IndexGroup discussionPublic speakingLearning stylesAvoidant styleCollaborative styleCompetitive styleCommunication apprehension (CA) occurs when students have fear and anxiety in starting or having conversations with other people that they obviously lack of oral communication skills. During the 1940s, difficulty in verbal communication, which causes anxiety in students, was reported in the literature and defined as “Communication Apprehension,” or “an individual's level of fear or anxiety associated with actual or anticipated communication with another individual or individuals." We say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay In a study of middle school students, Hurt, Preiss, and Davis found a substantial correlation between communication apprehension and attitudes toward school in general. As the level of communication apprehension increased, attitudes towards school became more negative. Half of the conditions in conversing with other people can remain a predominant struggle in the journey of fear of communication 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 causes physical and emotional implications. People with high communication apprehension have ongoing problems socially, academically, and cognitively. Business specializations, i.e. non-business enterprise specializations, have some specific studies that hold CA levels compared to accounting specializations. The dispute over the comparable weakness in the level of communication aptitude of accounting graduates is an old one. Therefore, in complying with the implications of AC, accounting educators consider improving students' verbal communication skills as a necessity. Group Discussion Group discussion is student-centered communication facilitated by a professional teacher who helps students learn effectively in a classroom environment. Theoretically, it is a discussion between groups of individuals which is defined as an informal discussion that lasts for a long period of time with individuals relating 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 disagreed and 36.8 % which remained neutral. Furthermore, 63.3% of students disagreed, while 10.2% strongly disagreed that they felt comfortable participating in group discussions. Meanwhile, a total of 44.9% of the respondents agreed and 12.2% strongly agreed that engaging in a group discussion with new people makes them tense and nervous. Only 8.2% of respondents disagreed while another 8.2% were undecided (Tom et al., 2013). In a study of student attitudes toward specific types of classes, McCroskey and Andersen (1976) found that low and moderate levels of communication apprehension preferred small classes to mass lectures. Public SpeakingRaja (2013) stated that “Communication has become one of the markers of through this medium we learn solidarity, social rank, professional skills and most of the components of language”. Public speaking skills are very important when an individual is going to speak in front of large crowds such as seminars and conferences or in formal meetings to express their opinions oncurrent issues. Tom et al. (2013) found that the level of communication apprehension among Business Administration students during the remaining year of their degree was very high. They found that 45% of students have scores above 80. Furthermore, students who do not like to take part in public speaking easily become anxious and involve themselves in group discussions. This is consistent with Raja's (2013) students' feared audience. to speak or not was that more than 75% of respondents feared speaking in front of an audience. Therefore, it was found that most of them were afraid of speaking in front of others, which is consistent with McCain's (2012) findings which showed that "nearly 90% of people reported feeling shy or uncomfortable in speaking in front of others at some point in their lives.” is why students with high communication apprehension tend to avoid mass lectures or speaking in front of an audience independent students. Knowledge and problem solving skills concern an individual's employability skills and collaboration with other people is a must for future professionals to continue learning Aspiring professional accountants are required to demonstrate until the end of the initial professional development the professional skills are: (a) intellectual, (b) interpersonal and communication, (c) personal and (d) organizational skills. Up to expectations, a professional accountant integrates technical expertise with professional values, ethics and attitudes in imitation of revealing expert expertise. Bridges, Herrin, Swart & McConnell (2014) suggest that notable lecture styles are important, however, they do not provide unique information about instructional styles or study style preferences. The paradoxical nature of lesson models means that college students are therefore one type of student compared to all others. University students assume greater responsibility regarding their responsibility with personal plans and their achievement after graduation, but in accordance with the provisions, they must remain active participants in terms of learning and communication. Spoken communication skills taught in English language colleges serve as a second language. Consequently, AC could also constitute an obstacle that blocks the development of students' communication skills. The anxiety of dealing with deep situations blocks overall successful performance, but over time it can also create a barrier to overall performance and improvements. Avoidant Style An individual who has an avoidant style of learning behavior does not like being in class and does not like to participate in the lesson. activities within the sordid things college students and professor do in class. In general, these students are not interested in what happens in class. Furthermore, Rollins (2015) stated that those students who have an avoidant learning style usually drop out of school or prefer no tests, overall grades, or students to get the same grades. One study found that the avoidant learning style falls into the moderate range. Collaborative Style An individual with collaborative style enjoys interacting with other students, sharing their ideas and opinions, and working with other students within the classroom in groups. They want to study with other students in group discussions and student-designed factors during courses. Corbin (2017) obtained a result indicating that the collaborative style was the only one."