Speaking Anxiety and Coping Strategies in Relation to the Oral Communication Performance of College Students

Abstract

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 was collected using adapted questionnaires and analyzed using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, 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. Despite experiencing high anxiety, students maintained 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.