The Confident Speaker Lab: March 2026

Thursday, March 26, 2026

Why Lecturers Struggle with Action Research (And How to Overcome It)

Introduction: When “Do Research” Sounds Simple… But Isn’t

“Just do some action research,” they said. “It’s practical,” they said.

Meanwhile, you are juggling lectures, marking 30 assignments that all start with “In conclusion…,” replying to emails at 11:47 PM, and suddenly someone expects you to also become a researcher.

Action research is often marketed as the “friendly” type of research. The one that fits nicely into teaching. The one that is supposed to help you, not stress you out. But if that is true, why do so many lecturers feel like they are drowning the moment they hear the word “methodology”?

Based on evidence from a study among polytechnic lecturers in Sarawak, the struggle is very real. Lecturers generally like the idea of action research, but they face consistent challenges related to time, skills, and support (Kho & Ling, 2017). So, if you have ever thought, “Why is this so hard?”, this article is basically your validation.

1. Time: The Mythical Resource

Let us begin with the biggest joke in academia: “You have time to do research.”

Lecturers already have full schedules. Teaching, meetings, admin work, student consultations, events, more meetings, and somehow still expected to be productive human beings. So when action research enters the picture, it often feels like someone has just added another plate to an already-spinning circus act.

The data confirms this. Lecturers strongly agree that action research requires considerable time (Kho & Ling, 2017). And honestly, they are not exaggerating. Planning, collecting data, analysing, reflecting… it is not exactly a “quick weekend hobby.”

The real issue is not just a lack of time. It is a fragmented time. You get 30 minutes here, 45 minutes there, and by the time you sit down to focus, your brain says, “Let’s just scroll something instead.”

2. No One Actually Shows You How to Do It

Here is another reality: people tell you to do action research, but very few actually sit down and say, “Okay, let me show you step by step.”

According to the study, lecturers strongly feel that guidance is needed when doing action research (Kho & Ling, 2017). In fact, this was one of the highest-rated concerns.

This is especially true for new lecturers. You might understand the idea of research, but when it comes to actually writing a methodology section, suddenly everything becomes… confusing. Like, “Am I doing this right?” or “Why does this sound so wrong?”

Without mentorship, action research becomes a guessing game. And no one enjoys academic guesswork.

3. Methodology: The Section That Ruins Everything

Let us talk about the real villain: methodology.

You start your research full of excitement. Your topic is clear. Your problem is interesting. Then you reach methodology… and everything collapses.

The findings show that lecturers generally have moderate knowledge and skills in research (Kho & Ling, 2017). That means you kind of know what you are doing… but also not fully confident.

Things like:

“Is this descriptive or experimental?”
“Do I need inferential statistics?”
“Why are there so many referencing styles?”

At this point, even writing “The data were analysed using SPSS” feels like a big achievement.

The truth is, action research is not inherently complicated. It just feels complicated when no one has properly guided you through the process.

4. The Inner Voice That Says: ‘You’re Not Good Enough’

Now, let us move to the psychological side. Yes, even lecturers have that inner voice.

You know the one:

“Other people are publishing, I’m still stuck.”
“What if my research is not good enough?”
“What if reviewers destroy me?”

The study indicates that lecturers’ capability levels are moderate (Kho & Ling, 2017). Which basically means you have the skills… but maybe not the confidence.

And confidence matters.

Because even if you can do the research, if you feel like you cannot, you will procrastinate, delay, or avoid it altogether. Suddenly, cleaning your email inbox becomes more attractive than writing your literature review.

5. So… How Do We Actually Survive This?

Alright, enough suffering. Let us talk solutions.

1. Stop Treating Research as Something Separate

Your classroom is already a research lab.
Student behaviour, participation, performance, feedback… that is data. Use it.

2. Find Your Research Buddy

Do not do this alone. Seriously.
A colleague who is also struggling is better than struggling alone. At least you can panic together.

3. Attend Workshops (Even If You Don’t Feel Like It)

Yes, workshops can be long. Yes, sometimes boring.
But they fill the gaps, especially in methodology and analysis.

4. Start Small (Very Small)

Do not try to produce a “groundbreaking study” immediately.
Start with one class. One issue. One simple intervention.

5. Ask for Help (Without Feeling Embarrassed)

Mentorship is not a luxury. It is necessary.
The study clearly recommends guidance and institutional support as key solutions (Kho & Ling, 2017).

6. Maybe Action Research Isn’t the Enemy

What if the problem is not action research… but how we approach it?

When you see it as a huge academic burden, it becomes stressful.
When you see it as a way to improve your teaching, it becomes meaningful.

Also, let us be honest. Many lecturers are already doing action research without realising it. Reflecting on lessons, trying new strategies, observing outcomes… that is action research in its natural habitat.

The difference is just writing it down properly.

Conclusion: You’re Not the Problem

If you have been struggling with action research, here is the truth:

It is not just you.

Lecturers everywhere face the same challenges, and research has already documented them clearly (Kho & Ling, 2017). Time constraints, lack of guidance, technical confusion, and self-doubt are all part of the journey.

But the good news?

You can overcome them.

With small steps, proper support, and a bit of patience, action research becomes less of a nightmare and more of a tool for growth. And who knows… one day you might even say, “Hey, this is actually useful.”

Okay, maybe not immediately. But eventually.

Source: Kho, M. G.-W., & Ling, Y.-L. (2017). A study of perception and capability to undertake action research among lecturers at a polytechnic in Sarawak. Teacher Education and Curriculum Studies, 2(4), 41–46. https://doi.org/10.11648/j.tecs.20170204.11

Why Students Fear Presentations: 5 Proven Causes of Public Speaking Anxiety

Introduction: When Your Brain Logs Out Mid-Presentation

You walk to the front of the class feeling prepared. Slides? Checked. Notes? Checked. Confidence? Questionable… but still there. Then suddenly, the moment you start speaking, your brain goes: “Sorry, system error. Please try again later.”

If you have ever stood there smiling awkwardly while your mind goes completely blank, welcome to the club. Public speaking anxiety is incredibly common among students. It is not because you are “bad at speaking.” It is because several hidden factors are working together behind the scenes to sabotage you. Let us unpack the five proven reasons why students fear presentations.

What Is Public Speaking Anxiety? (a.k.a. Why Your Heart Beats Like a Drum Solo)

Public speaking anxiety, also known as communication apprehension, is basically that intense fear you feel when you have to speak in front of others. Your heart races, your hands sweat, and suddenly breathing becomes a conscious effort.

The important thing to understand is this: it is not just “nervousness.” Research shows it is multifactorial, meaning several factors are causing it simultaneously (Kho & Ting, 2021). So no, you are not “overreacting.” Your brain is just juggling too many panic signals at once.

1. The Audience Factor: Why Everyone Looks Like a Judge on a Talent Show

Let us be honest. The scariest part of any presentation is not the slides. It is the people staring at you.

Students often feel anxious because they think the audience is silently judging them. One person checking their phone? Clearly bored. Someone not smiling? Definitely hates your presentation. Lecturer looking serious? Congratulations, you have mentally failed already.

Research actually shows that the audience factor is the biggest cause of anxiety, especially when the audience is large or unfamiliar (Kho & Ting, 2021). The funny part? Most of the time, your audience is not judging you. They are just thinking about their own presentation later.

2. Lack of Preparation: “I Read My Slides… That Counts, Right?”

Many students say, “I've already prepared.” But what they actually mean is, “I made slides and looked at them once.”

Real preparation is not just reading your content. It is practising out loud, timing yourself, and making sure your ideas flow smoothly. Without this, your brain panics mid-presentation and suddenly forgets everything, including basic English words like “the.”

Research highlights that a lack of rehearsal leads to forgetting points, disorganised speaking, and increased anxiety (Kho & Ting, 2021). So yes, your slides are beautiful, but if you have never practised saying them… your brain will betray you.

3. Language Ability: When English Suddenly Becomes an Advanced-Level Boss Fight

If you are presenting in English as a second language, things get even more interesting.

You are not just thinking about what to say, but also how to say it. Grammar, vocabulary, pronunciation… everything becomes a potential trap. You start speaking and suddenly wonder, “Is that past tense? Present tense? Future regret tense?”

Some students even translate from their first language while speaking, which slows everything down and increases the likelihood of mistakes. Research confirms that language ability significantly contributes to anxiety, especially when students fear making errors in front of others (Kho & Ting, 2021).

So if you feel like your brain is buffering while you speak, that is completely normal.

4. Personality Traits: Introverts, This One Is for You

Not everyone enjoys being the centre of attention. Some students are naturally more reserved, and that is perfectly fine… until presentation day arrives.

If you are introverted or shy, standing in front of a crowd can feel like being forced into a live performance you never auditioned for. This is why many students prefer group presentations. At least you can share the spotlight and occasionally hide behind your teammate.

Research shows that personality traits like shyness can increase anxiety, especially in unfamiliar or evaluative situations (Kho & Ting, 2021). So if you feel extra nervous compared to your friend who enjoys talking non-stop, it is not a weakness. It is just personality at work.

5. Low Confidence: The “I’m Definitely Going to Mess This Up” Mindset

Confidence is like WiFi. When it is strong, everything works smoothly. When it is weak, everything lags.

Students with low confidence often assume they will perform badly before they even start. This leads to behaviours like avoiding eye contact, reading directly from slides, or praying that no one asks questions.

The problem is, this mindset becomes a self-fulfilling prophecy. You expect to struggle, so you become more anxious, and then… You actually struggle. Research indicates that confidence interacts with other factors like preparation and audience perception, amplifying anxiety levels (Kho & Ting, 2021).

In short, your brain is not just nervous. It is also being dramatic.

Conclusion: You’re Not the Problem—Your Brain Is Just Overprotective

Here is the good news: if you feel anxious about presentations, you are not broken. You are human.

Public speaking anxiety comes from five main causes: the audience, lack of preparation, language challenges, personality traits, and confidence. These factors work together like a team… unfortunately, a team against you.

But once you understand them, you can start taking control. Practise more, reframe how you see your audience, and slowly build your confidence. Over time, that terrifying presentation moment can become manageable… or at least slightly less dramatic.

And who knows? One day, you might even stand in front of a class and think, “Hey, this is not so bad.”

Source: Kho, M. G. W., & Ting, S. H. (2021). Oral communication apprehension in oral presentation among polytechnic students. Human Behaviour, Development and Society, 22(2), 17–26. https://so06.tci-thaijo.org/index.php/hbds/article/view/246353

Does Practice Really Reduce Public Speaking Anxiety? Evidence from Students

1. Why Public Speaking Feels Like a Horror Movie

Let’s be honest. For many students, public speaking feels less like a classroom activity and more like starring in a personal horror film. The moment your name is called, your heart starts racing, your palms get sweaty, and suddenly you forget even your own name. If this sounds familiar, you are not alone. Public speaking anxiety is extremely common, especially among students. The real question is: can practice actually fix this, or are we all just doomed to panic forever?

2. What Is Communication Apprehension (a.k.a. Stage Fright on Steroids)?

Communication apprehension is the fancy academic term for that overwhelming fear you feel when speaking in front of others. It is not just “a bit nervous.” It is the full package: shaky hands, blank mind, awkward pauses, and that one slide you suddenly cannot explain. Some students even report feeling as if their brains just log out mid-presentation. So yes, it is serious. And unfortunately, it does not magically disappear just because your lecturer says, “Relax.”

3. Why Do Students Freak Out During Presentations?

There are many reasons students fear public speaking. Some worry about being judged. Others are afraid of making mistakes. Some simply do not like being stared at by 30 silent faces. And while many people think, “Oh, it’s because my English is not good enough,” research shows that even students with good English still feel anxious (Kho & Ting, 2023). So no, improving your grammar alone will not turn you into a confident speaker overnight. Sorry.

4. So… Does Practice Actually Help?

Here is the good news: practice is not just something lecturers say to torture you. It actually works. Think of it this way. The first time you present, everything feels unfamiliar and scary. The second time was slightly less scary. By the fifth time, you are like, “Okay, I might survive this.” Practice helps your brain realise that presenting is not a life-threatening situation, even though it feels like one. Over time, your fear decreases, and your confidence grows.

5. What Does Research Say? (Yes, There Is Evidence)

A study on polytechnic students found something very interesting. Most students had moderate levels of anxiety (so basically, everyone was struggling a bit), but those who had more public speaking experience were less anxious than those who had none (Kho & Ting, 2023). In simple terms: the more you do it, the less scary it becomes. Groundbreaking? Maybe not. But it is nice to know that science agrees with your lecturer for once.

6. Why Practice Works (It’s Not Magic, It’s Science)

Practice works for several reasons. First, it makes things familiar. And humans are generally less afraid of things they recognise. Second, it helps you get better at speaking, so you do not panic as much about what to say next. Third, it builds confidence. Each time you survive a presentation without collapsing, your brain goes, “Hey, maybe I can do this.” Slowly, that terrifying experience becomes manageable. Not fun yet, but at least manageable.

7. Final Thoughts: No Escape, But There Is Hope

So, does practice reduce public speaking anxiety? Yes, it does. But here is the catch: you actually have to do the practice. Watching YouTube videos about confidence does not count. Reading tips does not count. You need to stand up, speak, panic a little, survive, and repeat. For lecturers, this means giving students more chances to practise in a supportive environment. For students, it means accepting that confidence is built, not born.

In short: the more you present, the less you panic. Eventually.

Source: Kho, M. G.-W., & Ting, S.-H. (2023). English proficiency, public speaking experience, and communication apprehension in oral presentation of polytechnic students. Leksema: Jurnal Bahasa dan Sastra, 8(1), 55–66. https://doi.org/10.22515/ljbs.v8i1.6270

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