This study reports on how English as a Second Language (ESL) teachers perceive and manage oral communication apprehension (CA) among learners in the language classrooms. The main purpose of this qualitative study was to understand language teachers’ perception and how they think they are addressing the phenomenon. A qualitative methodology was employed with data generated through interviews, classroom observations and document reviews. A total of twelve respondents from five Malaysian secondary schools were involved in this study. They comprised eight ESL teachers, who were the primary respondents, as well as one principal and three heads of the English language department. The data were analyzed manually by coding and categorizing them based on common patterns that emerged. The study found that teachers are perceptive of learners’ manifestations of oral communication apprehension. The findings confirmed some of the manifestations mentioned in earlier literature and at the same time present new information. The findings also revealed ESL teachers’ view of oral CA learners were influenced by their perception of oral language development. Finally, the study managed to uncover the rationale behind teacher actions in relation to communication apprehension in the classrooms. The teachers’ working practical knowledge emerged from the demands teachers felt that were imposed on them.
- Communication apprehension,
- English Language Teachers
Available at: http://works.bepress.com/arshad_abdsamad/18/