friendly face, then begin

Additional tips to remember

• The audience doesn’t want you to fail (all your peers in the room are going through the same thing)
• Some nervous energy is good—it can be channeled into your delivery
• Focus on the audience (how can you relate to them or bring them into the speech?)
• Be in the moment. Enjoy telling and conversing with the audience about your topic

Beebe, S. A., & Beebe, S. J. (2012). A concise public speaking handbook . Boston: Allyn & Bacon.

Lucas, S. (2012). The art of public speaking . New York, NY: McGraw-Hill.

Sprague, J. & Stuart, D. (2013). The speaker's compact handbook, 4th ed . Portland: Ringgold, Inc.

Vrooman, S. S. (2013). The zombie guide to public speaking: Why most presentations fail, and what you can do to avoid joining the horde . Place of publication not identified: CreateSpace.