Could ESP practitioners have an active role in managing and alleviating students’ communication apprehension?

Tatjana Marković; Dragica Mirković

doi:10.4312/sm.18.2.16-32

Authors

Tatjana Marković Belgrade Business and Arts Academy of Applied Studies (BBAA) Author
Dragica Mirković Belgrade Business and Arts Academy of Applied Studies (BBAA) Author

DOI:

https://doi.org/10.4312/sm.18.2.16-32

Keywords:

communication apprehension, PRCA-24, ESP, communication skills, higher education

Abstract

Communication apprehension (CA) has profound implications for individuals across various settings, impacting emotional, relational, educational, professional, and financial aspects. This study investigates the extent of CA among 115 second-year students, exploring changes in self-perceived CA scores before and after a pedagogic intervention. The research addresses the prevalence of CA among IST and management students, advocating for an expanded role for ESP instructors. It also highlights gender and program-related disparities and identifies specific communication scenarios influencing CA. Utilizing the PRCA-24 instrument, the study assesses self-perceived CA levels in group discussion, meetings, interpersonal communication, and public speaking. The findings demonstrate the effectiveness of the carefully designed course, emphasize the positive influence and importance of incorporating anxiety-reduction techniques into ESP curriculum design and teaching strategies, and point to the active role of ESP instructors in developing students’ communication and soft skills to improve industry readiness.

rove industry readiness.

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