Public Speaking Anxiety in Higher Education: A Comparative Analysis of English-Major and Non-English-Major Undergraduates
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Abstract
Public speaking anxiety (PSA) remains a critical barrier to students’ communicative competence and academic performance in higher education. This study investigated and compared the levels and characteristics of PSA among English-major (n = 63) and non-English-major (n = 59) undergraduates in Thailand using McCroskey’s Personal Report of Public Speaking Apprehension (PRPSA). Descriptive and inferential statistical analyses revealed that while PSA was prevalent across both groups, English-major students tended to report lower anxiety levels, likely due to their greater exposure to oral communication practice and structured feedback. Independent-samples t-tests indicated no significant difference in total PSA scores (p > .05), yet item-level analyses demonstrated significant variations in specific anxiety dimensions, with small to moderate effect sizes. English-major students exhibited lower anxiety on performance-related items, whereas non-English-major students showed higher cognitive anxiety, particularly regarding unexpected questioning. These findings underscore the disciplinary influence on PSA and highlight the need for differentiated pedagogical interventions that build communicative confidence through targeted practice and feedback strategies across academic disciplines.
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References
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