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Title
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SPEAKING ANXIETY AND COPING STRATEGIES IN RELATION TO THE ORAL COMMUNICATION PERFORMANCE OF COLLEGE STUDENTS
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Graduate School
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Author(s)
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Saludo, Ilyan Prexyl H.
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Affiliation
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Misamis University
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Degree Program
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Master of Arts in Education major in English Language Teaching (MAEd-ELT)
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Contributor
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Clarin, Analyn S. - Adviser
Villanueva, Haydee D. - Panel Member
Jomuad, Perlito D. - Panel Member
Reyes, Imelda O. - Panel Member
Superable, Cynthia S. - Chairman
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Year
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2026
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Abstract
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Speaking anxiety has been recognized as a significant factor affecting students’ oral
communication performance in academic settings. This study investigated the relationship
between speaking anxiety, coping strategies, and oral communication performance among
college students at a state-funded higher education institution in Dumingag, Zamboanga
del Sur, during the 2025-2026 academic year. Employing a descriptive-correlational
research design, the study involved 120 respondents selected through stratified random
sampling. Data were collected using adapted questionnaires and analyzed using Mean,
Standard Deviation, Pearson Product-Moment Correlation, and Regression Analysis.
Findings revealed that students generally experienced high levels of speaking anxiety,
particularly in communication apprehension, oral recitation anxiety, and fear of negative
evaluation. Students were found to employ coping strategies overall at an effective level,
with positive thinking rated highly effective, while preparation strategies, relaxation
techniques, and avoidance/withdrawal were also effective. Students have good oral
communication performance in fluency, coherence, pronunciation, grammar, vocabulary,
and confidence. No significant relationship was found between speaking anxiety and oral
communication performance. Among coping strategies, avoidance/withdrawal
demonstrated a significant negative relationship with oral communication performance. It
emerged as a significant negative predictor, indicating that students who relied on
avoidance behaviors performed lower in speaking tasks. The study recommends
implementing targeted workshops, scaffolded speaking activities, structured guidance on
coping strategies, and supportive classroom environments to enhance students’ oral communication skills, reduce maladaptive coping behaviors, and build confidence in speaking.
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Keywords
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avoidance, coherence, coping strategies, oral communication, speaking anxiety
