Exploring Chinese and Iranian EAP students’ oral communication apprehension in English: A cross-cultural mixed-methods study

Abstract

The role of students' emotions in their academic performance has been widely endorsed in the literature after the rise of positive psychology. However, the scholarly context of English for academic purposes (EAP) has limitedly inspected the status of students' emotions while learning English. One such emotion is oral communication apprehension (OCA), which is a widespread pitfall among EAP students. However, the causing factors and coping strategies of OCA across cultural contexts have been overlooked, to date. To fill this gap, this mixed-methods study scrutinized the level of OCA, leading factors, and coping strategies among 1618 Chinese and Iranian EAP students via questionnaires and semi-structured interviews. The results of the measurement invariance test and independent samples t-test revealed a significant difference between Chinese and Iranian EAP students’ OCA with Chinese participants having a higher OCA. Furthermore, the results of descriptive statistics and thematic analysis demonstrated that Chinese and Iranian EAP students had analogous perceptions regarding the causes and solutions of OCA. They enumerated several instructional and psychological factors that generated OCA and proposed similar coping strategies to curb it. The study provides some practical implications for EAP teachers, students, and teacher trainers, who can realize the criticality of emotions in EAP.