Causes of Anxiety Among Engineering Students While Making Oral Presentations in English

Authors

  • Mehvish Riaz University of Engineering and Technology Lahore
  • Muhammad Rizwan Riaz University of Engineering and Technology Lahore

Keywords:

Anxiety, engineering students, presentation skills

Abstract

The technical and non-technical presentations made in English by the undergraduate engineering students at the University of Engineering and Technology (UET) Lahore include lab and survey report presentations, project presentations, mid-term or final term presentations in English. The goal of the study was to figure out the engineering students’ reasons behind feeling anxious while giving presentations in English at UET Lahore. For this purpose, 518 undergraduate engineering students from UET, Lahore filled a questionnaire and responded to an open-ended question to determine the causes of anxiety. The data was coded and categorized using in vivo coding system. Findings indicate that the participants mainly experience anxiety due to poor proficiency in English, fear of judgment by the audience, lack of confidence, lack of exposure to speaking English and making presentations in English at school or college level, poor preparation or practice, and insufficient linguistic input. The study has implications for specific lingual assessments, English as a foreign language, and psycholinguistics.

References

Ahmed, N., Pathan, Z. H., & Khan, F. S. (2017). Exploring the causes of English language speaking anxiety among postgraduate students of University of Balochistan, Pakistan. International Journal of English Linguistics, 7(2), 99-105.

Akhtar, R., & Riaz, M. (2019). Formality in academic writing: Investigating stylistic competence of undergraduate EFL learners. UW Journal of Social Sciences, 2(1), 1-20.

Al-Khasawneh, F. M. (2016). Investigating foreign language learning anxiety: A case of Saudi undergraduate EFL learners. Journal of Language and Linguistic Studies, 12(1), 137-148.

Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for specific purposes (ESP) students. International Journal of English Studies, 18(2), 145-159. https://doi.org/10.6018//ijes/2018/2/323 311

Bhattacharyya, E. (2014). Walk the talk: Technical oral presentations of engineers in the 21st century. Procedia - Social and Behavioral Sciences, 123, 344-352. https://doi.org/10.1016/j.sbspro.2014.01.1432

Buriro, G. S., & Soomro, A. F. (2013). Assessing the academic literacy and learning needs of undergraduate engineering students at Quaid-e-Awam University of Engineering, Science and Technology, Pakistan. Journal of Research and Reflections in Education, 7(2), 83-96.

Dar, M. F., & Khan, I. (2014). Oral communication apprehension among undergraduate engineering students in Pakistan. Journal of Education and Social Sciences, 2(2), 144-153.

Galante, A. (2018). Drama for L2 Speaking and language anxiety: Evidence from Brazilian EFL learners. RELC Journal, 49(3), 273-289.

He, X., Zhou, D., & Zhang, X., (2021). An empirical study on Chinese university students’ English language classroom anxiety with the idio-dynamic approach. Sage Open, 11(3), https://doi.org/10.1177/215824 40211037676

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-32.

?pek, H. (2016). A qualitative study on foreign language teaching anxiety. Journal of Qualitative Research in Education, 4(3), 92-105.

Khan, S. M. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Advances in Language and Literary Studies, 6(1), 49-53.

Kiran, I., Ahsan, S., Zaheer, S., & Naz, A. (2020). Impact of self-generated thoughts on anxiety symptoms among university students: Mediating role of rumination. Pakistan Journal of Psychological Research, 35(1), 37-51. https://doi:org/10.33824/PJPR.2020.35.1.3

Lenard, D. B., Pintari?, L. (2018). Comparison of employers’ and students’ perceptions regarding communication skills. The Journal of Teaching English for Specific and Academic Purposes, 6(1), 63-82. https://doi.org/10.22190/JTESAP1801063B

Liu, M., & Wu, B. (2021). Teaching anxiety and foreign language anxiety among Chinese college English teachers. Sage Open, 11(2), 1-12. https://doi.org/10.1177/21582440211016556

MacIntyre, P. D. (1999). Language anxiety: A review of literature for language teachers. In Young, D. J. (Ed.), Affect in foreign language and second language learning (pp. 24-43). McGraw-Hill.

Nomaan, S., Hanif, R., & Rehna, T. (2016). Factors underlying academic underachievement among Pakistani secondary school students. Pakistan Journal of Psychological Research, 31(1), 311-330.

Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172, 1053-1058. https://doi.org/10.1016/j.procs.2020.05.154.

Riaz, M., Chen, Y., & Riaz, M. R. (2021). Making presentations in English: Anxiety experienced by engineering students at UET Lahore. The Dialogue, 16(2), 111-130.

Riaz, M. (2021a). Deviation from the standard pronunciation of English: 350 words in Pakistani English. Journal of Language and Linguistic Studies, 17(4), 493-511. https://doi.org/10.52462/jlls.32

Riaz, M. (2021b). Writing errors of engineering students: Reflections on teaching and Assessment. UW Journal of Social Sciences, 4(1), 65-76.

Riaz, M. (2020). Ideational meta-function and proximization theory: Semiotics of the fear of Covid-19. Global Media Journal, 13(1), 103-113.

Riaz, M. (2019). Language variation: Code-mixing and code-switching in Pakistani commercials. Journal of Language and Linguistic Studies, 15(2), 411-419.

Riaz, M. (2015). Pakistani English: Deviant pronunciation of English words by uneducated native Punjabi speakers. Journal of Second and Multiple Language Acquisition-JSMULA, 3(2), 23-33.

Riaz, M. (2013). Task-based language learning in English for specific purposes: an exploration into the use of newspapers for teaching English as a second language to engineering students in Pakistan. The Journal of Teaching English for Specific and Academic Purposes, 2(4), 685-696.

Siagto-Wakat, G. (2017). Doodling the nerves: Surfacing language anxiety experiences in an English language classroom. RELC Journal, 48(2), 226-240.

Spencer, L., Ritchie, J., & O'Connor, W. (2014). Analysis: Practices, principles and processes' in qualitative research practice: A guide for social science students and researchers. In J. Ritchie, J. Lewis, C. M. Nicholls, & R. Ormston (Eds.), Qualitative research practice: A guide for social science students and researchers (pp. 199-218). Sage.

Stapa, M., Murad, N. A., & Ahmad, N. (2014). Engineering technical oral presentation: Voices of the stakeholder. Procedia - Social and Behavioral Sciences, 118, 463-467.

Thahir, A., Sulastri, B., & Novita, T. (2021). Gender differences on Covid-19 related anxiety among students. Pakistan Journal of Psychological Research, 36(1), 71-83. https://doi:org/10.33824/PJPR. 2021.36.1.05

Published

2022-06-30

Issue

Section

Articles