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Abstract:
- ⁠who is the sample
- ⁠why am i doing this reserach
- ⁠main problem
- ⁠what method ill be using

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Literature review
Only take the important points
- example points from the article
And then explain below the points.

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Citing the articles/researchers

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Go week by week not by days

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task
TITLE: THE ROLE OF COPING STRATEGIES IN REDUCING
ENGLISH SPEAKING ANXIETY AMONG MSU SABAH
STUDENTS DURING ORAL PRESENTATION

ABSTRACT

This research aims to explore the role of coping strategies in reducing English speech
anxiety among MSU Sabah students during oral presentations. The sample consists of
300-350 undergraduate students who have experienced varying levels of anxiety when
speaking English in academic settings. This study is significant because speech anxiety is a
widespread issue that negatively impacts students' performance, confidence, and academic
success, particularly in courses where oral presentations are a critical component. As oral
communication is an essential skill in both academic and professional environments,
understanding how students manage anxiety can lead to more effective interventions and
teaching strategies.

The primary problem addressed by this research is the negative effect of English speech
anxiety on students' ability to effectively communicate during oral presentations. Many
students feel overwhelmed by the pressure of speaking in front of an audience, which often
leads to reduced fluency and difficulty in conveying their ideas clearly. Despite the known
prevalence of speech anxiety, there remains a gap in understanding the specific coping
strategies that students employ to manage this anxiety and how effective these strategies
are in improving their performance.

To address this issue, the study will use a quantitative research method, employing a
structured questionnaire to collect data from the sample group. The survey will assess the
coping strategies that students use to manage speech anxiety, such as preparation
techniques, relaxation exercises, positive thinking, and peer support. Additionally, the
research will evaluate the effectiveness of these strategies in reducing anxiety levels and
improving oral proficiency during presentations. By utilizing a cross-sectional survey design,
the study aims to gather data that will provide insights into the relationship between coping
strategies and speech anxiety, offering valuable information that can inform teaching
practices and support services for students. Ultimately, this research will contribute to the
development of more tailored approaches for reducing speech anxiety, enhancing students’
public speaking abilities, and improving their academic outcomes.

INTRODUCTION

Public speaking is a fundamental skill in both academic and professional contexts. However,
for many students, particularly those learning a second language, the prospect of speaking
in front of others can induce significant anxiety. This research focuses on the role of coping
strategies in reducing English speech anxiety among MSU Sabah students during oral
presentations. As a student who experiences speech anxiety—manifested in a shaky voice
and nervousness when speaking English in public—I have observed that many of my peers
face similar challenges. This issue appears to be particularly prevalent among younger
generations, who, despite being academically proficient, struggle with speaking in English
due to the fear of judgment and failure.

Oral presentations are a critical part of university education, particularly in language

programs where speaking skills are directly assessed. However, speech anxiety often
hinders students from performing at their best during these presentations. Anxiety in
speaking English can stem from a variety of sources, including fear of making mistakes, lack
of confidence in pronunciation, and the stress of being evaluated by peers and instructors.
Such anxiety can lead to decreased fluency and overall poor performance, which can
negatively impact students' academic success and self-esteem.

The issue of speech anxiety in language learning, particularly in English as a second

language (ESL), has been widely acknowledged in educational research. According to
Horwitz et al. (1986), foreign language anxiety is characterized by communication
apprehension, fear of negative evaluation, and test anxiety, which contribute to students’
nervousness when speaking in public. While speech anxiety is a well-recognized issue in
language education, there is limited research on the specific coping strategies that students
employ to manage this anxiety during English oral presentations. This gap in research forms
the basis of the present study, which seeks to explore how MSU Sabah students cope with
English speech anxiety and evaluate the effectiveness of these strategies.

In the context of MSU Sabah, speech anxiety seems to be a significant barrier to students'
success in oral presentations. Despite the growing awareness of this issue, there is
insufficient research on how students cope with anxiety in academic English-speaking tasks.
Previous studies have identified general strategies for managing anxiety, such as relaxation
techniques and cognitive-behavioral approaches. However, little attention has been given to
how these strategies specifically alleviate anxiety in English public speaking, particularly in
university settings. This study aims to address this gap by focusing on the specific coping
strategies that MSU Sabah students use to manage anxiety and their impact on performance
during English presentations.

The issue of speech anxiety is particularly relevant in today's educational environment,

where academic performance is often tied to public speaking abilities. The pressure to
perform well in presentations, combined with the fear of negative evaluation, contributes to
the anxiety many students face. This issue is more pronounced among younger generations,
who are under increased academic pressure and may lack sufficient opportunities for
practice in public speaking. As such, this research is not only timely but also necessary to
help students better manage their anxiety and improve their speaking skills.

The purpose of this study is to identify the most commonly used coping strategies for English
speech anxiety among MSU Sabah students and assess their effectiveness. These
strategies may include preparation techniques, relaxation exercises, positive thinking, peer
support, and other approaches that help reduce anxiety and enhance students’ confidence
when speaking English. A quantitative research design will be used to gather data from a
purposive sample of students who have experienced speech anxiety in oral presentations.
The study will explore the relationship between these coping strategies, anxiety levels, and
performance outcomes in English-speaking tasks.
In addition to examining coping strategies, this study will investigate the psychological and
emotional factors that contribute to speech anxiety. Motivation, self-confidence, and the fear
of negative evaluation play significant roles in how students perceive their ability to speak in
public. According to Saito et al. (2023), these psychological factors can greatly influence
students' language learning outcomes, including their proficiency in speaking. By exploring
the interaction between these factors and speech anxiety, the study will provide a
comprehensive understanding of how psychological aspects affect students' public speaking
abilities.

This research is significant for several reasons. First, it directly addresses an issue that
impacts students' academic performance and confidence, providing insights into how to
better support students facing speech anxiety. Second, it will contribute to the development
of more targeted interventions, such as workshops or programs designed to help students
manage speech anxiety and improve their presentation skills. By identifying effective coping
strategies, this research aims to enhance students' oral proficiency and overall academic
success, which are critical for their future careers.

In conclusion, speech anxiety remains a significant challenge for many students at MSU
Sabah, particularly among younger generations. This research seeks to fill the gap in
understanding how students cope with English speech anxiety and how these coping
strategies influence their performance in oral presentations. By examining the relationship
between coping strategies, psychological factors, and anxiety levels, this study aims to
provide valuable insights into how to support students in overcoming speech anxiety and
enhancing their communication skills.

PROBLEM STATEMENT

Speech anxiety, particularly when speaking in English, is a significant issue among students
at MSU Sabah. While it is especially prevalent among those in language programs, this
anxiety affects students across various disciplines, leading to a common fear of public
speaking, especially during oral presentations. As a student who has personally experienced
speech anxiety, I have observed that many of my peers also face similar challenges. These
students often struggle with nervousness, fear of judgment, and a lack of confidence when
speaking, which can hinder their ability to perform well during presentations.

This issue is of particular concern because public speaking is a critical skill in both academic
and professional settings. Students at MSU Sabah are frequently required to give oral
presentations as part of their coursework, and the inability to manage speech anxiety can
negatively impact their academic success. Anxiety during presentations may lead to a loss of
confidence, which in turn can affect students' performance and participation in class,
potentially influencing their grades and overall academic achievements. While some
students may not see a direct impact on their grades, the emotional toll of constantly
dreading presentations can reduce their overall learning experience and academic
engagement.

Despite the availability of mentoring programs at MSU Sabah, where students can discuss
their challenges, speech anxiety remains an unresolved issue for many. Some students are
hesitant to take advantage of these support systems due to the fear of speaking out or
feeling embarrassed about their anxiety. This reluctance to seek help further exacerbates the
problem, leaving students without the tools or support needed to cope with their anxiety in a
healthy and productive manner.

The lack of sufficient strategies and support to manage English speech anxiety highlights the
need for targeted research into effective coping mechanisms. This research seeks to
address this gap by investigating the coping strategies MSU Sabah students use to manage
their speech anxiety, their effectiveness, and their potential to improve students’ public
speaking confidence.

RESEARCH OBJECTIVES
1.​ To identify common coping strategies used by MSU Sabah students to manage
English speech anxiety.​

2.​ To evaluate the effectiveness of coping strategies in reducing English speech anxiety
and explore the psychological factors influencing their use.​

3.​ To analyze the relationship between coping strategies and students' oral proficiency
in English.

RESEARCH QUESTIONS
1.​ What coping strategies do MSU Sabah students use to manage English speech
anxiety?​

2.​ How effective are these coping strategies in reducing English speech anxiety, and
what psychological factors influence their effectiveness?​

3.​ What is the relationship between coping strategies and students' oral proficiency in
English?

LITERATURE REVIEW

1. Wang et al. (2024) - "How Anxiety State Influences Speech Parameters: A Network
Analysis Study from a Real Stressed Scenario"

Key Points/Quotes:

●​ “Anxiety leads to significant changes in speech parameters such as jitter, pitch, and
speech rate, which are critical to effective communication during public speaking.”​

Explanation:​
This study examines how anxiety impacts the physiological aspects of speech, such as jitter
(variability in pitch), pitch, and speech rate. The researchers used network analysis to
demonstrate that heightened anxiety results in alterations in these speech parameters,
which directly affect clarity, fluency, and overall communication effectiveness. For MSU
Sabah students, this finding is significant because it reveals how anxiety not only impacts
the emotional state of the speaker but also disrupts the technical aspects of speech.
Understanding this relationship helps emphasize the need for coping strategies that can
address both emotional and physiological symptoms of speech anxiety.

2. Martiningsih et al. (2021) - "An Analysis of Students' Anxiety of Oral Presentations

and Public Speaking in Higher Education"

Key Points/Quotes:

●​ “The most common causes of public speaking anxiety are the fear of judgment from
others and concerns about making mistakes during the presentation.”​

Explanation:​
This research highlights the primary psychological triggers of public speaking anxiety, such
as fear of negative evaluation from peers and instructors, and concerns about making
mistakes in speech. The study suggests that these emotional responses play a central role
in exacerbating anxiety during oral presentations. This aligns with the broader understanding
of language anxiety, where self-consciousness and the fear of failure contribute to
heightened stress levels. For MSU Sabah students, this finding underscores the importance
of creating an environment where students can overcome the fear of judgment, thus
enabling them to engage more confidently in oral tasks.

3. Rahmat et al. (2023) - "Exploring the Level and Primary Causes of Public Speaking
Anxiety Among English Department Students"

Key Points/Quotes:

●​ “The primary anxiety triggers for English department students are communication
apprehension, fear of negative evaluation, and test anxiety, all of which are
exacerbated when required to perform in front of an audience.”​

Explanation:​
This study identifies three key contributors to public speaking anxiety: communication
apprehension (fear of speaking in front of others), fear of negative evaluation (worry about
being judged), and test anxiety (concern over performance outcomes). These anxiety
components are heightened during public speaking tasks, especially in academic settings.
The research confirms that language learners are particularly vulnerable to anxiety in oral
tasks, which may affect their ability to speak confidently and fluently. For MSU Sabah
students, addressing these psychological factors is essential to improving public speaking
skills. Coping strategies like preparation, relaxation techniques, and positive reinforcement
could be crucial in alleviating these anxieties.

4. Fitriana (2023) - "Strategies for Coping Anxiety by the Students in Conducting Oral
Presentations"

Key Points/Quotes:
 ●​ “Students most commonly use preparation, relaxation techniques, and positive
thinking as their primary strategies to cope with public speaking anxiety.”​

Explanation:​
Fitriana’s study identifies the most effective coping strategies that students use to manage
public speaking anxiety. These include thorough preparation, relaxation exercises such as
deep breathing, and positive thinking to counteract negative thoughts. These strategies help
students feel more in control and reduce feelings of nervousness. For MSU Sabah students,
these strategies offer practical solutions to managing anxiety. Encouraging students to adopt
these methods can significantly enhance their speaking proficiency, as it allows them to
approach oral tasks with greater confidence and a reduced emotional burden.

5. Nguyen et al. (2024) - "Addressing Public Speaking Anxiety with an AI Speech

Coach"

Key Points/Quotes:

●​ “The use of an AI speech coach significantly reduces public speaking anxiety by

providing instant feedback on speech parameters such as pronunciation, pacing, and
intonation.”​

Explanation:​
This study explores the role of artificial intelligence (AI) in reducing public speaking anxiety.
The AI speech coach provides immediate feedback on key speech parameters like
pronunciation, pacing, and intonation, offering students a chance to practice in a
low-pressure setting. The study found that students who used the AI coach exhibited lower
anxiety levels and improved performance. For MSU Sabah students, this technology could
offer an innovative way to practice speaking in English. With AI feedback, students can
improve their oral proficiency without the fear of judgment from peers, which could contribute
to enhanced speaking abilities and reduced anxiety.

6. Najeeb et al. (2024) - "Psychological Interventions for Reducing Public Speaking

Anxiety in Adults with Speech Impairments"

Key Points/Quotes:

●​ “Cognitive Behavioral Therapy (CBT) and Mindfulness-Based Stress Reduction

(MBSR) have been shown to be effective in reducing public speaking anxiety in
individuals with speech impairments.”​

Explanation:​
This study investigates the effectiveness of psychological interventions, such as Cognitive
Behavioral Therapy (CBT) and Mindfulness-Based Stress Reduction (MBSR), in reducing
public speaking anxiety. Both approaches were found to significantly alleviate anxiety by
helping individuals reframe their negative thoughts and manage stress. These findings are
applicable to MSU Sabah students, especially those with severe anxiety, as incorporating
CBT and MBSR techniques could provide students with the tools needed to manage their
emotional responses to public speaking. Integrating these psychological methods into
support programs could help reduce anxiety and improve overall speaking performance.

THEORY AND CONCEPTUAL FRAMEWORK

Figure 1​
Conceptual Framework: The Relationship Between Coping Strategies and English Speech
Anxiety, Grounded in Theoretical Support

The diagram illustrates the relationship between coping strategies (independent variable) and
English speech anxiety (dependent variable). It shows that using strategies like preparation,
relaxation, positive thinking, and peer support helps reduce anxiety during oral presentations.

Theories such as the Transactional Model of Stress and Coping, Foreign Language Anxiety
Theory, Self-Determination Theory, and Cooperative Learning Theory inform how these coping
strategies alleviate anxiety. The diagram highlights that as students engage with these strategies,
their anxiety levels decrease, which leads to enhanced speaking performance.

In essence, the framework suggests that coping strategies reduce anxiety, boosting students'
confidence and improving their oral proficiency.
This study explores the role of coping strategies in reducing English speech anxiety among
MSU Sabah students during oral presentations. The theoretical and conceptual framework
guiding this research draws on several well-established psychological and educational
theories to explain how coping strategies reduce anxiety and improve speaking
performance.

The core theory for this research is the Transactional Model of Stress and Coping
(Lazarus & Folkman, 1984), which explains how stress arises when individuals perceive
situations as threatening. In this context, speech anxiety is a stressor, and coping strategies,
such as preparation, relaxation techniques, and peer support, serve as mechanisms to
manage this anxiety. Lazarus and Folkman distinguish between problem-focused coping
(directly addressing the task) and emotion-focused coping (managing emotional
responses). This model is central to the study, as it underscores the role of coping strategies
in alleviating anxiety, which is a key variable influencing students’ oral proficiency.

Another important theory is Foreign Language Anxiety Theory (Horwitz et al., 1986),
which focuses on anxiety within language learning contexts. This theory identifies three
major components: communication apprehension, test anxiety, and fear of negative
evaluation. These components are especially relevant in public speaking tasks, where fear
of judgment and concerns about language proficiency contribute to anxiety. This theory
helps explain the sources of anxiety that MSU Sabah students may experience during oral
presentations and provides a basis for understanding how coping strategies can alleviate
these fears.

The Self-Determination Theory (SDT) (Deci & Ryan, 2000) also plays a significant role in
this study. SDT emphasizes the importance of motivation, autonomy, and competence in
reducing anxiety. Students who feel capable of managing their presentations and who are
intrinsically motivated are less likely to experience debilitating anxiety. For MSU Sabah
students, coping strategies that enhance their sense of competence and autonomy—such as
self-preparation and positive thinking—are likely to be more effective in reducing anxiety.

Additionally, the Cooperative Learning Theory (Johnson & Johnson, 1999) emphasizes the
benefits of peer support and group activities in reducing stress. When students collaborate
with peers, they share the responsibility of speaking, which lowers individual anxiety. This
theory suggests that group-based activities, such as peer feedback and collaborative
presentations, can effectively reduce anxiety by creating a supportive environment.

Finally, the Cooperative Language Learning (CLL) approach and the Common European
Framework of Reference for Languages (CEFR) emphasize communicative competence
through interaction. These frameworks support the idea that group learning activities and
peer interactions can enhance speaking confidence and reduce anxiety, which is particularly
relevant for MSU Sabah students in language programs.

The conceptual framework for this study posits that coping strategies, such as preparation,
relaxation, positive thinking, and peer support, are the independent variables, while speech
anxiety is the dependent variable. The framework suggests that as students engage in these
coping strategies, their anxiety levels decrease, leading to improved speaking performance.
In summary, the theoretical and conceptual framework integrates several theories that
explain how coping strategies mitigate speech anxiety and improve oral proficiency. This
framework guides the research design, focusing on how coping strategies help MSU Sabah
students manage anxiety and perform better in public speaking tasks.

METHODOLOGY

This study adopts a quantitative research design to investigate how coping strategies
influence English speech anxiety and oral proficiency among MSU Sabah students. The
primary aim is to assess the effectiveness of various coping mechanisms in reducing anxiety
and improving speaking performance during oral presentations. A cross-sectional survey
approach will be used, gathering data from students at a single point in time, which is
appropriate for examining the prevalence of coping strategies and analyzing their impact on
speech anxiety and oral proficiency.

A purposive sampling method will be employed to select participants. This sampling

method is ideal because the research targets students who have experienced speech
anxiety during English oral presentations. The sample will consist of 300 to 350 students
from various academic programs at MSU Sabah. These students will represent a range of
backgrounds, proficiency levels, and academic years, which will allow for a broad
understanding of how anxiety affects students across different disciplines. The inclusion
criteria require students to have participated in English oral presentations and to have
experienced anxiety during these tasks. Students who have not participated in such activities
or who choose not to participate will be excluded from the study.

Data will be collected through a structured questionnaire administered online via Google
Forms. The questionnaire will consist of several sections, starting with demographic
information such as age, gender, academic program, and year of study. This will allow the
study to examine potential variations in anxiety levels and coping strategies based on these
factors. The second section will assess the coping strategies students use to manage
anxiety. Participants will rate the frequency of strategies such as preparation, relaxation
techniques, positive thinking, and peer support using a 5-point Likert scale, where 1
represents “Never” and 5 represents “Always.”

The third section will assess speech anxiety by asking participants to rate their anxiety
levels before and during their oral presentations. Factors such as fear of negative evaluation,
nervousness, and physiological symptoms like a shaky voice will be explored. These
responses will be measured using a 5-point Likert scale, ranging from “Not at all anxious”
to “Extremely anxious.” The final section will focus on students’ oral proficiency, with
self-assessments on fluency, pronunciation, and overall confidence during presentations.

The online format will facilitate easy access for participants and enable efficient data
collection. It also ensures confidentiality, as responses will remain anonymous. An informed
consent form will be included with the survey, outlining the study’s purpose, voluntary
participation, and confidentiality assurances. Participants will be informed that their
participation is voluntary and that they can withdraw at any time without consequence.

The collected data will be analyzed using descriptive statistics and correlational
analysis. Descriptive statistics, such as frequencies, means, and standard deviations, will
provide an overview of the coping strategies, anxiety levels, and self-reported oral
proficiency. Pearson’s correlation coefficient will be used to assess the relationships
between coping strategies, anxiety, and performance. This will help determine whether
certain coping strategies are associated with lower anxiety and better oral proficiency. For
instance, the analysis will explore whether students who frequently use relaxation
techniques report lower anxiety levels and better performance in oral presentations.

To ensure the reliability of the survey instrument, Cronbach’s alpha will be calculated for
sections measuring coping strategies, anxiety, and oral proficiency. A Cronbach’s alpha
value of 0.7 or higher will indicate acceptable reliability. If necessary, revisions will be made
to improve the consistency of the instrument.

Ethical considerations are an important part of the research process. Participants will be
provided with an informed consent form that clearly explains the purpose of the study, their
right to withdraw, and the confidentiality of their responses. All participants will be reminded
that their involvement is voluntary and that they may stop participating at any time without
any academic repercussions. The data collected will be stored securely in a
password-protected digital format, and only the research team will have access to the raw
data. To maintain confidentiality, no personally identifiable information will be included in the
final analysis or report.

In addition, participants will be informed that their responses will remain anonymous. The
online platform, Google Forms, ensures that responses are not linked to participants’
identities. Furthermore, since the study involves self-reported data on anxiety, which may
cause emotional discomfort for some participants, the option to discontinue the survey will
be clearly communicated. If participants experience emotional distress, they will be provided
with contact information for counseling services available at MSU Sabah.

By adopting a quantitative research design, this study provides a structured and ethical
framework for investigating the coping strategies used by MSU Sabah students to manage
English speech anxiety and their impact on oral proficiency. The cross-sectional survey will
gather data on the prevalence of various coping strategies and assess their effectiveness in
reducing anxiety. Through statistical analysis, the study will examine the relationship
between coping strategies, speech anxiety, and students' self-assessed oral proficiency,
offering insights that can inform academic support programs at MSU Sabah.

SIGNIFICANCE OF THE STUDY

This study on coping strategies for English speech anxiety among MSU Sabah students
holds significant value for several stakeholders, including students, educators, and the
academic community as a whole. By identifying effective coping mechanisms, the research
will provide valuable insights into how students can better manage their anxiety, improving
their academic performance and overall well-being.

Students will be the primary beneficiaries of this study. The findings will offer them practical
tools to manage speech anxiety, a common issue that impacts their performance during oral
presentations. Understanding which coping strategies are most effective in reducing anxiety
will empower students to implement these strategies in real-life academic situations,
boosting their confidence and enhancing their ability to speak in public. As public speaking is
an essential skill in both academic and professional contexts, the ability to manage anxiety
can improve their performance, leading to better grades, increased participation in class, and
a more positive educational experience overall.

Educators will also benefit from this research. The study provides evidence-based insights
into how specific coping strategies can alleviate speech anxiety and improve student
outcomes. Educators can use this knowledge to adapt their teaching methods, integrate
anxiety-reducing techniques into their courses, and offer targeted support to students who
struggle with public speaking. By incorporating these strategies into their curriculum,
educators can help create a more supportive and less stressful learning environment,
fostering both academic and personal growth in their students.

On a broader level, the study will contribute to the academic literature on language learning
and speech anxiety, especially in the context of higher education. By filling the gap in
existing research on coping strategies for public speaking anxiety, the study will provide
insights that can inform future research and policy development in language education. It
can influence institutional policies related to student support services, guiding universities in
designing more effective programs that address students’ emotional and psychological
needs during academic presentations.

In summary, this study will have a lasting impact on improving students' academic
experiences, equipping educators with effective tools, and contributing to the broader
understanding of how speech anxiety affects language learners in higher education.

Delimitations and Limitations

Delimitations​
The scope of this study is deliberately confined to MSU Sabah students, specifically those
who have participated in English oral presentations and have experienced some level of
speech anxiety. This focus ensures that the research directly addresses the experiences of
students within the specific context of MSU Sabah, making the findings more relevant to this
group. The study will also include only undergraduate students, as they are more likely to
have encountered public speaking tasks as part of their academic programs. Additionally,
the research will focus on quantitative data collected through self-reported surveys,
meaning that it will not explore qualitative insights, such as personal interviews or case
studies, which would require a different methodological approach.

Limitations​
There are several limitations to this study that may affect the generalizability and validity of
the findings. First, the study relies on self-reported data, which may introduce bias.
Participants may underreport or overreport their levels of anxiety or coping strategies,
depending on their self-awareness or social desirability bias. Although the study aims to
ensure confidentiality and anonymity, some students may still feel hesitant to fully disclose
their true experiences with anxiety.

Another limitation is that the study uses a cross-sectional survey, which only captures data
at one point in time. This means that the research will not track changes in students' anxiety
levels or coping strategies over time, nor will it assess the long-term effects of the coping
 strategies on oral proficiency. The results, therefore, provide a snapshot of students'
experiences rather than a longitudinal perspective on their development.

Finally, the study is limited by its focus on quantitative methods, which may not capture the
full complexity of speech anxiety and coping strategies. A more comprehensive
understanding could be gained through a mixed-methods approach, which would allow for
deeper exploration of students' personal experiences.

Despite these limitations, the study will offer valuable insights into the coping strategies used
by MSU Sabah students and their impact on speech anxiety and oral proficiency.

GANTT CHART

Stages of Week Week Week Week Week Week Week Week Week Week Week Week Week Week
Research 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Selection of
Topic

Literature Review

Selection of
Appropriate
Research
Methodology

Conduct Pilot
Study

Select
Participants

Analysis and
Interpretation of
Data

Findings and
Discussion

Final Research
Project

The Gantt chart above provides a clear timeline for the research process on the role of
coping strategies in reducing English speech anxiety among MSU Sabah students. The
chart outlines the project’s tasks week by week, ensuring that each phase of the study is
completed systematically and on time.

The research begins in Week 1 with the selection of the research topic, followed by the
literature review in Weeks 2 to 3. This phase is crucial for understanding existing research
on speech anxiety, coping strategies, and language learning theories, helping to identify
gaps that the current study aims to fill.

In Week 4, the focus will shift to the selection of the research methodology, including
decisions about the research design, sampling methods, and data collection techniques.
This phase is essential to ensure the study follows a structured and logical approach.
Weeks 5 and 6 are dedicated to conducting a pilot study. This allows testing of the survey
instrument to ensure its clarity and effectiveness before full-scale data collection begins in
Week 7. During Week 7, participants will be selected, with the sample consisting of students
who have experienced speech anxiety during oral presentations.

The main data collection will take place in Weeks 8 and 9 through an online survey. After
gathering the data, Weeks 10 and 11 will be focused on data analysis and interpretation.
The data will be analyzed using descriptive statistics and correlations to explore the
relationship between coping strategies, speech anxiety, and performance.

Finally, in Week 12, the findings will be discussed, and the final report will be written and
submitted in Week 14. This timeline ensures a structured and efficient approach, allowing
each phase to build upon the previous one, leading to the successful completion of the
study.