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 CC The Journal: A Multidisciplinary Research Review, Volume 14, (October 2019):
ISSN 1655-3713

Reducing the Communication

Apprehension of First-Year College CCI-Research, Innovation and Knowledge
Students in a Teacher Education Institution Development Office

Fidel M. Carinan (RIKDO)

https://orcid.org/000-001-5661-9345
Professor, College of Arts, Sciences and Education creates relational (Miller & Stone, 2009), academic
Columban College, Inc. Olongapo City. Philippines (Hassani & Rajab, 2012), professional, intrapersonal
(Lian & Budin, 2014), and interpersonal communication
David Cababaro Bueno
scenarios (Shabani, 2012; Hunter 2014; McCree 2015.
https://orcid.org/0000-0003-0072-0326
While all individuals experience CA and has been
Editor/ Director, Research, Innovation and Knowledge
researched for various years, three remains a significant
Development Office (RIKDO)
gap in the understanding of CA experience (McCrosky
========================================
Abstract- Research in the field of communication apprehension
2007a; McCrosky, 2014) Little is known about the CA
(CA) has been ongoing for many years now. CA is the fear or experience from the qualitative probable, and even is less
anxiety associated with real or anticipated communication with known about the CA from the student CA prospective
others. This study investigated the main factors that lead to CA (Blume, et.al 2013; Laaanan, et. al. 2013; Starobin, et. al
in the first-year college students in a teacher education 2013). Such study gave voice to the CA students by
institution and suggested some solutions to cope with the providing a rich, thick description of students’
students’ CA and improve their communication abilities. The experiences with high CA during first-year college
participants of the study were the 17 first-year college students introductory communication course (Adeyemi et al.,
in a teacher education institution, who were officially enrolled in 2017).
the English subject. The data on the students’ level of oral CA
The impression associated CA may be a trait like with
were gathered using the McCroskey’s Personal Report of
Communication Apprehension (PRCA-24). Findings divulged ongoing fretfulness experienced across multiple
that first-year college students demonstrate varying degrees of communicative scenarios or maybe situational with
levels of oral CAs. This study could provide a basis for language apprehension experienced in specific situations such as
professor to deem speaking actions that could be best offered to public speech or a job interview (Blume, et.al 2013;
students who are challenged with oral communication Byrne et.al. 2012). Individuals may be viewed in a series
apprehensions. Moreover, this could help students to scrutinize experiencing both trait and situation CA in different
their oral communication apprehensions and find ways to levels throughout a lifetime (Byrne, et al. 2012;
address and surmount it. It cannot be denied and overlooked McCroskey 2009). For the high CA individual, the
that English is the most universal language spoken everywhere.
implications of CA in a day to day life are important as
In most countries, a top priority is given to English expertise and
English language education for individual career or interests, as communication hesitation may cause a distraction to
well as national improvement and globalization. interpersonal communication, personal, and
professional relationships, and job performance
Keywords: Communication apprehension, public speaking, (McCroskey, et.al. 2001). Indeed, high CA individuals face
education, first year college students, descriptive-survey design, ongoing tests and the experienced concern may at times
Philippines be declined (Shi, et al. 2015). For students, no
======================================== forthcoming scenario may be difficult as the classroom,
INTRODUCTION predominantly the opening communication course
experience (Morreale, et. al. 2010).
Communication apprehension (CA) exists as an
The importance of public speaking (PS) skills to
occurrence among all the individuals (Baldwin 2003;
professional accounting success motivates improving
Shanahan 2013; Adeyemi, Adekunle, & Muhammad,
students’ self-perceptions of these skills (Miller & Stone,
2017). It further mentioned that the fear of speaking is
2009). Another study concluded that a statistically
publicly or interpersonal experience of all individuals
significant difference was found between males and
who encountered some level and with his fear comes to
females with respect to their overall CA score. The results
the feelings of shyness, nervousness, and anxiety (Bodie,
also showed no significant difference between years in
2010). Approximately, 30% of individuals may
college (Frantz, Marlow, & Wathen, 2005). Moreover,
experience high levels of CA cause major anxiety in
findings indicate that communication apprehensive
interpersonal communication scenarios and this anxiety
students could not be motivated to interact regardless of
How to cite:
Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
25
 CC The Journal: A Multidisciplinary Research Review, Volume 14, (October 2019):
ISSN 1655-3713

the interventions; however, non-CA students did benefit the population or phenomenon that is being studied
from the skills training session (Kelsey, 2000). (Bueno, 2019a; Bueno, 2019b). It focuses more on the
Thus, in today’s global context, a lack of comfort in “what” of the research subject rather than the “why” of
communicating with others can be an unfortunate the research subject (Bueno, 2016a). More specifically,
inhibitor to success in school and work (Blume, Baldwin, descriptive cross-sectional and evaluative designs of
& Ryan, 2013). Despite the fact that English is the most research were used in the study to obtain information
important language in the world today. It is recognized as concerning the teaching performance and training needs
an international language and the official language of the of the professors (Bueno, 2017). These describe the
sciences, and other professions (Hassani & Rajab, 2012), nature of a condition as it takes place during the time of
it is apparent that oral communication skills are of the study and to explore the cause or causes of a
paramount importance in peoples’ workplace particular condition. The purpose is to evaluate or
performance (Amogne & Yigzaw, 2013). Furthermore, a measure the results against some known or hypothesized
study revealed that students have a moderate level of standards (Bueno, 2016b). The subjects of the study
English language anxiety and significant difference were 17 first-year college students (9 males and 8
between genders in English language anxiety (Lian & females), who belong to Arts, Sciences, and Education
Budin, 2014). Thus, increasing student exercises of departments and rightfully enrolled in an English class
talking to a small group of strangers can be a useful for this summer 2019 – 2020. Their average age was 18.
strategy to boost students’ self-confidence, which in turn This study concludes the relationship between the oral
will reduce communication apprehension (Rachmi & message apprehension and their academic show in
Khotimah, 2010); and incorporating speech practice English subject. This study utilized the survey
methods that allow students to work on improving questionnaire patterned after the Personal Report of
communication skills can be a challenging task (Knight, Communication Apprehension (PRCA-24) by McCrosky.
Johnson, & Stewart, 1998). Other approaches for Furthermore, the level of oral communication
reducing communication apprehension (CA) are apprehension of the students was based on the PRCA-24
examined for effectiveness. Results indicated that results. The five responses were given numerical
systematic desensitization (SD) alone was the most equivalents as Strongly Agree (1- SA), agree (2- A),
effective method. If high CA students were to be exposed undecided (3-U), disagree (4-D), or strongly disagree (5-
to a communication course or skills experiences, it was SD). Scores on the four contexts (group discussion,
highly recommended that the SD program be provided meetings, interpersonal conversations, and public
before or at the very beginning of the communication speaking) can range from a low of 6 to a high of 30. Any
course (Berger, Richmond, Mccroskey, & Baldwin, 1984); score above 18 indicates some degree of apprehension.
efficacy of brief voice pedagogy training for lowering To determine the overall CA score of the student, the
communication apprehension (CA) was investigated and researcher circulated the modified PRCA-24 survey
such training might be attributable to psychological questionnaire to the first-year college selected students
conditioning, the effect of varying the environmental from Arts, Sciences, and Education Departments. The
context (Tedescoe & Patterson, 2015), and a review of scoring scheme was utilized to get the subscores and
literature suggested that several treatments have been overall scores of the students: Group discussion: 18 -
found to be effective in reducing communication (scores for items 2, 4, & 6) + (scores for items 1, 3, & 5);
apprehension. Virtual Reality Therapy (VRT) has proven Meetings: 18 - (scores for items 8, 9, & 12) + (scores for
to be as effective in reducing individual’s public speaking items 7, 10, & 11) ; Interpersonal: 18 - (scores for items
apprehension (PSA) as other treatments, such as 14, 16, & 17) + (scores for items 13, 15, & 18); and Public
Visualization (Heuett & Heuett, 2011). Speaking: 18 - (scores for items 19, 21, & 23) + (scores
Thus, this study investigated the main factors that for items 20, 22, &24). To obtain your total score for the
lead to CA in the first-year college students in a teacher PRCA, simply add your sub-scores together. The score
education institution and suggested some solutions to should range between 24 and 120 indicate a high-level
cope with the students’ CA and improve their communication apprehension. Scores between 55 and 83
communication abilities. indicate a moderate level of communication
apprehension. Scores between 24 and 55 indicate a low
METHODOLOGY level of communication apprehension. Students’
The research used descriptive research, which is responses from the survey questionnaires were
defined as a method that describes the characteristics of tabulated and analyzed.

How to cite:
Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
26
 CC The Journal: A Multidisciplinary Research Review, Volume 14, (October 2019):
ISSN 1655-3713

RESULTS and DISCUSSION students had already exposed to different group

discussions, and yet they still exhibit communication
The data has been tallied individually and revealed apprehension and get rid of communicating other
the following as shown in Table 1. With regards to the members of the group. These students were
students’ overall communication apprehension scores uncomfortable with expressing themselves.
between 83 and 120 indicate a high level of Furthermore, their small group interactions could
communication apprehension. This shows that these involve other students that were not within their line of
students are confident enough. Scores between 65 and interests and level of thinking. In addition to that, their
83 indicate a moderate level of communication apprehension was based on the type of groupings, that is
apprehension for 15 students and scores between 24 and typically used in a classroom setup. This shows that these
55 indicate a low level of communication apprehension students were not yet fully comfortable and be relaxed
for only two (2) students. when they were expressing their thoughts and ideas in a
Table 1 small group discussion, in which they contributed by
Overall Level of Communication Apprehension their inadequate communication skills, nervousness,
Participants GD M IC PS Total shyness, and lack of confidence. Therefore, these
Score students need to be motivated to communicating
A. 18 20 16 15 69 confidently to overcome their involvement in group
B. 14 17 17 16 64 interactions or discussions. Students who come with a
C. 14 18 17 18 67 few language skills tend to be more nervous and anxious
D. 12 17 17 16 62 about learning the English language, therefore,
E. 16 16 17 18 67 communication apprehension is viewed as a possible
F. 16 15 21 16 68 flaw that blocked the language learning process of these
G. 18 19 17 16 70
students. Meanwhile, some students exhibited a low level
H. 16 15 16 16 63
of communication apprehension when they participate
I. 18 18 15 18 69
J. 9 17 18 19 63 in a small group discussion. Numerous students in the
K. 15 18 19 22 74 main point group interviews expressed a dislike for oral
L. 14 15 10 6 45 communication ability in English and used speech
M. 9 18 16 14 57 avoidance and parting as strategies, representative of
N. 10 11 9 9 39 trait-like statement nervousness (Kaur, 2010). These
O. 19 23 16 14 72 were the students who actively involved themselves in
P. 14 18 16 17 65 this type of communication situation. They were the ones
Q. 16 19 19 17 71 who generally calm and relaxed in sharing their ideas to
Legend: GD=Group Discussion; M=Meeting; IC= Interpersonal others. Their teachers were able to involve different
Communication; PS=Public Speaking
group discussion strategies that will motivate the
Group Discussion. It can be seen from the table that students and help boost their self-confidence in sharing
in a group discussion of the first-year college students their thoughts among their classmates. In addition to
from Arts, Sciences, and Education Department that, the students were normally relaxed in engaging
experience average level of comprehension themselves in group discussions with a new
apprehension. This implies that there are instances that acquaintance.
they are tensed and nervous when they are caught up in
Meetings. It can be noted from that same table, in a
a group discussion while some group discussions make
meeting, of the first-year college students experienced an
them believe, relaxed and contented. These students
average level of apprehension. This means that the
usually like to get occupied in group discussions. But, on
students were comfortable during class meetings and
the other hand, some of them practiced oral
group discussions, but there were times that they were
communication apprehensions when they were
nervous. These students enjoyed most of their class
communicating in this nature of group discussion.
discussions that foster active engagement and
Notably, students experience a high intensity of oral
participation in their class. Therefore, in such a situation,
communication apprehension in a group conversation.
they can confidently express their thoughts the moment
This shows that these students abhor participating and
they were called to recite in class discussions and free to
communicating in group relations or discussion. It
participate. Hence, these students sometimes feel
reveals in the lessons that student’s desire sets
anxious during class discussions and most especially
interactions (Usni, et al, 2010). Even though these
How to cite:
Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
27
 CC The Journal: A Multidisciplinary Research Review, Volume 14, (October 2019):
ISSN 1655-3713

when they were engaged in formal discussions were communicating interpersonally with somebody,
voicing out their thoughts and opinions were limited to especially when participating in a conversation with a
the apprehensions that they experienced. Meanwhile, new acquaintance. In their school, these students are
students experience a high level of apprehension in usually exposed to group interactions when
meetings. This proved that these students generally communicating with their classmates, teachers, school
dislike participating in class discussions. They are afraid, administrators, and other school personnel and
nervous, and ashamed when they participated in a class. including other people. With these types of people they
They refuse to answer questions, share insights, and encounter, the oral communication apprehension of
express opinions. Rather, they prefer to remain silent these students may normally arise. Likewise, their
when asked to recite to avoiding mistakes. These apprehension of using the English language may occur
students were those who exhibited apprehensions in since they are comfortable talking with the people.
speaking if not motivated and encouraged by their
Public Speaking. It is evidently confirmed that in
teachers in using English for communication. Frequently,
the table, the first-year college students have an average
these students find difficulty in making their ideas orally
level of apprehensions in public speaking. This implies
even in a short statement. Furthermore, they showed
that these students have no apprehension of giving or
their inhibitions towards using the English language as
delivering a speech, but there are instances that they
they evidenced their unwillingness and timidity in the
dominated by anxiety, especially when they are talking
class. Surely, these students are a passive learner in a
before a big crowd. They are usually relaxed in public
classroom setting. Being highly apprehensive student
speaking. In addition to that, there are times that oral
hamper them if being active and interactive students in
communication apprehensions are normally practiced
class discussions. In addition to that, their apprehensions
when giving a speech with an outsized attendance of an
reduced their self-confidence by participating
audience. The study measured the level of
themselves to other speaking activities and limiting
communication apprehension in students and the
themselves to become more effective speakers in a
relationship of their communication apprehension of
classroom discussion. With regards to this, their
leadership initiative, multicultural appreciation (Blume,
performances in a class activity will be much affected.
Baldwin, & Ryan, 2013). In the same table, students have
Furthermore, most of the students from the first-year
high levels of comprehensions in public speaking. This
college have a low level of apprehension. This signifies
shows that these students usually anxious about public
that communicating with meeting or class discussion
speaking. In school, students have no much disclosure in
usually makes them at ease. These students have already
this communication circumstances. Their teachers may
the confidence to articulate their views and thoughts.
not yet fully commence or employ public speaking as a
They are ready and not hesitant whenever they are called
tactic in overcoming their anxiety of using English as a
to recite, answer questions, state opinions, and express
means of communication. For this reason, when they are
judgments. In addition, these students are the ones who
occupied with such, they become highly hesitant.
seek opportunities for making themselves to be heard by
Similarly, their fear of being judged and criticized by
others. Also, these students are good communicators in
other people while talking also contributes to their
the classroom since they are not ashamed and feel at ease
apprehensions, especially when they are surrounded by
using the English language in conversing with others.
a different crowd. The weight of making a good
Ergo, these students having low apprehension are likely
impression of other people disrupts them from
to have a good performance in-class discussion and other
delivering their speech well. For that reason, these
speaking-related learning tasks and activities.
students believe public speaking stimulates fear and
Interpersonal conversations. When it comes to anxiety because this communication condition only
interpersonal conversations, some students experience makes them uncomfortable and nervous.
an average level of communication apprehension in
Reducing Communication Apprehension. As
English. This shows that these students still exhibit
Berger, et al. (1984), state that CA is conceptualized as a
apprehensions in some interpersonal conversations.
cognitively experienced phenomenon which may or may
Eventually, these students have no fear of speaking up
not have observable behavioral manifestations in a given
when it comes to conversations. Hence, they are
case, it was not easy to find out students’ CA while they
sometimes apprehensive when they are conversing with
were making presentations, enacting certain roles during
another person’s. This shows that the students
role-play exercises and taking part in group discussions.
experience anxiety and nervousness when
The author's further state that CA is seen as having
How to cite:
Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
28
 CC The Journal: A Multidisciplinary Research Review, Volume 14, (October 2019):
ISSN 1655-3713

serious behavioral implications and people with high CA discussion and shared their personal communication
are more likely to avoid or withdraw from problems with their groups and suggested solutions to
communicative contact when that option is available. overcome CA (P’Rayan, 2008). Thus, sharing one’s
According to them, it is important to distinguish language or communication problems with persons
communication apprehension from the constructs of known to them helps learners in many ways. They can
reticence and shyness. “Reticence is concerned with gain confidence, learn useful tips from their peers,
people who are ineffective communicators because they develop speaking skills and gets help to overcome their
lack adequate communication skills. Shyness is seen as communication anxiety. Most students said that group
the tendency to talk less than the norm, which may result sharing sessions were therapeutic and useful.
from high CA, reticence, or other causal factors. People 2. One-to-one meeting with the instructor. Based
with high CA may be reticent and/or shy. However, many on the students’ suggestions, students will be encouraged
people who are reticent and/or shy do not experience to discuss their communication problems with the
high CA.” (Berger et al, 1984). Is it possible to ease the instructor. At this stage, each student’s individual score
anxiety of highly apprehensive speakers? Some people in the areas of PRCA-24 will be analyzed. These
argue that communication apprehension problem is one counseling sessions may help the teacher assess the
of nature and not nurture. Those who have overcome students’ abilities to communicate effectively in different
their speech anxiety assert that it is possible to fight situations. During this stage, the teacher plays the role of
communication apprehension. Communication a counselor. The students’ 1-1 meetings with the
apprehension is purely psychological and it is possible to instructor may find the counseling sessions very useful
reduce one’s CA if one really wants to overcome it. In the and the sessions may help them overcome their CA to
age of globalization, English language teachers are some extent.
expected to play different roles: diagnosticians, 3. Individualized training. It will be decided that
counselors, communication skills consultants and soft based on the students’ CA scores in four different areas
skills trainers. As diagnosticians, they diagnose the and their 1-1 sharing with the instructor training in
communication problems of learners and as group discussion, meetings, interpersonal
communication skills consultants they devise strategies communication and public speaking (giving
to develop individual learners’ communication skills and presentations) should be individualized and thus
as soft skills trainers, they train the target group and learner-centered. To facilitate the process, the students
empower them. As it is true that a student who has high may be grouped as follows: a) those who have high CA in
CA in one area, for example, group discussion, may not GD; b) those who have high CA in meetings; c) those who
have a high CA in public speaking or any other area, it is have high CA in interpersonal; and d) those who have
important to identify the areas in which a particular high CA in public speaking. The students may be trained
learner has high CA and the training should be focused on in group discussion and public speaking. The students
that particular area and training should be individualized with high CA will be motivated and be given
(P’Rayan & Shetty, 2008). opportunities to actively participate in group discussions
and speak on informal topics in front of the class.
Measures are taken to overcome CA. It was felt
necessary to help learners overcome their CONCLUSIONS and RECOMMENDATIONS
communication apprehension, and it may be done in
three stages: 1) Group sharing, 2) One-to-one meetings The first-year college students of Arts, Sciences and
with the Instructor, and 3) Individualized training. Education departments demonstrate varying degrees or
1. Sharing in groups. During the first stage, the levels of oral communication apprehension in English in
whole class may be divided into 4 groups. The students all communication the communication situations like in a
will be asked to share their communication anxiety or small group, meetings, interpersonal conversations, and
problems with regard to making presentations or public speaking and in their overall oral communication
speaking in front of an audience and how they try to apprehensions. The students’ level of oral
overcome them. Then a member from each group will be communication apprehension considerably influences
asked to summarize the major problems discussed and their level of communication, particularly in group
list the suggestions given to overcome speech anxiety. As discussions, This learning also determines the
most of the students were highly motivated and were connection between first-year college students’ oral
interested in overcoming their CA and develop their communication was enclosed only to the four
communication skills, they actively took part in the communication situations. It is essential to get students’

How to cite:
Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
29
 CC The Journal: A Multidisciplinary Research Review, Volume 14, (October 2019):
personal reports of their communication apprehension
and measures should be taken to help students overcome
CA. The three stages involved in helping students fight
their CA may be helpful and effective in reducing the CA
of students. This approach demands a lot from the
teacher. The English language teacher is not just a
teacher of grammar and sentence structure; he/she is
expected to play an active role as a diagnostician,
counselor, communication specialist, soft skills trainer
(P’Rayan & Shetty, 2008). Thus, English professor should
continue revealing their students to different oral
communication apprehensions. They should make use of
attractive and motivating speaking tricks and should take
full benefit of students; involvement to supplementary
develop their communication skills. Also, first-year
college education students should realize the significant
function of English for personality –improvement. They
should increase the positive attitude of knowledge, to go
forward and recognize its demands to communicate.
They should also perform using English in conversing
with other people so as to minimize their complexity and
apprehension in using the language for communication.
To conclude, other research enthusiasts are optimistic to
accomplish related studies and scrutinize other factors
such as students’ language concern, type of school they
attended, and the speaking behavior they are engaged
into that affects their oral communication
apprehensions.
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Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
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How to cite:
Carinan, F.M. & Bueno, D.C. (2019). Reducing the communication apprehension of first-year college students in a teacher education institution. CC The Journal: A Multidisciplinary Research Review, Volume 14,
(October 2019). ISSN 1655-3713.
31

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