Public Speaking Challenges among EFL University Students: A Phenomenological Analysis of Language Anxiety

Abstract

Public speaking is a fundamental communication skill for university students in English as a Foreign Language (EFL) contexts, yet it frequently induces considerable anxiety, particularly among learners operating within hierarchical and culturally sensitive educational environments. Although language anxiety has been extensively examined, limited attention has been paid to the lived experiences of Indonesian EFL students during public speaking tasks. This qualitative phenomenological study explores the factors triggering public speaking anxiety, the emotional and physical responses experienced by students, and the coping mechanisms they employ. Data were collected through semi-structured interviews with undergraduate EFL students at Universitas PGRI Delta, East Java, and analyzed thematically. The findings indicate that anxiety is predominantly triggered by fear of negative evaluation from lecturers and linguistic insecurities, especially related to grammatical accuracy. These anxieties manifest cognitively in the form of mental blocks or “blank minds” and physiologically through symptoms such as trembling and rapid heartbeats. To cope with these challenges, students reported employing technical preparation strategies as well as physical regulation techniques, including box breathing and power posing. The study underscores the importance of pedagogical approaches that integrate linguistic development with emotional support, suggesting that low-stakes, interactive classroom practices can help reduce students’ affective filters and foster sustained confidence in academic oral communication.