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Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on the way teacher educators teach and communicate (Wen & Clément, 2003). This sequential mixed-method study examined Communication Apprehension (CA) levels of a convenience sample of pre-service language teachers at a state university with an emphasis on the influence of gender, year level, and achievement on CA towards lecturers. Given that CA is a psychological experience, a self-reported questionnaire, Communication Apprehension with the Lecturers Scale (CALS), (Eren-Gümüş & Kolburan-Geçer, 2008) was used for measuring participants’ levels of CA with their instructors. In order to compare CA levels of students in each group, a cross-sectional survey design was selected (Creswell, 2002). Quantitative data were analyzed using descriptive analysis, independent samples t-test, ANOVA, and Pearson correlation coefficient. In addition to quantitative data analysis, the researcher purposefully elicited written comments of pre-service language teachers in order to gain deeper insights into the phenomenon. The data obtained through open-ended survey questions were subjected to qualitative content analysis. The findings indicate that communication should have a greater role in teacher education and teacher educators should refrain from exhibiting behaviors that can prevent prospective teachers from communicating with them.

AN EXPLANATORY MIXED METHOD STUDY ON PRE-SERVICE LANGUAGE TEACHERS' COMMUNICATION APPREHENSION TOWARDS THEIR INSTRUCTORS