Breaking the Silence: The Role of Public Speaking Courses in Reducing Communication Apprehension among University Students--Insights from Dubai
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| Title: | Breaking the Silence: The Role of Public Speaking Courses in Reducing Communication Apprehension among University Students--Insights from Dubai |
|---|---|
| Language: | English |
| Authors: | Madiha Hashmi (ORCID |
| Source: | Educational Process: International Journal. Article e2025064 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, College Faculty, Private Colleges, Public Speaking, Communication (Thought Transfer), Anxiety, Student Attitudes, Curriculum Design, Instructional Development, Teaching Methods, International Schools |
| Geographic Terms: | United Arab Emirates |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study sheds new light on communication apprehension (CA) by specifically analyzing the role of public speaking courses in addressing anxiety concerns among university students. It offers a nuanced understanding of student viewpoints within the context of a public speaking course in a non-Western setting. Methods/Materials: Focus groups--a methodology that has not been widely utilized in CA research--were used to understand student viewpoints. Focus group discussions were carried out using a semi-structured approach, using the Nominal Group Technique (NGT) at the start of the discussion. Thematic analysis was used to categorize recurring patterns in the data. Results: The dominant themes emerging from the study were labeled as "enhancers" and "diminishers" of public speaking anxiety. The research findings, especially sub-themes relating to grading and group work, are noteworthy, offering valuable insights into student perspectives. Conclusion: This study will aid educators in reimagining curriculum instruction and design. These findings have implications for the areas of oral communication, public speaking anxiety, and global higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463501 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study sheds new light on communication apprehension (CA) by specifically analyzing the role of public speaking courses in addressing anxiety concerns among university students. It offers a nuanced understanding of student viewpoints within the context of a public speaking course in a non-Western setting. Methods/Materials: Focus groups--a methodology that has not been widely utilized in CA research--were used to understand student viewpoints. Focus group discussions were carried out using a semi-structured approach, using the Nominal Group Technique (NGT) at the start of the discussion. Thematic analysis was used to categorize recurring patterns in the data. Results: The dominant themes emerging from the study were labeled as "enhancers" and "diminishers" of public speaking anxiety. The research findings, especially sub-themes relating to grading and group work, are noteworthy, offering valuable insights into student perspectives. Conclusion: This study will aid educators in reimagining curriculum instruction and design. These findings have implications for the areas of oral communication, public speaking anxiety, and global higher education. |
|---|---|
| ISSN: | 2147-0901 2564-8020 |
