Addressing public speaking anxiety: a pedagogical action research approach

Public Speaking Anxiety (PSA) is proven to have an adverse effect on the overall academic performance and future employability of young undergraduate population. With the increasing global interest towards PSA, there is a dearth of pedagogically anchored, culture-specific, and action-oriented research in the Pakistani context. The current study fills this gap by utilizing Pedagogical Action Research (PedAR), an active, cyclical model that integrates reflective teaching with curriculum development. A sample of 42 undergraduate students of Business and Professional Speech course at a private university in Karachi were recruited for this study. The research consisted of three action cycles with interventions that were customized to target the cognitive, behavioral and physiological outcomes of PSA. The ARTICULATE, CAPTIVATE, and CASCADE frameworks were employed and inspired by psychological theory, communication pedagogy, and digital technology (for instance, Yoodli AI). Quantitative data were collected using the Public Speaking Anxiety Scale (PSAS) and qualitative data were based on researcher’s observations, journals, and reflections of the students. Results demonstrated significant PSA decrease in all domains, and improvements in student performance. The research highlights the significance of the PedAR as a PSA-lowering instrument, and as a model of teacher-driven reform that is responsive, reflective, and culturally dynamic. By presenting the teacher as a researcher and the classroom as a site for transformation, this study validates PedAR’s promise as a tool for closing the gaps among theory, policy and practice, while fostering scalable, contextually grounded innovations in Pakistan’s educational context.