Students’ Experiences in Impromptu Speaking: Evaluating Emotional Responses, Challenges Encountered, Coping Strategies, Confidence Development, and Preferred Speech Delivery Methods
Jellow S. Painagan
*
University of the Visayas, Cebu City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Impromptu speaking activities help develop students’ communication skills and confidence, yet many college students experience speaking anxiety and nervousness when required to speak spontaneously in English.
Aims: This study aimed to explore students' experiences with impromptu speaking, particularly their emotional responses, challenges encountered, coping strategies, confidence development, and preferred speech delivery methods.
Study Design: This study utilized a phenomenological qualitative research design employing thematic analysis.
Place and Duration of Study: The study was conducted among college students in Bohol, Philippines, enrolled in communication-related classes during the Academic Year 2025–2026. The participants were aged 18–21 years old and commonly used Cebuano and Filipino in daily conversations, while English was primarily used in academic and classroom speaking activities.
Methodology: A purposive sampling technique was used to select eight college students who had experienced impromptu speaking activities. Participants commonly encountered challenges in speaking English, including nervousness, fear of grammatical mistakes, limited vocabulary, pronunciation difficulties, low self-confidence, and speaking anxiety during classroom discussions and oral presentations. Data were gathered through a semi-structured interview guide containing open-ended questions about participants’ thoughts, emotions, coping mechanisms, communication strategies, and speaking preferences. The interviews were transcribed, translated into English when necessary, and analyzed using Braun and Clarke’s six-phase thematic analysis framework.
Results: The findings revealed six major themes: (1) Emotional Challenges During Impromptu Speaking, (2) Self-Regulation Strategies for Managing Anxiety, (3) Confidence Development Through Repeated Speaking Experiences, (4) Authentic and Natural Self-Expression, (5) Cognitive and Organizational Strategies in On-the-Spot Speaking, and (6) Preference for Structured and Prepared Speech Formats. Participants commonly experienced nervousness, fear, pressure, and mental block during impromptu speaking. To manage anxiety, participants used deep breathing, positive thinking, prayer, and self-encouragement. The study also found that repeated exposure to impromptu speaking improved confidence, communication skills, adaptability, and critical thinking. Participants viewed impromptu speaking as an opportunity for genuine self-expression and audience connection, although many still preferred memorized or extemporaneous speeches due to preparation and structure.
Conclusion: Impromptu speaking presents emotional and cognitive challenges among students; however, it also contributes positively to confidence building, communication competence, and authentic self-expression. The findings suggest that supportive speaking activities and strategic preparation techniques may help students improve their impromptu speaking performance and reduce speaking anxiety.
Keywords: Impromptu speaking, public speaking anxiety, self-confidence, communication skills