Breaking the Silence: The Role of Public Speaking Courses in Reducing Communication Apprehension Among University Students – Insights from Dubai

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.

Keywords: Anxiety, public speaking, communication apprehension, students, focus groups

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