FROM SILENCE TO CONFIDENCE: COPING WITH THE PRESSURE OF SPEAKING ENGLISH IN CLASS

TEACHING

This study explored the lived experiences of first year college students in coping with the pressure of speaking English in class using a phenomenological qualitative design. Eight purposively selected students from Monkayo College of Arts, Sciences and Technology (MonCAST) during AY 2025–2026 participated through in-depth interviews, which were analyzed using thematic analysis. Findings revealed that students experienced speaking anxiety characterized by fear of making mistakes, self-consciousness, difficulty expressing ideas, and concerns about peer and teacher evaluation, particularly during oral recitations, presentations, debates, and impromptu speaking tasks. Despite these challenges, they employed coping strategies such as preparation, self-practice, use of technology, emotional regulation, positive thinking, simplification of language, and active participation. The study also found that supportive classroom environments and a focus on message delivery rather than grammatical accuracy helped reduce anxiety, while students realized that mistakes are part of learning and confidence develops through practice. Overall, the study concludes that speaking anxiety is shaped by linguistic, psychological, emotional, and social factors, but can be reduced through consistent practice, adaptive coping strategies, and supportive teaching practices that encourage confidence and communicative competence.

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