English Communication Apprehension at Workplace

Mohd Zulfadli Mat Husin1 , Raja Azlan Raja Ismail2

Registrar Office, Universiti Malaysia Kelantan

1
zulfadli.mh@umk.edu.my

INTRODUCTION
Malaysia consists of several races who speak their own first language such as Malay, Chinese, Tamil
and other ethnic’s languages. English had been recognized to be the second language spoken in this
country (Hassan & Ong, 2019). The teaching of English as second language in Malaysia mostly
started during primary school until tertiary education with most Malaysians on average spend eleven
years learning English language within classroom context. The importance of English language is high
in the employment sector even though its status as the second language as employers expect their
staff to be able to communicate using English language effectively in different communicative situation
(Hassan & Ong, 2019). In addition to that, Shahariah Saleh and Murtaza (2018) claimed that English
position that English is more significant that other languages at the Malaysian workplace

Within Malaysia context, English had become the main language for most private sector
organizations (Ngah et al., 2011; Radzuan & Kaur, 2010). In supporting that, studies concluded that
good English communication skills was one of the main criteria in jobs recruitment (Isarji et al., 2013;
Kassim & Ali, 2010; Nurhamizah Ishak et al., 2020; Radzuan & Kaur, 2010). In spite of that, public or
government sectors in Malaysia still did not fully use English as the main language for communication.
This had been supported by study by Ting (2002) who revealed that in a Malay organization, the
support staff when communicate using English faced difficulties as their jobs scope dominantly used
Malay.

Mastering English language is recognized to be one of the most sought-after traits in

employees in countries that use English as Second Language (ESL) or English as Foreign Language
(EFL). Within the context of Malaysian workplace, English language is used as a medium for
employees, employers as well as international stakeholders to communicate (Saleh & Murtaza, 2018).
Gill (2002) and Noor Shahariah Saleh and Siti Fatimah Murtaza (2018) further claimed that English
play a significant role toward accomplishing “Malaysia’ status to be in line with other countries in terms
of economic development” (p.85). Employees are required to use English language to communicate
both internally and externally in their workplace. The trait is a must especially when the companies or
workplace involve stakeholders from foreign countries that use English as the medium of interaction.
Oral communication in particular, is pointed out by researchers to be one of the most valued skills in
relation to mastering English language.

Taking into the perspective of workplace communication, having good oral communication
skills using English language is one the ways to become a successful employee. Indeed, the skill is
regarded to be an additional advantage for employees (Moslehifar & Ibrahim, 2012). Oral
communication skills need to be highlighted as the most important skills compared to other language
skills as this skills is the most focused upon by employer (Kassim & Ali, 2010). Hence, is pertinent for
employees to master oral communication or speaking skills in English. However, Zailani Jusoh et al.
(2018) mentioned that for many English learners, speaking skill is the most daunting skill to be
developed and mastered. One possible reason is due to lack of proficiency in speaking skills wherein
speakers concern their image might be tarnished in front of other individual consequently their
language self-worth (Brown, 2001). This situation then can lead toward fear in communicating or
feeling anxiety to speak in certain communication contexts which is known as Communication
Apprehension (CA).

One of the challenges that most second language learners experience dealing with oral
communication is anxiety. Since 1970s, many studies in the field of second language learning had
been conducted toward exploring the effect of anxiety (Zulkifli, 2007). Casado and Dereshiwsky
(2001) stated language anxiety still exist even though the learner progress in term of their proficiency
level and age. McCroskey (1977) introduced the concept of Communication Apprehension (CA) as “
an individual level of fear or anxiety associated with either real or imagined communication with
another person or persons”(p.78). Lucas (2012) further explained that CA is a problem related to

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Mohd Zulfadli Mat Husin , English Communication Apprehension at Workplace

psychological elements and can be found commonly in all human beings. CA can be both
advantageous and also disadvantageous toward second language learning process (Jusoh et al.,
2018).

Public universities in Malaysia are currently embarking on the journey of becoming the hub of
tertiary education not only toward ASEAN students but also other regions. As such, the staff
comprises academic and administrative staff need to be able to speak or converse in English
confidently as well as effectively. Administrative staff comprises officer and support staff are required
by the management and university stakeholders to be able to communicate in English in term of
interacting with international staff and students related to non-academic matters with the purpose of
delivering the best possible service. Consequently, Malaysian public administrative staff are required
to use English in their communication competency at the workplace.

Taking into account of the requirement to use English more frequently at workplace, issue on
communication apprehension is very significant among Malaysian public universities administrative
staff. Communication apprehension can be defined as fear of speaking in front of other people or
felling anxious of giving speech. Speakers may experience a variety of behaviours before, during or
after giving speech, or using certain language in a certain context. That certain behaviours that related
with communication apprehension may involve rise in body temperature, trembling hands, fingers or
legs, palms become sweaty, blurry mind and shortness of breath (Coopman & Lull, 2011). As a result
of these behaviours, speakers would tend to avoid or reluctant to take part in speaking or using
certain language.

Numerous factors can be associated with feeling of apprehension. Zimbardo (1998) claimed
CA stemmed from shyness in which students lack the tendency to talk and engage in the
communication. In addition to that, Khan et al. (2009) research toward pharmacy students found out
that race, gender, age and year of studies language contributed toward CA. Zailani Jusoh et al. (2018)
suggested that one factor contributed toward CA is the level of language proficiency that particular
individual has.

Many studies have been done toward exploring the factors behind language learners’
apprehension or anxiety especially in the context of second language acquisition in the context of
secondary (Bastida Jr. & Yapo, 2019; Jones & Procopio, 2017) and tertiary education (Kimberley et
al., 2020; Razawi et al., 2015; Zulkifli, 2007). Little attention had been put toward exploring CA among
adult learners especially in the context of workplace(Jusoh et al., 2018). So far, there are only two
studies being carried out toward exploring CA in Malaysian university workplace context (Abdullah,
2014; Jusoh et al., 2018).

CONCEPTUAL FRAMEWORK

Workplace Communicative Events

Group Discussion
Public Speaking
Meeting
Conversation

Workplace Setting
Sources of CA

Gender
Years of Service
Jobs position

Communication Apprehension Level

2
 Figure 1. Conceptual Framework of Workplace Communication Apprehension

A conceptual framework is used to explain the core concepts in addressing the issues mentioned in
this paper. This paper aims to explain the relationship among level of communication apprehension in
four communicative events namely in group discussion, public speaking, conversation and meeting.
The CA levels from the four events are very much related with individual’s demographic variables. In
addition, the sources of CA among the public university administrative staff affected occurrence of CA
among them at the workplace.

The level of CA among public universities administrative staff are categorised into three (3)
levels of High CA, Moderate CA and Low CA. In addition, their CA scores very much dependent on
the independent variables of workplace setting such as gender, years of service and jobs position.
Also, staff CA scores varied according to their workplace communicative event in which this study
focus on four (4); group discussion, public speaking, meeting and conversation.

DEFINITION OF COMMUNICATION APPREHENSION

Krashen (1982) introduced the ‘Affective Filter Hypothesis’ which referring toward affective variable
associated with the process of acquiring and mastering second language. This theory suggested that
learners will be able to understand and learn more when their ‘affective filters are low’ and when those
filters are high, learners will be having trouble comprehend the input thus disturb their learning
acquisition (Zulkifli, 2007). Krashen (1982) categorized those affective factors into 4 which were
motivation, self-confidence, attitude and anxiety (Saaty, 2018). These four factors had been
recognized to play a significant role toward the process of acquiring second language (Du, 2009). As
such, anxiety which regarded to be one of the emotional variables in the second language acquisition
determine how well learners can successfully use and master the second language (Krashen, 1982).
In relation toward helping language learner acquire or master the target language, in the process of
teaching and learning, teachers or language instructors need to focus toward providing
‘comprehensible input as well as creating a situation that encourages a low filter’ (Krashen, 1982).

In relation to anxiety in second language, another term that had been researched over the
years is communication apprehension (CA) (Du, 2009). James C. McCroskey (1984) provided
definition toward CA as ‘ an individual’s level of fear or anxiety associated with either real or
anticipated communication’. Lucas, (2012) further defined CA as a common psychological related
experience which can be found in all humans. Also, based on several studies done by experts, CA
definition were associated with ‘ideas of distress, fear and anxiety, or negative reactions toward
interacting with others’ (Byron, 2005). CA is a natural phenomenon in which an individual experience
discomfort when they try to communicate or interact with other people. An important note in
understanding CA as highlighted in Pitt et al. (2000), is that CA is a learned trait’ or in other word, no
individual is born to be apprehensive. An individual develops their fear or anxiety in communication
either in first or second language over the period of time. Most of the time, that fear or anxiety is
associated with bad experience with communication in a specific situation or facing with specific
person. Eventually, that an apprehensive individual in order to distance himself or herself with the fear
or anxiety in communication, he or she will avoid communicate much of the time (Pitt et al., 2000).

TYPES OF COMMUNICATION APPREHENSION

Exploring further into CA, McCroskey and Beatty (1986) underlined four (4) types of CA based on the
sources which are ‘Trait-like, Context-Based, Audience-Based and Situational’. The first one, Trait-like
CA is being referred as a type of CA that “is relatively enduring, personality-type orientation toward a
given mode of communication across a wide variety of context” (McCroskey & Beatty, 1986, p.281). In
other word, Trait-like CA is associated with the ‘personality of an individual and is variables hardly
change over time’(Rasakumaran & Indra Devi, 2017). A personality of an individual seldom change
over the period of time if they did not receive any treatment or intervention thus their level of CA will
stay the same. The different measurement tools which examine the level of anxiety based on the type
of CA produced similar scores without any treatment given (McCroskey, 1997).

Context-Based CA defined by McCroskey (1997) as ‘an enduring personality-type focusing

toward communication in a specific context’. In other words, based on this type of CA, people who
had been found to have a high level of CA in the classroom might be having a low level of CA outside

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Mohd Zulfadli Mat Husin , English Communication Apprehension at Workplace

the classroom when they communicate with different or same peers. Similar to trait-like type, Byron
(2005) claimed that individual with high level of Context-Based CA ‘will remain unchanged over the
period of time if no treatments is administered’.

In addition to those mentioned type of CA, McCroskey (1997) defined Audience-Based CA as

‘a relatively enduring orientation toward communication with a given person or group of people’. This
type of CA is not related with personality but associated with the specific situation that particular
individual experience and require to communicate. An individual may show high level of CA when
he/she communicate in a large group of people but shows low level of CA when communicate with
familiar peers or close family.

The last type of CA is Situational CA which was defined by McCroskey (1997) as ‘a transitory
orientation toward communication with a given person or group of people’. This type of CA differ from
Audience and Context in which this type of CA only happen once ‘in a combinations of people
available and situation that arise’ (Rasakumaran & Indra Devi, 2017). An individual may show a high
level of CA when he/she need to communicate with a particular supervisor during performance-based
assessment. This type of CA similar to Context-Based and Audience Based , is not grounded on
personality of any individual thus can change over time (Rasakumaran & Indra Devi, 2017)

Over the years, out of the four types of CA, Trait-like CA had been studied the most
(Rimkeeratikul, 2018). Following that course, this paper concentrates toward exploring Trait-like
based CA in which the staff apprehensiveness toward different communicative events in workplace
which are group discussion, interpersonal conversation, meetings and public speaking.

COMMUNICATION APPREHENSION AND WORKPLACE VARIABLES

Communication at workplace is regarded to be one of the main competencies that employers in most
organization put serious attention. Some jobs require employee to communicate more frequently
based on their positions, pay grade or other factors. On the average level, all employees have to
communicate either in Malay, mother tongue or English to their respective stakeholders. Based on
that claim, we can say that CA give a strong impact in the workplace. By referring to studies carried
out towards CA in workplace setting, experts found interesting relationship among CA and variables in
workplace context. Winiecki and Ayres (1999), claimed that CA play a significant role toward
individual choice of occupation. In other word, experts concluded that people who experience high
level of CA tend to choose job that require them to less communicate with other people. In addition to
that Winiecki & Ayres (1999) revealed that individuals with high level of CA did not score well in the
job interview and this suggested that those with high level of CA ‘were less likely to be offered a or
new position than low level of CA’.

The role of gender in relation with CA had been explored and reported in various studies. As
highlighted by Rafek et al. (2014), Rosenfeld and Berko (1990) claimed ‘gender is not significant in
communication anxiety’. McCroskey (1984) claimed that CA in a very minimal way is related with sex.
Based on that claim, findings from several studies on different contexts toward gender roles on CA
(Abdullah, 2014; Khan et al., 2009; Kimberley et al., 2020; Rasakumaran & Indra Devi, 2017), a
common trend was found in which female tend to show higher level of CA compare to male.
Regardless of how gender influence CA, most studies did not test a large enough respondent to be
able to generalize this assumption. It is very important to note that although we can link the
significance of gender in CA, other important factors that come with gender also need to be consider
such as the upbringing, education background differences, culture differences as well as context
setting (Loureiro et al., 2020). By comparing gender with the level of CA, valuable findings can help
contributing towards giving insight on the human resource development module or training focusing
on certain gender to assist in reducing CA among staff.

In relation toward years of service and its relationship with CA, Winiecki and Ayres (1999)
concluded that individuals with high level of CA tend to become very difficult to work within an
organization and eventually they quit that particular organization. As experts suggested, individual
with high CA were perceived to be less productive compared to others, less likely to hold higher
position, scored low level in job satisfaction and their superior or supervisor tend to have lower
expectation (Winiecki & Ayres, 1999). As such, it is very important to see whether people that are
apprehensive to communicate with other people able to work longer in an organization or those
people had developed some coping strategies to adapt with certain situations.

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 LITERATURE ON COMMUNICATION APPREHENSION
Over the years, there are several studies had been done aimed at examining CA level among
different types of respondents. Most of the studies commonly used PRCA-24 which was developed by
McCroskey (1977). This instrument is a self-reported survey that consisted of 24 statement on how
individual perceived their communication apprehension feeling at four different setting.

A qualitative study which used observation as instrument was conducted to examine the CA
among engineers in Pakistan who had minimum of five years working experience. The study
concluded that CA significantly affect staff job performance as engineers with high level of CA tend to
have lower self-confidence, produced poor body language and showed nervousness in their oral
presentation performance (Kakepoto et al., 2013).

Another study that used observation as the instrument was carried out by Ahmad Taufik
Hidayah Abdullah (2014) in which he conducting an observation during English course toward non-
academic staff in a Malaysia public university. The study found out that most non-academic officers
showed average levels of CA. However, to better support on the findings, the study applied PRCA-24
toward the respondents.

A study evaluated toward CA among pharmacy students in Malaysia revealed that female
respondents showed higher level of CA compared to male (Khan et al., 2009). The total number of
respondents in this study was 268 and beside gender, the study proved that race, age and year of
study were factors that can linked with CA (Khan et al., 2009). Comparing the tools to identify CA, this
study used Zimbardo scale compared to earlier study which used observation.

Another study aiming on finding out CA level, Loureiro et al. (2020) found out that female
respondents from Portugal recorded high level of CA in all dimension of oral communication. This
quantitative study used PRCA-24 for oral CA and Daly -Miller Writing Apprehension Test (DMWA) for
written CA. Beside the finding on oral CA which stated that that female respondents scored higher
level of CA compared to male in all dimensions, it was found out that female score the highest in the
meeting dimension and lowest in group talking.

Different from other, a study by Kimberley et al. (2020) used Foreign Language Classroom
Anxiety Scale (FLCAS) in order to examine the undergraduates’ student’s English anxiety as well as
factors that lead them to that particular anxiety. The findings showed that female students reported a
higher level of speaking anxiety than male students (Kimberley et al., 2020). An interesting findings
from this was that they found out that majority of the students see themselves as confident and less
anxious whenever they speak with native English speakers (Kimberley et al., 2020).

A study which used PRCA-24 was conducted by Zailani Jusoh et al. (2018) which aimed to
examined the categories of oral communication apprehension among administrative officers and
differences between level of CA with gender and length of service. The study aimed toward 150
officers from different department in Malaysia public university. The findings from the study was
consistent with earlier study by Ahmad Taufik Hidayah Abdullah (2014) in which majority of non-
academic or administrative staff recorded low level of CA when using English at their workplace. The
study also found the female showed higher apprehension level compared to male; those staff who
served less than 5 years recorded the lowest CA level compared to other staff.

DISCUSSION AND CONCLUSION

The purpose of this paper is to introduce the conceptual framework on communication apprehension
using English language at workplace. As described in the Figure 1, the sources of CA, workplace
variables as well as four-communication settings at workplace are interlinked with each other and play
a significant role toward determining the level of CA among administrative staff of Malaysian public
universities. By exploring these interlinked concepts under communication apprehension, empirical
and valuables insights can be acquired toward improving the English communication competency
among the Malaysian public universities administrative staff.

Understanding the workplace communication apprehension will also provide language

instructors as well as educators an understanding toward developing and implementing better
language training course or module related to public sectors especially at Malaysia public universities.

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Mohd Zulfadli Mat Husin , English Communication Apprehension at Workplace

Those mentioned language course focusing toward professionals or specifically administrative staff
not only in public university but also in other sectors will help in improving the language accuracy as
well as ensuring the usage of English language in the workplace will be widely used effectively. Also,
the need for further investigation on CA among administrative staff is increase as Malaysia
universities especially public university have becoming more open toward internalization where more
foreign staff and students entered and English had become the main medium of instruction as well as
interaction (Jusoh et al., 2018).
Moreover, the outcome of the English communication competency exploration would
specifically help administrative staff understand the role of CA toward their English communication
competency and learning process which in turn will help them minimize CA in their daily life. In
relation to these, by knowing staff’s level of comfort in their respective job, any employer able to make
the needed adjustment to increase the organization productivity with the purpose of creating an
enjoyable working environment.

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