University students’ affective factors and ambivalent perceptions of presentation and sharing activities

This study explores university students’ affective factors and ambivalent perceptions toward English-related presentation-and-sharing activities. Using survey and open-ended responses from 57 undergraduates, it examines learning anxiety, self-efficacy, usefulness, ambivalent perception, and future intention to participate through descriptive statistics, correlation analysis, one-way ANOVA, and content analysis. Learning anxiety was slightly above the midpoint, while the other variables were relatively higher. Correlation results showed that anxiety was not significantly related to the other variables, whereas self-efficacy was positively related to usefulness, ambivalent perception, and future participation intention. Usefulness showed the strongest association with ambivalent perception and future intention, suggesting that learners may continue to engage in presentation-and-sharing activities despite burden or anxiety when they recognize its value. These findings imply that speaking-task design should make learning gains visible and provide practical scaffolding to support learners’ confidence.