The primary purpose of this paper is to investigate the factors which lead to communication apprehension (CA) in the EFL classroom. The relative importance of a number of sources (psychological, instructional, and socio-cultural) has been investigated by means of a questionnaire. The sample of the study consisted of (209) non-English major EFL students at An-Najah University in Palestine. The findings of the study revealed that most students had either fear, or uneasiness about their learning experience which has hindered the language learning process. The paper concludes with a number of suggestions on how to reduce communication apprehension for future application in the teaching of English to non-English majors

The primary purpose of this paper is to investigate the factors which lead to communication apprehension (CA) in the EFL classroom. The relative importance of a number of sources (psychological, instructional, and socio-cultural) has been investigated by means of a questionnaire. The sample of the study consisted of (209) non-English major EFL students at An-Najah University in Palestine. The findings of the study revealed that most students had either fear, or uneasiness about their learning experience which has hindered the language learning process. The paper concludes with a number of suggestions on how to reduce communication apprehension for future application in the teaching of English to non-English majors