Exploring the pre-service teacher’s oral presentation anxiety and self-efficacy practice through self-reflection strategies

Pre-service teachers' oral presentation is a component of the professional qualifications to meet responsibilities as future educators. However, they encounter oral presentation anxiety (OPA). Therefore, this study investigated the factors contributing to their anxiety and self-efficacy by completing the Self-Reflection (SR) and the Self-Reflection Strategy (SRS). The research objectives were to i) explore the factors that contribute to the pre-service teachers' oral presentation anxiety; ii) to explore selfefficacy practice in oral presentation; and iii) to investigate the pre-service teachers' oral presentation anxiety and self-efficacy practice through the Self-Reflection Strategy. SR and SRS explored the factors that contribute to the pre-service teachers' OPA and self-efficacy practice by using the underpinning theories, namely the Social Constructivism Theory, the Foreign Language Anxiety, and Self-Efficacy. Data was obtained through a qualitative case study research design administered to sixteen preservice teachers in an Institute of Teacher Education (ITE) in three phases. Two participants from those sixteen volunteered to do an Oral Presentation about Islamic and Asian Civilisations for SRS. The findings show they experienced a variety of oral presentation anxiety factors, namely test anxiety, fear of negative evaluation, communication apprehension as well as topic and content anxiety. Self-efficacy practices findings by the pre-service teachers were intentionality, forethought, selfreactiveness, self-reflectiveness and self-enhancement. SRS revealed that the preservice teachers' anxiety feelings were overcome, and their self-efficacy practice was enhanced in the oral presentations using Gibbs (1988) reflective cycles and the adaptation of TRIPLESPEAK from Finn et al. (2009). The study's implications show that SR and SRS assisted the pre-service teachers in oral presentation skills. This contributes to turning them into life-long learners who can communicate and work across cultures using the guidelines. The guidelines can be practised among students not only in Malaysia but also globally through the Open Learning web page.