ESP-3456

Published

2025-06-11

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Vol. 10 No. 6 (2025): Published

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Research Articles

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Copyright (c) 2025 Joseph B. Quinto, Gwyneth A. Sildon, Vanderlee B. Dalocdoc, Fresan Dimple N. Cabrera, Judelyn P. Alones, Pearly Jade E. Samilo, Neña Vanessa A. Cabiles, Jason V. Chavez

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How to Cite

B. Quinto, J., A. Sildon, G., B. Dalocdoc, V., N. Cabrera, F. D., P. Alones, J., Jade E. Samilo, P., … V. Chavez, J. (2025). Analysis of constant participation in public speaking and debate can conquer fear and gain confidence. Environment and Social Psychology, 10(6), ESP-3456. https://doi.org/10.59429/esp.v10i6.3456

Analysis of constant participation in public speaking and debate can conquer fear and gain confidence

Joseph B. Quinto

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippines

Gwyneth A. Sildon

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippines

Vanderlee B. Dalocdoc

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippines

Fresan Dimple N. Cabrera

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippines

Judelyn P. Alones

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippines

Pearly Jade E. Samilo

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Neña Vanessa A. Cabiles

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Jason V. Chavez

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines


DOI: https://doi.org/10.59429/esp.v10i6.3456


Keywords: confidence; experiential learning; public speaking; speaking anxiety

Abstract

Students experience high speaking anxiety due to fear of negative evaluation, concerns about making mistakes, and self-consciousness in front of peers and instructors. This anxiety is often intensified by limited prior exposure to public speaking, a lack of confidence in language proficiency, and pressure to meet academic expectations. As a result, speaking anxiety can hinder students’ participation, affect their academic performance, and impact their ability to develop essential communication skills for future professional settings. This paper explored the experiences of college public speakers in intensive speaking experiences like public speaking and debates, how they managed their anxiety, and how they developed long-term engagement to this activity. College students (n=16) were selected using purposive sampling, with preliminary data gathered through open-ended questions to ensure their suitability for the study. The findings suggested that intensive public speaking experiences contributed to students’ confidence, cognitive skills, growth mindset, and creativity. Confidence was built through practice, emotional regulation, and consistency, allowing students to manage anxiety and articulate their thoughts effectively. These experiences enhanced cognitive abilities, such as quick thinking, logical structuring, and information recall, which were essential for public speaking and debates. In addition, students developed a growth mindset by recognizing that confidence and competence were skills cultivated through persistent effort and constructive feedback. Lastly, public speaking encouraged creativity, as students learned to present compelling arguments, explore innovative communication techniques, and engage audiences dynamically. Experiential learning opportunities can be introduced by encouraging a positive environment, providing constructive feedback, ensuring reflective practice, and integrating real-world applications that promote active engagement and skill development in speaking.

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