The impact of online presentations on reducing the introverted EFL learners' stress and anxiety

Abstract

Purpose

This study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students’ performance and, thereby grade.

Design/methodology/approach

This study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.

Findings

With the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.

Research limitations/implications

The study was conducted using a small number of samples; thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.

Originality/value

Participants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

Citation

Mishu, A., Mohammed, H.A., Hakami, S.A.A. and Chowdhury, G. (2023), "The impact of online presentations on reducing the introverted EFL learners' stress and anxiety", Saudi Journal of Language Studies, Vol. 3 No. 1, pp. 32-46. https://doi.org/10.1108/SJLS-03-2022-0037

1. Introduction

Whereas the human ability to acquire the L1 is innate, learning a second language poses several challenges when people reach adulthood, especially if the learners are away from the native setting of the target language. Learning English as a Foreign language (EFL) in a classroom setting through literature-based reading activities is a haven for introverted learners as such activities can stimulate certain brain functions due to their ability to avoid outer distractions (Chowdhury and Mishu, 2019). However, to achieve an optimal goal, traditionally, EFL courses at the tertiary level incorporate oral presentations as a common form of assessment which facilitates learning the target language as well. Experienced classroom educators often encounter a phenomenon: students, generally thought of as introverted or shy – the reticent students who are unwilling to speak in class, constitute a considerable majority in each classroom, approximately 40% (Condon and Ruth-Sahd, 2013), who generally shun the spotlight. Introverted students differ from their extroverted peers in terms of information processing, classroom behaviour and preferences regarding assignments and activities. While doing a presentation in class, introverts and shy students are both uncomfortable and anxious when they face the class as public presentation is simply not their strong suit. In addition, their cultural background and tendency to memorise content may foster behaviours similar to those observed in shy and/or introverted individuals. Robert J. Coplan, a shyness researcher as noted in Cain (2012), perfectly sums up the dilemma of the shy and introverted students in one quote:

Whoever designed the context of the modern classroom was certainly not thinking of the shy or quiet students. With often-crowded, high stimulation rooms and a focus on oral performance – the modern classroom is the quiet student’s worst nightmare […]

A highly relevant question in contemporary education is whether we are doing all we can, as educators and advisers, to encourage such students' learning and personal development. Online presentations can play a vital role in incorporating this vast majority of our valuable human resources into the mainstream. Although introverts struggle with what nowadays is considered sociable and assertive, modern research (Braun, 2017; Guettaf, 2019) suggests that introverts can improve their public speaking skills with the right guidance and proper opportunity. Bringing little but substantial changes in how group assignments and presentations in class are thought-out can bring introverts and extroverts closer together and encourage them to shine in their unique way.

Oral presentations have been recognised as an essential part of university students' assessments. In most of the courses taught in the English department, students have to perform oral presentations as a part of their assessment. One purpose of the oral presentation is to assess learners' understanding of a course, but the primary purpose is to improve learners' proficiency in English. Among the many advantages of oral presentations for the students are bridging the gap between language study and language use and using the four language skills in a naturally integrated way (King, 2002). In oral presentations, teachers assess grammar, vocabulary, pronunciation, content and fluency, making learners stressed and anxious as they become overconscious of their mistakes. However, due to their anxiety, introverted, shy and nervous EFL students find it more challenging to stand in the front of the class and perform their presentations. It is crucial to note that involuntary participation in the presentation task will have nothing but an adverse effect on introverted students. The digital transformation in response to the COVID-19 pandemic has allowed students to make their presentations online with less fear or worries they might encounter compared to face-to-face in-class presentations. In the present study, from the responses of the samples collected through the questionnaire, the researchers observed that a considerable number of the participants tend to show characteristics of introverts. This study investigates the benefits of online presentations to nervous and introverted students in reducing their stress and anxiety.

Online presentations introduced by remote teaching present new logistics and opportunities to explore different scopes. While planning online presentations, students can either conduct a live presentation (synchronous) with the class via Zoom or prerecord their presentation for instructors and peers to view later, named asynchronous presentations (Ahmad and Bokhari, 2013). The asynchronous presentation can encourage introverted learners to do more presentations and learning activities. It can save them from going into any real-time interactions, which can contribute to building up their confidence for future synchronous and in-class presentation activities.

1.1 Questions of the study

The study was conducted to answer the following questions:

1. What is the reality of the students with introverted personalities in the classroom?

2. What are the reasons for the introverted EFL learners' preference for online presentations?

3. To what extent do online presentations reduce introverted students' anxiety and stress?

4. What are the effects of online presentations on the learners' overall performance?

5. Do online presentations encourage learners to perform more online and in-class presentations?

6. Should the policymakers keep online presentations as a mode of assessment even after the education system returns to normality?

2. Literature review

Many research papers studied the anxiety of learners who perform oral presentations in the classroom. However, a few studies examined the positive effects of e-learning or technology reliant assessment on decreasing learners' stress and anxiety. Such studies dealt with the positive effects of distance education or e-learning on reducing learners' anxiety in general (Asif, 2017; Al-Hnifat et al., 2020; Braun, 2017). However, there is hardly a study that sheds light on the reality of introverted learners in the context of classroom presentations and the effects of online presentations on reducing their stress and anxiety.

Many students experience speaking anxiety (SA) when they give oral presentations in front of the class. It is the feeling of shame, embarrassment and fear of making mistakes during speaking (Al-Hnifat et al., 2020). To further elaborate, “Speaking in the foreign language is often cited by students as their most anxiety-producing experience” (Young, 1990). This phenomenon refers to the students in general, but further complexity is added when other personality issues hinder their learning and proper assessment. Jung (1971) cast a new light on understanding human behaviour from the perspective of personality traits. Knowledge of these traits can help teachers to understand their students in a better way. He used the term “Psychological Type” to describe the relative degree to which people possess what he defined as extroverted and introverted mental attitudes. Jung (1971) identified extroversion and introversion as two central processes: directing attention and deriving personal energy. Jung (1971) used extroversion to refer to the dual processes of focusing on and deriving power from the outer world (outward orientation). The term introversion refers to the process of focusing on and drawing energy from inner psychic actions (inner orientation). Thus, for Jung (1971), extroverts are comparatively more dedicated to the activities and things in the world around them than to their inner lives. Introverts, in contrast, are introspective and self-reflective. Their energy is drained rather than replenished by the outside world. Extroversion/introversion is identified in the psychological literature as a critical dimension of human personality that enforces physiological limits on who we are and how we act. In recent years, EFL educators, policymakers and teachers have been trying to develop teaching materials and assessment policies to incorporate all different types of learners.

In line with this, Rauch (2003) indicated that about a quarter of the people around the globe are introverts. He also added that introverts always need to turn off and recharge after social contact with other people. As Hakim (2015) mentioned, Sunartyo (2008) supported the theories above, stressing that introverts find it difficult to express their idea in front of people. Sometimes they fear open conversation with other people and quickly get offended, which causes them to feel unconfident.

Some studies explored Saudi EFL students' anxiety in general, with a particular focus on the speaking aspect. For example, Asif (2017) investigated the causes of language anxiety among Saudi EFL students. The findings revealed that most Saudi EFL students were afraid of committing mistakes and favour keeping quiet to avoid making mistakes in front of their peers. Also, a few studies in Saudi Arabia were conducted about SA in particular. For example, Rafada and Madini (2017) identified oral test anxiety as a prevalent phenomenon among Saudi EFL students in language classrooms. In their work, Al-Hnifat et al. (2020) interviewed 20 students aged 18–22 from four main branches of Al-Ghad colleges for Applied Sciences, Saudi Arabia. The interviews revealed that some students were introverted and shy; consequently, speaking and using English in front of too many learners in the classroom was difficult. Furthermore, they sometimes were not comfortable even talking in their native language in front of a large audience. One of the students remarked:

I sometimes feel anxious speaking Arabic in front of the public. Nevertheless, speaking English is very hard job. You can’t see how difficult it is for me to talk in English in classroom. I know this refers to my personality.

The other student's remark highlighted the fact that students with introverted and nervous personalities may have mistaken anxiety perceptions. He stated:

I sometimes remain worried in classroom because of the fear that the instructor will only request me to speak, but sometimes the instructor even does not observe me, and I experience anxiety without any cause.

They concluded that students with introverted personalities are more likely to have anxiety while doing oral presentations in public.

In their paper, Huang and Hwang (2013) studied the relationship between e-learning environments and learners' anxiety. They found that multimedia environments can reduce students' anxiety, provide a less stressful classroom environment and enable the teachers to help their learners improve their English performance. Considering the abovementioned facts, Shahi (2016) conducted a study on the impact of e-learning, in which online presentation is one of the assessment methods, on improving Iranian EFL learners' language skills and how it decreases learning anxiety. The study sample includes 120 undergraduate EFL university students majoring in computer engineering and IT. They were given a pretest, posttest and questionnaire. The study showed that e-learning, which includes online presentations, improves students at various language proficiency levels. It also displayed proof that using such a learning method develops the learners' collaborative skills and reduces their anxiety and stress in the classroom environment.

After reviewing student experiences, McBain et al. (2016) concluded that online presentations are a valid, engaging and successful method for student learning. Before McBain et al. (2016), Holland (2014) focused on the professional and practical benefits of students' web-based multimedia presentation in a business-studies course. To enumerate the efficacy of online presentation, in a course on public speaking Campbell (2015) instructed his students to prepare two individual presentations: a webinar and a face-to-face presentation. The audience and the presenter were present concurrently in both modes. In the survey preceded by the presentations, 13% more students indicated a preference for the webinar than the face-to-face presentation, and most students reported experiencing a greater level of anxiety in face-to-face presentations (Campbell, 2015).

The study aims to fill the literature gap by assessing introverted EFL students' perceptions of in-person and online presentations and examining possible correlations between online presentations and stress/anxiety reduction.

3. Participants and methodology

3.1 Participants

Participants in this study were Saudi undergraduate students enrolled in the English Department from Level 1 to 8 at the College of Languages and Translation in King Khalid University. In total, 239 females aged between 19 and 24 participated in the study. Also, the sample of participants selected in this study represented a wide range of proficiency levels and could be considered representative of EFL students in the present study context in general.

Data collection took place in April 2021. Verified Arabic translation was added to the questions using an online questionnaire. One of the researchers translated the questionnaire and had it verified by an Arabic-speaking teacher teaching in the English Department. The first part of the questionnaire provided information about the aims, methodology, expected outcomes of the research and instructions for the students on how to save their answers. On the same page, the participants were fully assured that participation was voluntary. The students were also informed that their responses were confidential and anonymous. They were also assured that their responses would not be disclosed to anyone other than the researchers of the paper.

3.2 Methodology

A pilot study was done by giving the first draft of the questionnaire to three students studying in the department of English to ensure the clarity of the language used in the questionnaire. The structured questionnaire consists of 15 items on a five-point Likert-type scale, which is a suitable and reliable approach considering the nature of the research questions, its instruments and the number of participants. The digital questionnaire was prepared using Google Forms, and the link was shared with the students to collect their responses. Then students' responses were displayed through the data analysis option of Microsoft Excel. The data gathered were descriptively analysed. Relevant discussion and analysis were added to give the dissertation a complete form that can provide educators insight into the discussed issue.

3.3 Data analysis

The electronic results of the questionnaire were analysed using Microsoft Excel. The results are presented in Table 1 and Figure 1 below.

Table 1 and Figure 1 illustrate all the responses to 15 questions in the questionnaire:

4. Analysis and findings

Figure 1 indicates that 128 students out of 239 strongly agreed that they prefer online presentations because they make them feel less stressed and less anxious than when they give presentations in the classroom.

Concerning the second item of the questionnaire, 85 students strongly agreed that they suffer from stress and anxiety, but online presentations have helped them overcome stress and anxiety.

Looking at the third item, 108 students strongly agreed that success in online presentations increases their self-confidence and reduces their anxiety, and 89 students agreed with the statement. On the other hand, only 10 students strongly disagreed, and 11 students disagreed with the idea. However, 21 students were in the middle of the road.

The results of Item 4 demonstrate that 118 students strongly agreed that online presentations helped them control stress as they do not see the reactions on the faces of the teachers or fellow students. Also, 79 students agreed with the statement.

Results of Item 5 show that 111 students (46%) strongly agreed that they feel less stressed when performing online presentations because they do not have to worry about their gestures. Also, 83 students (35%) agreed with the statement.

Results of Item 6 show that 103 students strongly agreed that the feeling of being stressed by the teacher, which distracts them and increases their stress, does not exist while performing online presentations. Also, 84 students agreed with the statement.

Item 7 results show that 69 students strongly agreed that they do not feel a pounding heart, dry mouth, stomachache or sweating hands while giving an online presentation; also, 65 students agreed.

Results of Item 8 demonstrate that 111 students firmly agreed that they feel more comfortable and less nervous behind the computer screen at home when they perform online presentations, whereas 86 students showed agreement.

Regarding Item 9 results, 89 students strongly agreed that they do not have to worry about anything except being well-prepared for online presentations, and 87 students showed their agreement with this.

Results of Item 10 illustrated clearly that a significant portion of the students, 103 (43%), firmly agreed that online presentations decrease their fear of forgetting some parts of the presentation, and 87 (36%) students showed their agreement.

Item 11 results showed that 86 students strongly agreed that they make fewer grammatical mistakes when performing online presentations, and 91 agreed with the statement.

Concerning the results of Item 12, 90 students (38%) strongly agreed that they could concentrate on pronouncing words or phrases correctly when they performed online presentations; also, 88 (37%) students showed their agreement.

Responses to Item 13 showed that 103 students strongly agreed that there is no direct eye contact with teachers or the class while performing online presentations, which makes them speak more confidently, and 80 students showed their agreement.

Results of Item 14 indicated that 83 students showed strong agreement that their experience with online presentations encourages them to perform more online presentations, whereas 72 students showed agreement with this statement.

Item 15 results showed that 55 students firmly agreed that their experience with online presentations encourages them to perform presentations in the classrooms, and 64 students agreed with the statement.

5. Discussion

To talk about the reality of the students with introverted personalities in the classroom, we have to be aware of the fact that introverts are drawn more to internal pursuits for making meaning of their observations, thoughts and impressions of the world around them. Generally, they do not participate in external pursuits as actively or as frequently as their extroverted counterparts. Introverts may have excellent social skills and enjoy social contact, but it is often with smaller groups and for a shorter duration. Too much external stimulation or activity tends to be draining for introverts. It is not surprising that most cultures worldwide tend to favour extroversion in the classroom. With introverts making up an estimated one-third of the learners, the individual learning of introverts may be adversely impacted by the face-to-face in-class presentations. Course-related online presentation opportunities can alter this situation.

The reasons why introverted learners prefer online presentations are reflected in the result of the questionnaire. From the result, irrespective of having introverted or extroverted personalities, most students see the online presentation as an opportunity to develop their confidence in public speaking by reducing stress and anxiety. Sheldon (2008) studied the relationship between unwillingness to communicate and students' Facebook use. He found that shy and introverted students are likelier to use Facebook and other social media to connect with classmates. Naturally, these students feel entirely drained when they require an in-person presentation to fulfil their course requirements. The educators can allow them to thrive by offering them the chance to give their presentations online, which will work as a stimulation for them to discover that they can do well in public speaking based on their online performance. It would be a triumph for both ends: educators and learners.

From the questionnaire, it is clear that online presentation reduces introverted students' anxiety and stress to a great extent. There is no doubt that classroom presentations are an ideal way for students to demonstrate their mastery of a topic. Short and casual presentations can be considered small assignments, and large-scale presentations can be counted as midterm or final exams. With the rapid transitions in how students learn, there have been many discussions about the effects and impacts of online presentations on how students learn and what support they need. It is well-established that online education, with asynchronous discussions and means to participate, can result in broader participation from students. It helps introverts find their voice and have their voices heard (Fry, 2020).

The effects of online presentations on the learners' overall performance are notable. Most learners who suffer from personality issues and do not practice speaking English in public keep silent and prefer to do paperwork rather than spoken activities. Also, suffering from anxiety while performing oral presentations is a normal feeling for most learners. They may be competent in writing English but lack the confidence to speak it out. With more oral presentations, they gradually overcome their fears and build self-confidence. Still, some learners are naturally anxious and do not dare to speak in front of the whole class, and they need an opportunity to practice speaking. They find it relieving if they talk to the teacher alone or speak behind their computer screens. Online presentations help them communicate with less anxiety than while speaking to the whole class. In this study, the researchers find that contemplative and quiet introverted learners' expectations met well through the online oral presentation experience. Undoubtedly, online presentations reduce all types of learners' anxiety and stress and improve their spoken English proficiency.

To find the answer whether online presentations encourage learners to perform more online and in-class presentations or not, we need to consider the fact that as online presentations play a vital role in improving learners speaking skills, EFL learners find themselves involved in such presentations with self-confidence. Self-confidence can be defined as how a student feels about himself or herself and of his or her abilities in learning (Briggs, 2014; Salim, 2015). If students are expected to develop independence in their learning, they need to be provided with the space to act as autonomous and self-regulated learners (Rivera, 2012). Students perceived that online presentations improved their understanding of the course content, taught them to research independently and encouraged better class interactions and group learning (Ghorbani and Ghazvini, 2016; Higgins-Opitz and Tufts, 2010).

It is highly recommended that educators and policymakers consider online oral presentations as a part of students' assessment system even if the education system is back to normality to ensure a fair chance for all students with heterogeneous personality traits.

6. Conclusion

From the Saudi perspective, graduates' communicative ability is not as high as expected (Alqahtani, 2018). At the tertiary level, even though preparatory programs teach the four basic skills of English to enhance students' proficiency, they may still lack the ability to communicate successfully in English. By incorporating online presentations into the course work, teachers can help the students improve their communication skills while staying within their comfort zone.

This research has several important recommendations for language learners, teachers and educational policymakers. Incorporating online presentations as part of the regular curriculum as one of the assessment methods presents some advantages and also some challenges for students and teachers. First, online presentations should be pedagogically improved by designing suitable course content and course delivery. Second, the technical knowledge and support necessary for the students to deliver online oral presentations effectively should be provided. Then, also the teachers should receive training and software support needed to handle online presentations as an assessment method.

7. Limitations and future studies

The study was conducted using a small number of samples; thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.

Figures

Figure 1

Results of the students' questionnaire

Table 1

Students' responses to the 15 questionnaire questions and their average

Statements	SA	A	N	D	SD
1. I prefer online presentations because they make me feel less stressed and anxious than when I give a presentation in the classroom	128	73	24	9	5
2. I usually suffer from stress and anxiety, but online presentations have helped me to overcome them	85	79	50	16	9
3. The success of an online presentation increases my self-confidence and reduces my anxiety	108	89	21	11	10
4. Online presentations help me control my stress because I do not see the reactions on the faces of the teachers or fellow students	118	79	23	12	7
5. I feel less stressed when I perform an online presentation because I do not have to worry about my gestures or body language	111	83	24	13	8
6. The feeling of being assessed by the teacher, which distracts me and increases my stress, does not exist while performing online presentations	103	84	33	11	8
7. I do not feel a pounding heart, dry mouth, stomachache, or sweating hands while giving an online presentation	69	65	51	35	19
8. I feel more comfortable and less nervous behind the computer screen at home when I perform an online presentation	111	86	25	7	10
9. I do not have to worry about anything except being well-prepared for the online presentation	89	87	32	18	13
10. Online presentations decrease my fear of forgetting some parts of the presentation	103	87	30	12	7
11. I make fewer grammatical mistakes when I perform online presentations	86	91	40	14	8
12. I can concentrate on pronouncing words or phrases correctly when I perform an online presentation	90	88	42	13	6
13. There is no direct eye contact with the teacher or the class while performing online presentations, which makes me speak more confidently	103	80	31	12	13
14. My experience with online presentations encourages me to perform more online presentations	83	72	56	15	13
15. My experience with online presentations encourages me to perform presentations in the classroom	55	64	66	32	22
Total number of responses	1,442	1,207	548	230	158
Average	96.13	80.46	36.35	15.33	10.53

Note(s): (SA) = Strongly agree, (A) = Agree, (N) = Neither agree nor disagree, (D) = Disagree and (SD) = Strongly disagree

Appendix

The questionnaire

EFL learners' anxiety and stress in performing oral presentations using an online platform (Blackboard live sessions or the zoom platform).

Table 1 and Figure 1 illustrate all the 15 questions in the questionnaire: