AN EMPIRICAL STUDY OF PUBLIC SPEAKING SKILLS: CHALLENGES AND COPING STRATEGIES AMONG UZBEK EFL STUDENTS
Abstract
The purpose of this empirical study is to investigate the public speaking competency of Uzbek students of English as a foreign language. The study focuses on the difficulties that these students face and the coping mechanisms that they use. Uzbekistan State World Languages University (UzSWLU) in Tashkent, Andijan State Institute of Foreign Languages, Andijan State University, and Denau Institute of Entrepreneurship and Pedagogy in Surkhandarya were the three universities that participated in the study that yielded the data. The survey was administered to a total of 215 students. The findings indicate that students confront a variety of obstacles, including those that are psychological (such as speech anxiety, fear of unfavorable judgment, and low confidence), linguistic (such as limited vocabulary, issues with pronunciation, and a lack of fluency), and environmental (such as teacher-centered techniques and insufficient practice chances). Rehearsal, script preparation, feedback from peers and teachers, mirror practice, recording, and involvement in debate clubs are some of the coping techniques that students have reported using. On top of that, students have indicated that they have a significant preference for technology-based solutions like as feedback systems driven by artificial intelligence, mobile applications, and virtual speaking spaces. Through crossanalysis with foreign literature, both similarities and differences that are peculiar to the setting are brought to light. This study makes a contribution to the understanding of English as a Foreign Language (EFL) public speaking competence in a local context. It provides a classification of challenges and strategies, and it offers practical recommendations for universities to incorporate learner-centered, technology-enhanced, and practice-oriented methods in order to strengthen students’ public speaking skills.
Full text article
References
Abdullah, A. T. H., Netra, I. M., & Hassan, I. H. (2024). Difficulties faced by undergraduate students in English public speaking at a Malaysian university. Arab World English Journal, 15(1), 269–282. https://dx.doi.org/10.24093/awej/vol15no1.17
Alaqeel, S., & Altalhab, S. (2024). Levels and major causes of Saudi students’ speaking anxiety (SA) in EFL classrooms. Theory and Practice in Language Studies, 14(3), 771–780. https://doi.org/10.17507/tpls.1403.18
Al Hanake, N. (2024). Examining foreign language learners’ speaking anxiety: The case of English L2 learners. World Journal of English Language, 14(6), 244.
Al-Jamal, D. A., & Al-Jamal, G. A. (2014). An investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), 19–27.
Alnaeem, L., & Alwasidi, A. (2023). Shyness and willingness to communicate: Levels, correlations, and perspectives of Saudi EFL learners. Arab World English Journal, 14(4), 46–65. https://dx.doi.org/10.24093/awej/vol14no4.3
Al-Wossabi, S. A. (2024). Saudi students’ reluctance to engage in English communication: Critical issues and considerations. International Journal of Learning, Teaching and Educational Research, 23(8), 57–75.
Asmayani, N. (2025). Effectiveness of SFL-apps in improving students’ public speaking and confidence: A psycho-emotional perspective. International Journal of Information and Education Technology, 15(5), 955–964. https://doi.org/10.18178/ijiet.2025.15.5.2302
Baranovska-Vasiljeva, I. (2024). Enhancing learners’ awareness of presentation literacy to stimulate interactive and creative learning in tertiary education. Creativity Studies, 17(1), 27–40.
Cui, X., & Gardiner, I. A. (2024). Investigating students’ academic language-related challenges and their interplay with English proficiency and self-efficacy on EMI success in TNE programs in China. English for Specific Purposes, 78, 53–69. https://doi.org/10.1016/j.esp.2024.12.002
Dwyer, K. K., & Davidson, M. M. (2012). Is public speaking really more feared than death? Communication Research Reports, 29(2), 99–107.
Erlina, D., Marzulina, L., Harto, K., Holandyah, M., Wulandari, B. A., Fauzan, M., Fridiyanto, F., & Mukminin, A. (2022). English education and large classes: Unpacking the challenges and coping strategies. Theory and Practice in Language Studies, 12(3), 489–497. https://doi.org/10.17507/tpls.1203.08
Españo, A. C. (2025). Public speaking confidence as a crucial asset for leadership development in academic setting. Environment and Social Psychology, 10(4). https://doi.org/10.59429/esp.v10i4.3193
Gallego, A., McHugh, L., Penttonen, M., & Lappalainen, R. (2022). Measuring public speaking anxiety: Self-report, behavioral, and physiological. Behavior Modification, 46(4), 782–798.
Isotalus, P., Eklund, M., & Karppinen, K. (2025). Artificial intelligence as a feedback provider in practicing public speaking. Communication Teacher, 39(1), 78–85.
Le, L. V., & Ho, A. T. T. (2025). Exploring public speaking preparation: Insights from Vietnamese EFL students. LEARN Journal, 18(2), 655–683. https://doi.org/10.70730/ZSYX4192
Lintner, T., & Belovecová, B. (2024). Demographic predictors of public speaking anxiety among university students. Current Psychology, 43(30), 25215–25223.
Malik, S., Qin, H., & Oteir, I. (2021). Perceived psychological, linguistic and socio-cultural obstacles: An investigation of English communication apprehension in EFL learners. International Journal of Instruction, 14(4), 733–752.
Nabiyeva, D. (2021). Speech competencies in foreign language teaching and methods of their formation. Society and Innovations, 2(10/S), 91–96.
Nishonov, I. (2022). The effect of anxiety on the speaking performance of L2 learners. Foreign Languages in Uzbekistan, 104–113. https://doi.org/10.36078/1649676544
Octaberlina, L. R., Afif, I. M., & Rofiki, I. (2022). An investigation on speaking constraints and strategies used by EFL learners. International Journal of Learning, Teaching and Educational Research, 21(9), 232–249.
Quinto, J. B., Sildon, G. A., Dalocdoc, V. B., Cabrera, F. D. N., Alones, J. P., Samilo, P. J. E., Cabiles, N. V. A., & Chavez, J. V. (2025). Analysis of constant participation in public speaking and debate. Environment and Social Psychology, 10(6). https://doi.org/10.59429/esp.v10i6.3456
Savellon, K. I. S., Asiri, M. S., & Chavez, J. V. (2024). Public speaking woes of academic leaders. Environment and Social Psychology, 9(9), 2871.
Shi, C., Kassim, A., & Radzuan, N. R. M. (2024). Improving EFL learners' public speaking performance through project-based learning. Language Teaching Research Quarterly, 42, 126–144.
Siddiqui, K. A., Rifat Abbas, K. H. A. N., & Siddiqui, I. A. (2022). Self-confidence and speaking skills of first-year undergraduates. Ezikov Svyat, 20(1), 106–110.
Syafryadin, S., Boulahnane, S., & Budaya, D. A. N. (2021). Immersing Japanese students into English learning. Cakrawala Pendidikan, 40(3), 554–563.
Usmonova, M. (2024). Comparative effectiveness of mixed-language and full-English conversation clubs. Foreign Languages in Uzbekistan, 10(5), 123–139. https://doi.org/10.36078/1732791412
Wahyuningsih, S., Afandi, M., Kasriyati, D., & Khoeroni, F. (2023). Barriers to teaching English to non-native teachers. European Journal of Educational Research, 12(4). https://doi.org/10.12973/eu-jer.12.4.1617
Wang, Y., & Soo, R. S. (2024). Identifying Chinese college EFL students’ needs for oral communication. Asian Journal of University Education, 20(3), 598–611.
Wan, J. (2013). Localization of English public speaking courses in China’s EFL curriculum. Asian Social Science, 9(1), 94.
Winnie, L. H. J., Badiozaman, I. F., & Yap, A. (2023). Negotiating challenges in speaking English for Indonesian undergraduates. Studies in English Language and Education, 10(2), 822–840.
Wu, H., & Rose, H. (2025). Factors predicting EFL learners’ oral presentation performance. RELC Journal. https://doi.org/10.1177/00336882251339287
Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Licensed under the Creative
Commons Attribution International License
(CC BY 4.0).
Copyright © by author(s).