The Interrelationships of Instructional Feedback Quality, Critical Audience Awareness, Speaking Anxiety and Public Speaking Skills
DOI:
https://doi.org/10.65339/ijsair.V2.I2.210Keywords:
Critical Audience Awareness, Instructional Feedback Quality, Public Speaking Skills, Speaking Anxiety, Structural Equation ModelingAbstract
Effective public speaking is widely recognized as an essential 21st-century skill that enables learners to communicate ideas clearly, engage audiences, and participate actively in academic and social contexts, yet limited empirical evidence explains how cognitive, instructional, and affective factors interact to influence students’ public speaking performance, particularly among junior high school learners. Anchored on Social Cognitive Theory, Scaffolding Theory, and Fear of Negative Evaluation Theory, this study examined the influence of critical audience awareness, instructional feedback quality, and speaking anxiety on the public speaking skills of Grade 10 students. Using a descriptive-correlational research design, the study involved 137 randomly selected students from a public secondary school in Cagayan de Oro City, determined through the Taro Yamane formula. Data were collected using three adapted questionnaires and a performance-based public speaking rubric, all of which underwent expert validation and pilot reliability testing. Descriptive statistics and Structural Equation Modeling (SEM) were employed. Results indicate that critical audience awareness, instructional feedback quality, and speaking anxiety were all high, while public speaking skills remain generally fair across confidence, content, organization, language use, and delivery. The findings further revealed that instructional feedback quality significantly affects critical audience awareness and speaking anxiety. The study concludes that enhancing public speaking development is shaped by interacting instructional, cognitive, and affective conditions rather than by any single direct predictor. It is suggested to implement structured speaking programs that combine repeated oral performance, guide audience analysis, and immediate teacher feedback.
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