Investigating coping strategies for anxiety and speech disorders in classroom presentations: A case study on...

This qualitative case study investigates the interplay between anxiety triggers and speech disorders during classroom presentations among Bangladeshi tertiary students. Employing a case study methodology, data were collected through semi-structured interviews, classroom observations, and document analysis involving 15 purposively selected students (aged 21-25) from diverse disciplines and geographic regions in Bangladesh. Thematic analysis via NVivo (v14) software revealed that anxiety was predominantly triggered by fear of judgment, public speaking phobia, language barriers (particularly in English-medium contexts), and insufficient preparation. These stressors manifested in speech disorders such as stuttering, voice tremors, hesitations, and memory lapses, exacerbated by physiological symptoms like rapid breathing and sweating. Contextual factors, including rigid academic expectations and unsupportive classroom dynamics, further intensified anxiety. Students adopted coping strategies such as rehearsal, peer feedback, relaxation techniques, and technological aids to mitigate challenges. Findings underscore the need for institutional interventions, including fostering supportive classroom environments, integrating language skill development, and providing psychological resources to address anxiety and its impact on communication. The study highlights the complex nexus of psychological, linguistic, and contextual factors affecting presentation performance, offering insights for educators to enhance pedagogical practices and student well-being in Bangladeshi tertiary education.