Teachers’ Perceptions of Communication Apprehension and Oral English Proficiency: A Study of Undergraduate Students at Government College University, Hyderabad

Abstract

This study explored the underlying reasons behind communication apprehension English language graduate students of BS English Part One, Government College University, Hyderabad that is encountered while engaged in oral communication. The current research presents a qualitative understanding of the problem through semi-structured interviews with English language teachers who provide insights into pedagogical approaches and teaching practices that influence students’ oral communication skills also their involvement in academic activities. The teachers’ experiences reveal their perception and potential opportunities to develop their teaching strategies to account for the variety of students’ linguistic backgrounds and learning modalities. Informed by the teachers’ perceptions, the study proposes pedagogical strategies to address the issue of communication apprehension and enhance the oral English proficiency of students. Ultimately, these suggestions can be used to develop curricula and teaching approaches that help students overcome communication inhibitions and improve their academic and career outcomes. The current study contributes to the current understanding of language education and communication apprehension and serves as a basis for larger studies in the field with a focus on oral English communication in educational environments.