Oral Communication Apprehension Research Articles

Using an AI-driven Conversational Chatbot to Develop EFL Oral Communication Skills of First Year Secondary School Students and Reduce their Oral Communication Apprehension

Using an AI-driven Conversational Chatbot to Develop EFL Oral Communication Skills of First Year Secondary School Students and Reduce their Oral Communication Apprehension

Exploring Chinese and Iranian EAP students’ oral communication apprehension in English: A cross-cultural mixed-methods study

The role of students' emotions in their academic performance has been widely endorsed in the literature after the rise of positive psychology. However, the scholarly context of English for academic purposes (EAP) has limitedly inspected the status of students' emotions while learning English. One such emotion is oral communication apprehension (OCA), which is a widespread pitfall among EAP students. However, the causing factors and coping strategies of OCA across cultural contexts have been overlooked, to date. To fill this gap, this mixed-methods study scrutinized the level of OCA, leading factors, and coping strategies among 1618 Chinese and Iranian EAP students via questionnaires and semi-structured interviews. The results of the measurement invariance test and independent samples t-test revealed a significant difference between Chinese and Iranian EAP students’ OCA with Chinese participants having a higher OCA. Furthermore, the results of descriptive statistics and thematic analysis demonstrated that Chinese and Iranian EAP students had analogous perceptions regarding the causes and solutions of OCA. They enumerated several instructional and psychological factors that generated OCA and proposed similar coping strategies to curb it. The study provides some practical implications for EAP teachers, students, and teacher trainers, who can realize the criticality of emotions in EAP.

ORAL COMMUNICATION APPREHENSION AMONG POSTGRADUATE STUDENTS

The communication apprehension is the anxiety or fear experienced by an individual before or during communicating and is one of the major barriers in communication among youth in their academics and professional growth. Therefore, the present study was conducted to study communication apprehension among postgraduate students of Punjab in English language. Data was collected through questionnaire from 200 postgraduate students drawn from four oldest and well-established universities of Punjab state. It was found that majority of students had moderate level of oral communication apprehension (OCA) in English. Further, it was found that majority of respondents had moderate level followed by low level and high level of apprehension during group discussions, interpersonal conversations and public speaking whereas in meetings most of the students had moderate level followed by high level and low level of apprehension. It was also found that on the average, students were most apprehensive in meetings followed by public speaking, interpersonal conversations and group discussions. As the communication apprehension restricts the overall growth of the studentshence, it is recommended that more communication opportunities should be provided to students and focus should be laid upon the overall development of student's personality in order to decrease their apprehension.

English Oral Communication Apprehension: A Quantitative Inquiry on Malaysian Administrative Staff in an Educational Institution

English Oral Communication Apprehension: A Quantitative Inquiry on Malaysian Administrative Staff in an Educational Institution

Student Achievement with the Implementation of the E-Learning System: Anxiety associated with Computers and Apprehension of Oral and Written Communications

In the digital era, education can be done by learning not only anywhere but at any time with e-learning facilities, which are also implemented in the Accounting Study Program at Universitas Pembangunan Nasional Veteran Jawa Timur, so students also need skills in using technology, especially e-learning. Based on this background, this research aims to determine the factors influencing student achievement by implementing the e-learning system in the teaching and learning process. The sample was 81 students from the Accounting Study Program at UPN Veteran, East Java, Surabaya, using the simple random sampling technique. In implementation, the number of respondents was 74, with a return rate of 91.4%. The research variables used are computer anxiety, computer experience, email/web experience, oral communication apprehension, and written communication apprehension as independent variables, and student achievement variables as the dependent variable. To answer the problem formulation, objectives, and hypotheses, the analysis used is Multiple Regression Analysis. Based on multiple regression analysis, it can be concluded that computer anxiety and computer experience have a significant effect on student achievement, and email/web experience, oral communication apprehension, and written communication apprehension have no significant effect on student achievement or in other words email/web experience, oral communication apprehension, and written communication apprehension are not variables that cause the rise and fall of student achievement.

Exploring Psychological Mechanisms of OCA in Jordanian Universities: A Case Study of Al al-Bayt University

Oral Communication Apprehension casts a long shadow for many Jordanian students, hindering their ability to thrive in an immersive language environment. This qualitative study examined the inner workings of Oral Communication Apprehension (OCA) fifteen Jordanian students at Al al-Bayt University, exploring the specific psychological processes and mechanisms that fuel this anxiety. Through in-depth interviews, the research investigates how students experience OCA both inside and outside the classroom, revealing a complex interplay of factors. Fear of negative judgment, avoidance behaviors, speaking anxiety, lack of confidence in English skills, and persistent self-criticism intertwine and reinforce each other, creating a vicious cycle that impedes fluency and engagement. This research builds on existing knowledge on OCA and anxiety, offering valuable insights into the unique experiences of Jordanian learners and the specific challenges they face. Finally, the study suggests that pedagogical implications can be used to reduce and alleviate the negative impacts of these psychological factors on the smoothness of oral communication and speaking fluency.

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Globally, effective oral communication skills in English as a lingua franca have become increasingly important. However, many EFL learners, including those in Indonesia, experience apprehension about oral communication in culturally diverse environments. This study explores the phenomenon of oral communication apprehension among Indonesian EFL learners, focusing on identifying the sociocultural factors that hinder them. Using a single-case design, classroom observations, learner interviews, and a teacher focus group were conducted. Purposive sampling selected three ninth-grade students from selected private junior high school in Jember, who demonstrated apprehension in oral communication, and two EFL teachers experienced in addressing students' communication apprehension. Data analysis involved Ethnomethodological Conversation Analysis (ECA) and thematic coding. The findings indicate that factors like interruption, overlap, self-correction, self-monitoring, and reliance on the first language (L1) during oral communication contribute to apprehension. Additionally, sociocultural factors such as learners' attitudes, parental language background, language interference, and educational challenges were identified as contributing to oral communication apprehension among EFL learners. This study sheds light on the root causes of learners' struggles, encouraging them to overcome these challenges. It also offers valuable insights for educators to implement strategies that can alleviate the sociocultural burden faced by many EFL learners, especially relevant in Indonesia's context within the expanded circle of English language learning, where cultural nuances significantly influence language acquisition experiences.

Experiential Learning and Toastmasters International Programme: Transformative Effects of Public Speaking Training on Oral Presentations

The current study reviewed the literature on oral communication apprehension and its effects on academic performance, specifically the effectiveness of public speaking training: the Toastmasters International programme. Communication techniques, expertise, and various aspects that lead to oral communication anxiety were investigated, including a broad range of communication dimensions. Furthermore, the study investigated numerous forms and repercussions and demonstrated the link between anxiety and academic accomplishment. The significance of public speaking training as a powerful method to reduce anxiety was emphasised. A comprehensive description of the Toastmasters International programme and its function in developing excellent communication skills was also clarified. The study explained the theoretical basis, specifically the experiential learning theory and its contextual relevance to public speaking training. The current literature highlighted the scarcity of research on communication anxiety in technical and vocational schools, specifically among polytechnic diploma students. Communication apprehension within a vocational institution was investigated to address the research gap. A novel approach was proposed, which combined public speaking training based on the Toastmasters Competent Communicator Manual, Kolb's experiential learning theory, and McCroskey's communication apprehension theory. This technique developed Malaysian students’ oral communication aptitude by systematically addressing the reasons for communication anxiety and providing an experienced learning environment. The method provides the students with the skills required to thrive globally. The current study uncovered new paths for minimising communication anxiety to push for student success.

Overcoming oral communication apprehension: A call for a renewed focus on confidence building in business education

This study explored communication apprehension at the beginning and end of a business communication course. Nearly 200 students completed pre-class and post-class assessments of their communication apprehension in speech situations, class discussions, and group discussions. This study showed that a single business communication course significantly reduces oral communication apprehension. Yet, many students still hold communication apprehension at the end of the class. Thus, an approach that is strategic and program long could better address communication apprehension. The confidence gap between women and men is the most striking aspect of this study, with women possessing much more communication apprehension. Business educators should consider interventions to reduce or eliminate this gap.

Public Speaking Training Plan for Mitigating Oral Communication Apprehension

This paper presents a public speaking training plan adapted from Toastmasters International’s Handbook of Competent Communication to reduce students’ communication apprehension. The training plan draws on Kolb’s (1984) experiential learning theory, which links experience, perception, cognition and behaviour, making it particularly well suited for developing practical skills such as public speaking. The programme engages participants in a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation consistent with successful public speaking training principles. The training addresses aspects of public speaking that often contribute to communication apprehension, such as language structure, language use, non-verbal communication and voice modulation. The programme also emphasises active experimentation through visual aids and the delivery of persuasive and inspiring speeches so that participants have ample opportunity to practise and hone their public speaking skills. This approach effectively reduces communication apprehension and gives students the skills and confidence to deliver impressive oral presentations. However, the effectiveness of this training plan can be influenced by various factors, such as cultural background, language proficiency, and individual personality traits. Therefore, successful training should be flexible and adaptable to meet learners’ different needs and contexts.

Public Speaking Training Plan for Mitigating Oral Communication Apprehension

This paper presents a public speaking training plan adapted from Toastmasters International’s Handbook of Competent Communication to reduce students’ communication apprehension. The training plan draws on Kolb’s (1984) experiential learning theory, which links experience, perception, cognition and behaviour, making it particularly well suited for developing practical skills such as public speaking. The programme engages participants in a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation consistent with successful public speaking training principles. The training addresses aspects of public speaking that often contribute to communication apprehension, such as language structure, language use, non-verbal communication and voice modulation. The programme also emphasises active experimentation through visual aids and the delivery of persuasive and inspiring speeches so that participants have ample opportunity to practise and hone their public speaking skills. This approach effectively reduces communication apprehension and gives students the skills and confidence to deliver impressive oral presentations. However, the effectiveness of this training plan can be influenced by various factors, such as cultural background, language proficiency, and individual personality traits. Therefore, successful training should be flexible and adaptable to meet learners’ different needs and contexts.

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

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.

ENGLISH AT WORKPLACE: A QUANTITATIVE REPORT ON COMMUNICATION APPREHENSION AMONG MALAYSIAN EMPLOYEES

Oral communication had been regarded as one of the important elements especially in Malaysian workplace context and the use of English language had been deemed to be the necessary requirement for employees. Based on series of literature review, only a few studies had been done toward examining communication apprehension issue using English within Malaysian workplace context. With the aim of investigating English oral communication apprehension among Malaysian employees, the study adopted quantitative approach and use PRCA-24 as the main instruments to 352 respondents. From PRCA-24, four communicative events were measured which group discussion, meeting, conversation and public were speaking. Overall, Malaysian employees recorded a moderate level of CA using English at workplace. In addition, government employees are more apprehensive compare to their counterpart. Both private and government employees recorded higher level of CA during public speaking and meeting. In relation to demographic variables, gender, job sector and highest education levels were found to be significant in influencing level of CA among Malaysian employees whilst both age and years of service were not. The study inferred some important findings that could help in understanding English communication apprehension at workplace and Malaysian employers (private and government) need to consider continuous professional development to further enhancement English communication competency of their employees resulting in lowering CA level.

Student-Generated Podcasting Project for Enhancing EFL Student -Teachers' Oral Performance and Lowering their Oral Communication Apprehension

Student-Generated Podcasting Project for Enhancing EFL Student -Teachers' Oral Performance and Lowering their Oral Communication Apprehension

Student-Generated Podcasting for Enhancing EFL Student-Teachers' Oral Performance and Lowering their Oral Communication Apprehension

Student-Generated Podcasting for Enhancing EFL Student-Teachers' Oral Performance and Lowering their Oral Communication Apprehension

THE LEVEL OF STUDENTS’S ORAL COMMUNICATION APPREHENSION IN SPEAKING CLASSROOM

This research aims to investigate the level of students’ oral communication apprehension. Based on the phenomena found during teaching speaking in the Institutional Talk subject that most of the students were upset while doing speaking practice, the researchers concidered that it was very crusial problem to be solved. The design of this research was a qualitative approach. The populations in this research were the students who engaged in the speaking classroom that consists of 21 students at the first year students of English Department of Universityy PGRI Sumatera Barat at the academic year 2021/2022. In order to find out the level of students’ oral communication apprehension, a set of questionnaires adapted from McCroskey in Wrench et al (2009:57-58), known as The Personal Report of Communication Apprehension (PRCA-24) was used by the researcher in this research. The PRCA-24 is the instrument which is most widely used to measure communication apprehension. It is a 24-item scale that measures communication apprehension. It utilizes a 5-point of Likert scales ranging from (1) strongly agree to (5) strongly disagree. It is hoped that the findings of this research become the special concern for future reserachers in the field of oral communication.

Communication anxiety and self-confidence among learners of English as a foreign language: The role of learning cooperatively

The present study investigated the impact of learning a foreign language cooperatively on boosting self-confidence and alleviating communication anxiety among learners of English as a foreign language (EFL). One hundred and thirty-five intermediate EFL male and female language learners, homogenized via a language proficiency test, were randomly assigned into two groups of 65 (the experimental group) and 70 (the control group). Participants were then administered two questionnaires to measure levels of oral communication apprehension and self-confidence before the study. On the final session of each class, the questionnaires were re-administered as post-tests and the participants were interviewed. The findings obtained from the statistical analyses as well as the qualitative analysis of the interviews demonstrated that incorporating the principles of learning cooperatively in EFL speaking classes can significantly affect the level of self-confidence and lower the communication apprehension levels. Findings are discussed and implications for EFL classrooms are elaborated upon. Keywords: Anxiety; communication; English; foreign language; learning cooperatively; self-confidence.

Strategies to Overcome Communication Apprehension during Academic Presentations: A Case of International Students in Malaysian Universities

Communication apprehension is defined as “an individual's level of fear or anxiety associated with either real or anticipated communication with another person or persons” (McCroskey 1984: 279). While many prior studies have investigated oral communication apprehension among undergraduate students, there has been little research exploring this phenomenon among doctoral students. This study applied qualitative methodology via observation and interviews. The research subjects were international doctoral students from several Malaysian universities. The experiences of the students in communicating with their examination panel during academic presentations (e.g., proposal and viva) are analyzed and the strategies and techniques employed to overcome communication apprehension are explored.

Oral Communication Apprehension among Japanese EFL International Students in a Language Immersion Program in Malaysia

Oral Communication Apprehension among Japanese EFL International Students in a Language Immersion Program in Malaysia

Differences of Gender in Oral and Written Communication Apprehension of University Students

Oral and written skills are increasingly considered to be essential tools in the job market for the success of any worker, and are thus called soft skills. Nevertheless, most graduates who enter the labor market experience difficulties in the apprehension of communication, not only with regard to writing, but also in oral communication. These difficulties are also noticeable in the classroom, for instance when students need to participate by expressing their doubts when they have to present research work within the curricular units they attend, or when they have to write their answers in assessment tests. In this paper, we explore the communication skills of students from different graduate degrees (n = 345) in order to understand how they prepare for oral and written communication. We made use of the Personal Report of Communication Apprehension (PRCA), validated by McCroskey, Beatty, Kearney, and Plax (1985), in order to understand students’ oral communication apprehension. To understand the levels of written communication apprehension, we applied the Daly–Miller Writing Apprehension Test (DMWA). We thus analyzed the communicational skills and the communication apprehension of students from social and human sciences courses in order to understand how they prepare for oral and writing communication, and whether there were differences between genders and between different graduate courses regarding communication apprehension. The main results of this research confirm that the students experienced difficulties with and fear of communication, especially for oral communication. Furthermore, the results indicate that female students showed more significant levels of anxiety with regard to oral and written communication than male students. This exploratory study also makes it possible to distinguish areas of communication apprehension according to the different genders, and even with regard to the degree courses students belonged to.