Rey Magora
ABSTRACT
This study investigates the interplay between oral communication strategies, public speaking self-efficacy beliefs, and public speaking anxiety among Omani EFL students. Employing a mixed-method approach, the research analyzed data from surveys and open-ended responses of 200 participants. Findings reveal that students frequently utilize social-affective, fluency-oriented, and accuracy-oriented strategies, demonstrating high levels of self-efficacy but experiencing significant speaking anxiety, particularly related to communication apprehension and test situations. A positive correlation was identified between oral communication strategies and self-efficacy, while a negative correlation was observed between self-efficacy and anxiety. Challenges highlighted include fear of negative evaluation, limited vocabulary, and difficulties engaging audiences. The study concludes that structured interventions focusing on anxiety reduction, language proficiency, and confidence-building can improve students’ oral communication performance. A proposed plan of action includes strategies to mitigate public speaking anxiety, enhance vocabulary, and promote peer collaboration. These findings inform pedagogical practices for fostering communicative competence in EFL contexts.
Keywords: Oral communication Strategies, Public Speaking, Self-Efficacy, Public Speaking Anxiety, Omani EFL Students, Communication Competence