Lived Experiences of Students’ Confidence in Oral Participation

Abstract

This phenomenological study explored the confidence of students in oral participation in classroom activities at UM Panabo College. Specifically, it examined students’ experience of confidence in oral participation, the challenges that affect their confidence in class participation, their coping mechanisms to overcome low confidence, and what they gained about the impact of confidence on their learning and classroom experiences. In-Depth Interviews (IDI) and Focus Group Discussion (FGD) were used to gather rich insights from selected participants by purposive sampling. The data were analyzed using thematic analysis to find recurring patterns and meanings in the participants’ lived experiences. The findings revealed that confidence in oral participation is developed through repeated exposure, preparation, positive speaking experiences, and positive classroom interactions. However, students encountered challenges like nervousness, fear of being judged, lack of preparation, communication problems, and psychological and environmental barriers. Students used practice and rehearsal, self-reflection, simulation, positive self-talk, and emotional control strategies to deal with these problems. The findings further emphasized that confidence plays a significant role in enhancing students’ participation in class, communication, and self-expression, and their overall learning experiences. The study highlights the importance of fostering supportive learning environments and implementing classroom strategies that encourage students to develop confidence and actively participate in oral classroom activities.