VietTESOL International Convention 2025

This study investigates the factors contributing to presentation anxiety among English-majored students at Hanoi University of Science and Technology (HUST), particularly within the context of theoretical linguistics courses. A mixed-method approach was adopted, combining quantitative data collected from a 23-item Likert-scale questionnaire completed by 63 students enrolled in the English Phonetics and Phonology course, and qualitative data gathered through open-ended responses and classroom observations. Factor analysis revealed two major sources of worry: fear of negative evaluation and anxiety over the act of presenting itself. In response to these anxieties, students reported using a variety of coping strategies, most commonly thorough preparation, self-reassurance techniques, and, in some cases, creative personal methods such as looking straight into the audience to assert dominance. Notably, many strategies cited were short-term and emotionally focused, rather than long-term skill-building approaches. The findings suggest that educators should foster a supportive learning environment, provide further support for specialized knowledge, and encourage the use of sustainable strategies to help students manage their anxiety more effectively. This study contributes to a deeper understanding of presentation-related anxiety in academic contexts and offers practical implications for both teachers and learners.