Public Speaking Skill Development Among College Students In Cotabato: A Narrative Inquiry For Grassroots Instructional Design

Abstract

 This study examines how college students and faculty in North Cotabato, Philippines, understand and experience the teaching and learning of public speaking, with the goal of informing the development of localized, student-centered instructional materials. Guided by Rhetorical Theory, Cognitive Dissonance Theory, and Communication Apprehension Theory, the research adopts a qualitative narrative inquiry design. Data were generated through in-depth interviews and focus group discussions, allowing participants to describe their lived experiences, perceived competencies, and challenges in public speaking. Findings indicate that many learners perceive themselves as generally capable in areas such as speech organization, multimedia use, and motivation to communicate. However, these perceived strengths are often tempered by recurring difficulties, particularly in managing anxiety, expressing ideas in English, and sustaining real-time comprehension during speech delivery. Rather than functioning solely as a constraint, anxiety is frequently described by students as a productive tension that encourages preparation, repeated practice, and self-monitoring. Participants consistently highlight the value of experiential learning opportunities, peer collaboration, and timely, constructive feedback in building confidence and improving performance. Notably, students tend to define success not only in terms of technical proficiency but also in terms of personal growth, reduced apprehension, and the ability to connect meaningfully with an audience. These insights point to the need for learning environments that are culturally responsive, supportive, and low-pressure, where students can gradually develop their communicative competence. By foregrounding the interplay among the emotional, cognitive, and social dimensions of learning, this study contributes to ongoing conversations about public speaking pedagogy. It recommends developing flexible, context-sensitive instructional materials that emphasize practice-based activities, guided reflection, and the appropriate use of technology to better address the diverse needs of learners in higher education.