University students in Malaysia continue to face deep-rooted public speaking anxiety, with new research highlighting how gender plays a key role in shaping their confidence and motivation. The study, which surveyed students from Universiti Teknologi MARA Sarawak, reveals that while female students often show higher motivation to participate in public speaking, they also report significantly lower levels of confidence and preparedness compared to their male peers. The findings were published in the Gading Journal for the Social Sciences.
Public speaking anxiety, also known as glossophobia, is a well-documented psychological challenge that can manifest in physical symptoms like rapid heartbeat, nausea, and sweating. For many, especially in educational settings where English is a second language, the pressure of speaking in front of others can lead to avoidance and self-doubt. The research notes that societal expectations around gender often intensify these reactions, making it more difficult for female students to feel comfortable in the spotlight.
The study involved 30 undergraduate students evenly split between male and female participants. All had previous experience in public speaking competitions, making them an ideal group for assessing real-world perceptions and challenges. Results from the survey show that female students were more likely to express strong interest in public speaking, with 33.3% saying they were highly motivated, compared to 26.7% of males. However, this motivation did not necessarily translate into confidence. Only 40% of female students felt strongly prepared, compared to 46.7% of males.
One of the key challenges identified was a lack of situational confidence among female students, despite their clear enthusiasm. Researchers suggest that this may be influenced by cultural norms that place greater emphasis on modesty and deference for women, especially in Asian societies. These expectations can make assertive communication feel uncomfortable or inappropriate, undermining female students’ willingness to fully engage.
In contrast, male students often face the opposite pressure. They are expected to project authority and confidence, even when they may not feel it. While this can result in stronger self-assessments, it may also mask underlying anxiety. The study found that some male students reported neutrality or even disagreement when asked about their preparation levels, indicating that outward confidence does not always match internal readiness.
The findings suggest that public speaking programmes in universities must go beyond standard training and consider gender-sensitive approaches. For example, offering smaller practice groups, mentorship pairings, and anxiety-reducing techniques could be especially beneficial for female students. Equally, reframing public speaking as a collaborative rather than competitive exercise may help reduce performance pressure for all students, regardless of gender.
Despite cultural and individual differences, students across the board acknowledged the value of public speaking in building communication skills and self-confidence. With increasing global emphasis on English language proficiency, especially in professional and academic settings, tackling gender-based barriers to communication has become even more critical.
The researchers call for universities to develop more inclusive and psychologically informed teaching strategies that address not just skill gaps, but the social and emotional factors that influence students’ willingness to speak.
