https://www.jpse.gta.org.uk/index.php/home <p>Journal of Practical Studies in Education (JPSE) is a bimonthly double-blind peer-reviewed open access journal that publishes educational research making a significant contribution to the understanding and practice of education as well as advances in the field . Moreover, JPSE aims towards publishing high-quality papers addressing the relevant practical and theoretical aspects of educational processes embedded in different social, behavioural, and cultural contexts. Articles submitted to JPSE should bring together a variety of practical and methodological tools relevant to educational disciplines. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys. Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance.</p> en-US jpse@gta.org.uk (Claudia Davis) support@gta.org.uk (Claudia Davis) Sun, 15 Feb 2026 00:00:00 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 https://www.jpse.gta.org.uk/index.php/home/article/view/159 <p style="margin-bottom: .0001pt; text-align: justify; text-justify: inter-cluster; line-height: normal;"><span lang="EN-AU" style="font-size: 10.0pt;">This descriptive mixed-methods study examined EFL students’ anxiety, self-confidence, and performance in English presentation skills through the use of TED Talks. The participants were 86 EFL students with English proficiency at CEFR level A2 or above. Data were collected over a 12-week period using TED Talk video clips, anxiety questionnaires, structured interviews, and English presentation assessments. The findings revealed a high level of anxiety during presentations (x̅ = 3.58, S.D. = 1.02), mainly due to concerns about inadequate English-speaking ability. Common anxiety symptoms included nervousness, physical trembling, and memory lapses. To enhance self-confidence, students most frequently engaged in additional practice (48.40%), followed by self-encouragement strategies (19.35%) and seeking support from teachers (12.90%). Overall, 43.02% of the participants demonstrated good performance in English presentation skills. The results suggest that TED Talks are an effective instructional tool for enhancing English presentation ability, as increased practice helps reduce anxiety and strengthen self-confidence. The findings also highlight the important role of teachers as facilitators who provide continuous support and encouragement.</span></p> Pawarisa Abu Rmelah, Warinthon Dandee , Phanida Toboonruang Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 https://www.jpse.gta.org.uk/index.php/home/article/view/159 Sun, 15 Feb 2026 00:00:00 +0000