Students' Self-Confidence and Anxiety in English Oral Presentation through Project-Based Learning
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Abstract
This research aimed to investigate 1) undergraduate students' self-confidence and anxiety in English oral presentations, 2) students' satisfaction with English oral presentation activities, and 3) students' learning reflections after participating in English oral presentation activities through Project-Based Learning in a fundamental English course. A mixed-methods research design was employed. The sample group consisted of 48 students enrolled in the Fundamental English course. The research instruments included a five-point rating scale questionnaire and a learning reflection form. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through thematic analysis.
The findings revealed that, first, students' overall self-confidence was at a high level ( = 3.89, S.D. = 0.87), with the highest confidence observed in video-based presentations submitted via Google Classroom (
= 4.25, S.D. = 0.84), while overall anxiety was at a moderate level (
= 3.22, S.D. = 1.23). Second, students' satisfaction with the project presentation activity was at a high level (
= 3.98, S.D. = 0.91), with the greatest perceived benefit being the development of presentation skills (
= 4.19, S.D. = 0.87). Third, findings from learning reflections indicated that students developed language, digital, and collaborative skills.
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