Table of contentsGroup discussionPublic speakingLearning stylesAvoidance styleCollaborative styleCompetitive styleCommunication apprehension (CA) occurs when students are afraid and are anxious when initiating or engaging in conversations with others who clearly lack oral communication skills. During the 1940s, verbal communication difficulties, which cause anxiety in students, were once reported in the literature and called "communication apprehension", that is, "the level of fear or anxiety of an individual associated with real or anticipated communication with one or more other individuals. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay In a study of junior high students, Hurt, Preiss, and Davis found a substantial correlation between communication apprehension and attitude toward school in general. As the level of communication apprehension increased, the attitude toward school became more negative. Half of the conditions related to talking with other people can remain a predominant struggle in the communication fear journey, which can lead to negative development of communication skills for an individual. A certain individual's social skills, oral communication skills and self-esteem may be affected due to communication apprehension which now leads to physical and emotional implications. People with high communication apprehension have a lifelong problem socially, academically, and cognitively. Business majors, namely non-business majors, have a few studies that hold CA levels compared to accounting majors. The debate over the comparable low level of communication skills of accounting graduates is long-standing. Therefore, in line with the implications regarding CA, accounting teachers consider improving students' verbal communication skills as a necessity. Group DiscussionGroup discussion is student-centered communication facilitated by a professional teacher who helps students learn effectively in the classroom. Theoretically, it is a discussion between groups of individuals which is termed as an informal discussion that lasts over a long period of time with individuals who relate to each other according to their interests. A total of 38.8% of students said they did not like participating in group discussions, while 22.4% strongly agreed, followed by 2.0% who did not agreed and 36.8% who remained neutral. Additionally, 63.3% of the students disagreed, while 10.2% of them strongly disagreed about their comfort in participating in group discussions. Meanwhile, a total of 44.9% of respondents agreed and 12.2% strongly agreed that engaging in a group chat with new people made them tense and nervous . Only 8.2% of respondents disagreed, while 8.2% were undecided (Tom et al., 2013). In a study of student attitudes toward specific types of courses, McCroskey and Andersen (1976) found that those with low or moderate communication apprehension preferred small classes to mass lectures. Public speaking Raja (2013) stated that “communication has become one of the markers of social life”. solidarity, ranksocial and professional abilities and most components of the language are learned through this medium. Public speaking skills are very important when an individual is about to speak in front of large crowds, such as at seminars and conferences, or at formal meetings, to express their opinions on issues of public speaking. news. Tom et al. (2013) found that the level of communication apprehension among final-year business students was once very high. They found that 45% of students have scores above 80. Additionally, students who do not like public speaking easily become anxious and get involved in group discussions. This is consistent with Raja's (2013) students' fear of speaking or not, is that more than 75% of those surveyed fear speaking in front of an audience. Thus, the majority of them were afraid of speaking in front of others, which is consistent with the results of McCain (2012) which showed that "nearly 90% of people reported feeling shy or uncomfortable speaking speak in front of others at some point. in their lives.” This is why students with high communication apprehension tend to avoid lectures or speaking in front of an audience. Learning Styles Students should stand behind independent learners. Knowledge and problem-solving skills address an individual's employability capabilities and collaboration with others is essential for future professionals to continue learning. IES 3 prescribes training outcomes for professional advantage that prospective professional accountants must demonstrate through the completion of initial professional development. The professional skills are: (a) intellectual, (b) interpersonal and communication, (c) personal, and (d) organizational skills. In line with expectations, a professional accountant integrates integrity, including technical skills, then professional values, ethics and attitudes in imitation of revealing expert competence. Bridges, Herrin, Swart, and McConnell (2014) suggest that notable teaching styles are important, but they provide no unique information about teaching styles or study style preferences. The paradoxical nature of course models implies that students are therefore one type of student and then another. Students assume greater responsibility for their responsibility for their personal projects and their achievement after graduation, but in accordance with the provisions, they must remain active participants in terms of learning and communication. Oral communication skills taught in English language institutes act as a second language. As a result, AC could also be a barrier that stops the development of students' communication skills. Anxiety caused by profound situations prevents overall performance, but over time it can also form a barrier to imitating overall performance and improvement. Avoidant Style A person who has an avoidant learning style does not like being in class and does not like to participate in the dirty things that the students and teacher do in class. Generally, these students are not interested in what happens in class. Additionally, Rollins (2015) stated that students who have an avoidant learning style will usually drop out of school or would prefer not to take tests, overall grades or students will achieve the same grades. One study found that style."