INVESTIGATING LANGUAGE ANXIETY IN ONLINE PRESENTATIONS: EXPERIENCES OF ESL UNDERGRADUATE STUDENTS

Abstract

The paper examines the experiences of ESL undergraduates with language anxiety when making online presentations. The research aims to understand the sources of anxiety, the challenges unique to online environments, and the coping strategies students use to manage stress. Qualitative research design was used with semi-structured interviews of purposive sampled interviewees. Thematic analysis was used to analyze the collected data, and the analysis has made it possible to identify the major themes which were fear of committing linguistic errors, lack of nonverbal feedback, technological challenges, feeling of self-consciousness when using a camera, and lack of confidence because of inadequate practice in English. The evidence shows that online presentations produce a compounded effect of lingo, psychological and technological stressors that are in most cases more intense as compared to when in a traditional face-to-face environment. The strategies that students employed to cope with the anxiety included repeated practice, preparation of notes and digital tools, but these could only partially help them with the anxiety. The paper indicates that effective teaching strategies, guided oral practice and technological instructions must be encouraged to eliminate anxiety. The findings help elucidate the phenomenon of anxiety about online presentation better and have practical implications on ESL teachers and curriculum developers.