The impact of online presentations on reducing the introverted EFL learners' stress and anxiety

Purpose This study aims to focus on how online presentations have a positive effect the anxiety of students, especially students who are introverted by nature and always suffer from stress while performing face-to-face in classrooms, which negatively affect students’ performance and, thereby grade. Design/methodology/approach adopted quantitative research design obtain broader perspective. An questionnaire, developed using Google Forms, was accessed 239 female undergraduate Level 1 8 English Department at College Languages Translation King Khalid University, Saudi Arabia. The questionnaire consisted 15 closed Likert-type questions. Arabic translation questions included make participants more comfortable answering as all participants' L1 is Arabic. Findings With outbreak pandemic March 2020, COVID-19 became global health issue significantly impacted education worldwide. this, digital transformation took place, resulting total e-learning distance system. type technology enhanced learning approach had be social physical contacts were limited globally mitigate transmissions virus. Accordingly, lectures, activities, tests other forms evaluation conducted via e-learning. When oral online, new reality emerged this changed situation. sought prove that positively reduce introvert EFL learners' stress. Research limitations/implications small number samples; thus, gain substantial insight, future could with greater samples diverse demographic backgrounds. Teachers' perceptions also considered studies since consolidates between learners teachers. In addition, explored language major only, further comparative can including disciplines, may lead insights issues related presentations. used data collection instrument. It recommended use qualitative tools such interviews, group meetings, journals student diaries so information about in-person presentation discovered. Originality/value Participants' opinions, procured through study, bring for educators policymakers incorporate one mainstream assessment methods tertiary-level courses.