Adnan, A. H. M., Karim, R. A., Tahir, M. H. M., Kamal, N. N. M., & Yusof, A. M. (2019). Education 4.0 technologies, Industry 4.0 skills and the teaching of English in Malaysian tertiary education. Arab World English Journal (AWEJ), 10(4), 330-343. https://doi.org/10.24093/awej/vol10no4.24
Aziz, A. A., & Kashinathan, S. (2021). ESL learners‟ challenges in speaking English in Malaysian classroom. International Journal of Academic Research in Progressive Education and Development, 10(2), 983-991. https://doi.org/10.6007/IJARPED/v10-i2/10355
Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety (Master‟s thesis). Bilkent University, Ankara. Retrieved from http://hdl.handle.net/11693/14917
Cassady, J. C. (2004). The influence of cognitive test anxiety across the learning–testing cycle. Learning and Instruction, 14(2004), 569-592. https://doi.org/10.1016/j.learninstruc.2004.09.002
Creswell, J. C., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Ed.). Los Angeles: SAGE.
Harun, H., Bosro, M. Z. M., Palpanadan, S. T., Ibrahim, M. Y., Sohaimi, N. A. M., & Jannaton, A. A. L. (2021). Malaysian public university challenging skills to pass Malaysian University English Test (MUET). In American Institute of Physics Conference Series, 2347(1), 020031. https://doi.org/10.1063/5.0052716
Hastings, S. (2010). Triangulation. In N. J. Salkind (Ed.). Encyclopedia of Research Design. pp. 1538-1540). California: SAGE Publications, Inc.
Horwitz, E. K. (2000). Horwitz comments: It ain't over' til it's over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84(2), 256-259. https://doi.org/10.1111/0026-7902.00067
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Kelsen, B. A. (2019). Exploring public speaking anxiety and personal disposition in EFL presentations. Learning and Individual Differences, 73(2019), 92-101. https://doi.org/10.1016/j.lindif.2019.05.003
Kho, M. G. W., & Leong, L.M. (2015). Causes of academic oral presentation difficulties faced by students at a polytechnic in Sarawak. The English Teacher, 44(3), 132-142.
Krashen, S. (1991). The input hypothesis: An update. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics 1991: Linguistics and Language Pedagogy: The State of the Art. Washington DC: Georgetown University Press.
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners‟ English-speaking skill. International Journal of Research in English Education, 2(1), 34-41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Malaysian Examinations Council. (2019). Malaysian University English Test (MUET): Regulations and test specifications. Selangor: Malaysian Examinations Council.
Malik, S., Huang, Q., Oteir, I., & Soomro, M. A. (2021). Detecting perceived barriers in FLSA: The socio-psycholinguistic study of EFL university learners. Advances in Language and Literature Studies, 12(1), 34-45. https://doi.org/10.7575/aiac.alls.v.12n.1.p.34
Marlow, B. (2021). Second language learning anxiety and language mindsets. (Senior Honors Theses, 1050). Liberty University.
McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37(4), 269-277. https://doi.org/10.1080/03637757009375677
Ministry of Education. (2015). Executive Summary: Malaysia Education Blueprint 2015-2025 (Higher Education). Putrajaya: Ministry of Higher Education.
Miskam, N. N., & Saidalvi, A. (2019). Investigating English language speaking anxiety among Malaysian undergraduate learners. Asian Social Science, 15(1), 1-7. https://doi.org/10.5539/ass.v15n1p1
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90(2), 151-168. https://doi.org/10.1111/j.1540-4781.2006.00390.x
Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle Cengage Learning.
Pabro-Maquidato, I. M. (2021). The experience of English-speaking anxiety and coping strategies: A transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45-64.
Radzuan, N. R. M., & Kaur, S. (2011). Technical oral presentations in English: Qualitative analysis of Malaysian engineering undergraduates‟ sources of anxiety. Procedia - Social and Behavioural Sciences 29(2011), 1436-1445. https://doi.org/10.1016/j.sbspro.2011.11.383
Rahman, N. A. A., & Maarof, N. (2018). The effect of role-play and simulation approach on enhancing ESL oral communication skills. International Journal of Research in English Education (IJREE), 3(3), 63-71. http://dx.doi.org/10.29252/ijree.3.3.63
Rajitha, K., & Alamelu, C. (2019). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172(2020), 1053-1058. https://doi.org/10.1016/j.procs.2020.05.154
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELT), 2(2), 6-18.
Razawi, N. A., Zulkornain, L. H. & Razlan, R. M. (2019). Anxiety in oral presentations among ESL students. Journal of Academia UiTM Negeri Sembilan, 7(1), 31-36.
Shah, D. S. M., Shak, M. S. Y., & Tahir, M. H. M. (2019). Anxiety reduction in conducting English oral presentation using Telegram application. In Leading Toward Creativity and Innovation (Series 2), pp.301-309. MNNF Network.
Singh C. K. S., Ramachandran A., Singh, T. S. M., Tek, O. E., Yunus, M. M., & Mulyadi, D. (2020). The use of think-pair-share of cooperative learning to improve weak students‟ speaking ability. International Journal of Psychosocial Rehabilitation, 24(5), 4008-4023. https://doi.org/10.37200/IJPR/V24I5/PR2020111
Singh, C. K. S., Singh, T. S. M., Jaafar, H., How, T. W., Subramaniam, G. I., & Abdullah, M. S. H. B. (2019). Developing a prototype speaking game for engineering students at polytechnic in Malaysia. Journal of Engineering Science and Technology, Special Issue on
ICEES 2018, June (2019), 9-17, School of Engineering, Taylor‟s University.
Tahir, M. H. M. (2017). The effectiveness of using pictorial vocabulary to teach vocabulary to ESL/EFL learners. Journal of Teaching and Education, 6(2), 247-256.
Tahir, M. H. M., Albakri, I. S. M. A., Adnan, A. H. M., & Karim, R. A. (2020). The effects of explicit vocabulary instructions on secondary ESL Students‟ vocabulary learning. 3L: The Southeast Asian Journal of English Language Studies, 26(2), 158-172. https://doi.org/10.17576/3L-2020-2602-12
Tahir, M. H. M., Albakri, I. S. M. A., Adnan, A. H. M., Shaq, M. S. Y., & Shah, D. S. M. (2020). The application of visual vocabulary for ESL students‟ vocabulary learning. Arab World English Journal (AWEJ), 11(2), 323-338. https://doi.org/10.24093/awej/vol11no2.23
Tian, S., & Mahmud, M. (2018). A study of academic oral presentation anxiety and strategy employment of EFL graduate students. Indonesian Journal of EFL and Linguistics, 3(2), 149-170. https://doi.org/10.21462/ijefl.v3i2.78
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Yaccob, N. S., & Yunus, M. M. (2019). Students‟ perspectives on challenges and solutions to learning English in Malaysian ESL context. Journal of Language and Communication, 6(2), 487-496.
Ya-Chen, S. (2021). College students‟ oral communication strategy use, self-perceived English proficiency and confidence and communication anxiety in Taiwan‟s EFL learning. Educational Studies, 57(6), 650-669. https://doi.org/10.1080/00131946.2021.1919677
Zainuddin, S. Z. B., Pillai, S., Dumanig, F. P., & Pillip, A. (2019). English language and graduate employability. Education & Training, 61(1), 79-93. https://doi.org/10.1108/ET-06-2017-0089
Zaman, T, E. T. (2019). The Representation of English language in the Malaysia Education Blueprint 2013-2025: A CDA perspective (PhD Thesis), May 2019, Lancaster University.