COPING STRATEGIES AND MOTIVATION TO LEARN ENGLISH WITH PUBLIC SPEAKING ANXIETY AMONG COLLEGE STUDENTS

This study examined coping strategies and motivation to learn English in the context of public speaking anxiety among college students. Using a descriptive-correlational design, data were collected from 172 students through standardized questionnaires measuring coping strategies, English learning motivation, and public speaking anxiety. Descriptive statistics, Pearson correlation, and regression analyses were employed to analyze the data. Results revealed that students experienced a generally high level of public speaking anxiety, yet demonstrated moderately high use of coping strategies, particularly preparation and positive thinking. Motivation to learn English was also high, indicating that students recognize the academic and professional value of English proficiency. Correlation analyses showed significant positive relationships among coping strategies, motivation, and anxiety, suggesting that students who feel more anxious are more likely to adopt coping behaviors, while motivated learners tend to employ more adaptive strategies. Regression results indicated that positive thinking and preparation significantly predicted motivation to learn English, whereas positive thinking, peer seeking, and resignation significantly predicted public speaking anxiety. These findings imply that coping strategies function both as responses to anxiety and as mechanisms that sustain motivation in language learning. Overall, the study concludes that public speaking anxiety, coping mechanisms, and English learning motivation are interconnected aspects of students’ communication experiences. The findings highlight the importance of instructional interventions that strengthen strategic preparation, promote constructive self-beliefs, and foster supportive learning environments to enhance students’ confidence and communicative competence. Such interventions may also improve participation, reduce avoidance behaviors, and support the long-term development of academic and professional communication.