Oral communication anxiety or commonly known as public speaking anxiety is one of the most studied phenomena among western communication researchers. So much attention has been given to this phenomenon that almost every aspect of it has been explored and written about. Yet, despite it being extensively studied the case is quite different in the Philippine setting. There is still a dearth of research data on Filipinos considering oral communication anxiety overwhelming impact on speakers (Del Villager AAA). Filipino teachers have been using western materials in designing their courses.
Would it not be better if they used data gathered from their own setting to design their syllabus? As a way of addressing this scarcity, the present study probed onto the attributions beginning speech communication students believed to explain their speaking anxieties. Although there are a number of western theories that explain the nature, causes, effects and manifestations of public speaking anxiety and numerous empirical findings that confirm those same theories, it would be interesting to find out F-loping students instinctive and spontaneous attributions of their own experiences.
A list of attributions generated from the Filipinos themselves would supplement the teachers understanding of his/her students and consequently aid him/her in customizing learning activities to suit specific needs. The present study determined the reasons beginning speech communication students ascribed to for their oral communication anxiety. Hence, this study alms to determine the factors affecting public speaking anxiety among speech communication students. It focuses on students taking Speech Communication (ENG. ) subject, for it is a general education course on the fundamentals of speech communication, is offered in the English Division of the College of Arts and Sciences, Central Philippines State university. THEORETICAL FRAMEWORK The Uncertainty Reduction Theory (RUT) introduced by Berger and Calaboose (1975). RUT posits that much human communication is carried out for the purpose of giving and gaining new information about the interacts, thereby reducing the unknown or uncertain aspects of interpersonal relationships or social situations.
As communicative interaction provides new information, uncertainty is reduced, and predictability is increased. An underlying assumption is that humans are more comfortable, more at ease, or more relaxed when they know what to expect in the current situation (Berger & Abroad, 1982). Common reactions to such situations include intense self-awareness and public speaking anxiety. If speakers are unsure of themselves and uncertain about how they will perform in a public speaking context, it stands to reason that speech-related anxiety will result.
Applying uncertainty reduction theory to the public speaking context, it seems logical that speech anxiety could be reduced to the extent that speakers can predict with greater certainty some of the key aspects of the communication event. SCHEMATIC AND CONCEPTUAL FRAMEWORK independent Variable Moderating Variable Factor’s Affecting Public Speaking Anxiety: a. An unfamiliar situation b. Lack of self-confidence c. Sense of isolation d. Self-consciousness . Fear of looking foolish Factors Affecting Public Speaking Anxiety: f.
An unfamiliar situation g. Lack of self-confidence h. Sense of isolation I. Self-consciousness j. Fear of looking foolish SOCIO-DEMOGRAPHIC PROFILE: Sex Course Type of high school graduated from Dependent Variable Levels of Public Speaking Anxiety: * Very high High * Average * Low * Very low bevels of Public Speaking Anxiety: * High FIGURE 1 . Schematic diagram showing the variables of the study. The schematic diagram shows the relationship between independent variables and dependent variables with the intervention of the moderating variables.
The independent variables are the factors affecting public speaking anxiety such as A. An Unfamiliar Situation, B. Lack of Confidence, C. Sense of Isolation, D. Self-Consciousness and E. Fear of Looking Foolish; the moderating variables are the socio demographic profile of the respondents such as sex, course and type of school graduated. The dependent variables are the levels of anxiety on public speaking. The intervention of the moderating variable will correlate the significance of independent variables and the dependent variables.