Speaker
Description
This presentation introduces a small-group activity designed for EFL university classes to scaffold public speaking skills and reduce speaking anxiety. Inspired by Professional Learning Communities, each member of the small group assumes a specific role to present a topic of interest, guide peer discussion, and share insights across multiple groups working simultaneously. The purpose of this activity is to provide structured speaking practice that gradually prepares learners to present confidently in front of larger audiences.
Abstract section 5: References
Alemu, M., Bishaw, A., & Melesse, T. (2025). Validation and contextualization of professional learning communities scale in secondary schools: A factorial analysis from Awi Zone, Ethiopia. Social Sciences and Humanities Open, 11(101447), 1-11. https://doi.org/10.1016/j.ssaho.2025.101447
Dewaele, J.M. & Furnham, A. (2026). Identifying demographic and personality correlates of public speaking anxiety among adult workers. Acta Psychologica, 263, 1-6. https://doi.org/10.1016/j.actpsy.2026.106247
Abstract section 1: Relevance
Public speaking in a foreign language is often associated with high levels of anxiety (Dewaele & Furnham, 2026). Providing a low-stakes environment for students to collaborate and learn from each other can assist in reducing anxiety normally associated with public speaking. Drawing on principles from Professional Learning Communities (Alemu et al., 2025), this activity emphasizes peer learning, shared responsibility, and repeated speaking practice. By integrating structured roles within small groups, the activity aligns with research advocating collaborative and supportive environments that gradually prepare students for more demanding public speaking tasks.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to demonstrate how structured small-group presentation activities can reduce student anxiety and improve their readiness for larger public speaking tasks in EFL classrooms. The session will share a practical framework that instructors can adapt to different proficiency levels and class sizes.
Abstract section 4: Outcomes/results
Participants will learn how to design and implement a structured small-group presentation activity that builds students’ confidence in speaking English. They will gain practical strategies for assigning roles, promoting peer interaction, and scaffolding presentation skills in stages. The session will also highlight ways to adapt the activity for different course formats and proficiency levels. By the end of the presentation, attendees will have a clear framework they can apply in their own classrooms to help students transition from small-group speaking practice to more confident large-audience presentations.
Abstract section 3: Content/method
The presentation will outline the structure of the activity, including group organization, role assignments, and the sequence of classroom tasks. Participants will learn what students prepare for presentations, and how they facilitate peer discussions and exchange information through a reporter role. The session will also discuss implementation challenges and the inspiration and revisions made over the course of several semesters.
| Title | Small groups, big confidence in public speaking |
|---|---|
| Teaching Context | College and university education |