Strategies for Reducing Oral Communication Apprehension in English: A Qualitative Study of Jordanian Undergraduates

Abstract

Speaking is a basic element in acquiring any language. The ability to communicate orally in the English language is the most significant skill, but many second language learners face particular constraints in mastering it. The purpose of this qualitative study was to learn about and comprehend Jordanian students' coping mechanisms and strategies for overcoming and reducing their own English language Oral Communication Apprehension (OCA), both inside and outside the classroom, as well as their suggested strategies. A sample of undergraduate students was selected from various programmes at the Hashemite University (HU) in Jordan where English is the medium of instruction. A qualitative research method was used to elicit the students' viewpoints and coping mechanisms with regard to their fear of speaking in English, either with their instructors in class or outside the classroom. The results of this study revealed that undergraduates at HU employed five key coping strategies to manage and reduce oral communication anxiety when speaking in English in or outside of the classroom. These strategies are interpersonal interaction, building self-confidence, practice and preparation, external motivation, and faking it. The results revealed that students confronted with unavoidable communication scenarios adopt self-calming techniques to mitigate the effects of OCA.