• Title, Summary, Keyword: Communication Apprehension

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An analysis of Self-perceived Communication Apprehension by Learning Styles of Engineering Students (공과대학생의 학습양식에 따른 의사소통 불안인식 분석 연구)

  • Kim, Ji-Sim;Choi, Keum-Jin;Lee, Jong-Yeon
    • Journal of Engineering Education Research
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    • v.13 no.6
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    • pp.3-13
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    • 2010
  • The purpose of this study was to investigate between learning styles and communication apprehension of Engineering students. Participants were 405 first-year Engineering cohort. Following were the results: First, 80 percent were classified as Reflective learners, 61 percent were classified as Sensing learners, 73.1 percent were classified as Visual learners, and 66.7 percent were classified as Global learners. Second, the result showed that there was a significant difference in learning style by gender. Most female learners were Reflective, while most male learners were Active. Lastly, the finding revealed that there were significant differences in communication apprehension on Perception and Processing dimension. Sensing students demonstrated higher level of communication apprehension than Intuitive students and Reflective students shown higher level of communication apprehension than Active students. For the program developing Engineering students' communication skills, implications for reducing students' communication apprehension based on the type of learning styles were discussed.

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The Effect of Grouping by Students' Communication Apprehension in Cooperative Learning (협동학습에서 학생의 의사소통 불안에 따른 소집단 구성의 효과)

  • Noh, Tae-Hee;Seo, In-Ho;Han, Jae-Young;Jeon, Kyung-Moon;Cha, Jeong-Ho
    • Journal of The Korean Association For Science Education
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    • v.20 no.1
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    • pp.174-182
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    • 2000
  • In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

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The Effects of Digital Storytelling on Mathematical Communication Apprehension in 6th graders' Mathematics Instruction (초등학교 6학년 수학수업에 적용한 디지털 스토리텔링이 수학적 의사소통불안에 미치는 효과 분석)

  • Choi, Byoung Hun
    • Education of Primary School Mathematics
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    • v.17 no.1
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    • pp.41-56
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    • 2014
  • The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

The Effect of Grouping by Communication Apprehension Level in Paired Think-Aloud Problem Solving for Middle School Chemistry (중학교 화학에 적용한 해결자.·청취자 활동에서 의사소통 불안 수준에 따른 소집단 구성의 효과)

  • Kang, Hun-Sik;Lee, Jeong-Soon;Kim, Kyung-Sun;Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.51 no.6
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    • pp.569-576
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    • 2007
  • In this study, the effect of grouping by communication apprehension level in paired think-aloud problem solving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneous group or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning ‘writing balanced chemical equation', ‘the law of conservation of mass', and ‘the law of definite proportions' for 7 class hours, students' chemistry problem solving ability and the perception to the paired think-aloud problem solving were examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problem solving ability test. In simple effect test for the students of low communication apprehension, the scores of the heterogeneous group were found to be significantly higher than those of the control group. However, the students in homogeneous group had relatively positive perceptions to the paired think-aloud problem solving.

Language Apprehension among Non Native Speakers of English

  • Rafik-Galea, Shameem
    • English Language & Literature Teaching
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    • v.7 no.2
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    • pp.103-114
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    • 2002
  • Language plays a central role in everyday communication activities. Therefore, an individual need to be able to use language to communicate with confidence and without fear. One of the major fears that people have is the fear of communication. This fear is most of the time due to a lack of confidence in communicating in a particular language or due to poor proficiency in the language. In some cases it can also be due to attitudinal problems. In the context of teaching and learning English as a second or foreign language, students can have a great fear of using English with confidence. This fear can be an acute one and thus students may avoid using English to communicate. However, non native speakers of English need to be highly competent in the use of the English language for a variety of communicative purposes particularly in meeting the challenges of globalisation and that of the digital age. This article presents some insights on language apprehension found among communication undergraduates who are non native speakers of English.

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A Study on the Influence of Telephone Apprehension Affecting Continuous Use Intention of Mobile O2O Commerce (모바일 O2O 커머스 지속이용의도에 영향을 미치는 전화 불안감에 관한 연구)

  • Lee, Kyeong-Rak;Kim, Mee-Sung;Lee, Sang-Joon
    • Journal of Digital Contents Society
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    • v.19 no.4
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    • pp.661-671
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    • 2018
  • The avoidance tendency of voice call in younger generation facilitates the growth of mobile O2O service that utilizes Messaging. This study adopted and elaborated original concepts of telephone apprehension to apply phone anxiety to O2O. We examined previous researches related to the ubiquity of service quality, communication ability and anxiety, and then conducted a survey to understand the consciousness of mobile O2O service users. The results show that users with high message intimacy and users with poor logicality are afraid of voice calls. The mobile O2O service is considered useful as a means to replace an unstable situation. In this study, we considered individual characteristics of acceptance factor of O2O mobile service technology, and it was a new attempt to expand telephone apprehension characteristic reflecting current situation. In addition, the different results of this research from prior studies that examined the relationships among apprehension, usefulness, and continuous use intentions might be helpful to expand and sophisticate the research area.

The Effect of Cooperative Learning with Respect to Students' Extraversion and Introversion (학생의 내.외향성에 따른 협동학습의 효과)

  • Noh, Tae-Hee;Han, Jae-Young;Seo, In-Ho;Jeon, Kyung-Moon;Cha, Jeong-Ho
    • Journal of The Korean Association For Science Education
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    • v.20 no.1
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    • pp.43-51
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    • 2000
  • In this study, the effects of extraversion/introversion grouping and the differences between extroverts and introverts in cooperative learning strategy applied to general science class were investigated. Ninety-three 10th-graders were grouped into homogeneous and heterogeneous cooperative groups with respect to extraversion and introversion, and were taught about matter for 10 class periods. Prior to the instructions, three tests regarding the extraversion/introversion, logical thinking, and learning motivation were administered. After the instructions, their achievements, process skills, self-esteem, communication apprehension, and learning motivation were examined. Two-way ANCOVA results revealed that there were no main and interactive effects in the scores of the achievement and the process skills tests. However, significant interactive effect was found in the self-esteem. While the difference in the self-esteem of the introverts and the extroverts was small in the homogeneous group, the self-esteem of the extroverts was higher than that of the introverts in the heterogeneous group. The communication apprehension of the introverts was significantly lower than that of the extroverts. Students' perceptions to their group activities and group members were also studied.

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Effect of Concept Learning Strategy Emphasizing Social Consensus during Discussion (토론 과정에서 사회적 합의 형성을 강조한 개념 학습 전략의 효과)

  • Kang, Suk-Jin;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.2
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    • pp.250-261
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    • 2000
  • In this study, a concept learning strategy emphasizing social consensus during discussion (SCS) was developed. The instructional effects of this strategy were compared with those of cognitive conflict strategy (CCS) and traditional instruction in the aspects of students' achievement, conceptions, communication apprehension, perceptions of science learning environment, and perceptions of small group discussion. There were no significant differences in the scores of an achievement test. For the students of low communication competency, however, the scores of the CCS group were significantly higher than those of the traditional group. The adjusted mean of the SCS group was higher than those of the other groups in a conceptions test. The social consensus strategy was also found to be more effective in learning concept for those who were more competent in communicating. No significant differences were found in the communication apprehension. The scores of three groups did not differ significantly in the subcategories of 'personal relevance' and 'students' negotiation' of the test of the perceptions of science learning environment. However, the students in the SCS group scored higher in 'participation'. The students in the SCS group perceived small group discussions more positively.

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The Effect of Problem Based Learning in Engineering Education (공학교육에서의 PBL 수업의 효과 연구)

  • Kang So-Yeon;Cho Hyung-Hee;Hong Jong-Ill;Kim Eui-June;Park Sung-Eun
    • Journal of Engineering Education Research
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    • v.8 no.2
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    • pp.24-34
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    • 2005
  • The purpose of this study was to investigate 1) learner's satisfaction and perception on PBL 2) the relationship between learning styles and PBL preferences 3) the effects of decreasing communication apprehension through PBL. The results were as follows: 1) the students were satisfied with PBL and perceived positively on PBL 2) the students with high participative or cooperative learning styles were satisfied with PBL and perceived more positively on PBL, but those who had avoidant or dependent learning styles didn't perceive positively on PBL 3) the degree of communication apprehension in meeting was decreased significantly. We expect this research to be foundation in instructional design of PBL with individual differences

A Relationship between Communication Situation and Adolescents' Aggression (커뮤니케이션 상황과 청소년의 공격성 간의 관계 분석(I))

  • 김정옥
    • Journal of the Korean Home Economics Association
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    • v.34 no.3
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    • pp.89-105
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    • 1996
  • The purpose of the study was to investigate the causal relationships between communication situation - communication apprehension(CA), family communication orientation(FCO), individual viewing motives and perceived realism of aggressive films - and aggression. The data from 193 high school students were analysed by SAS program. The respondents were asked to complete the self-report questionnaires, and the data were analysed by Cronbach's to the reliability, factor analysis, frequencies, percentage, means, standard deviation, Pearson's correlation coefficient, Duncan's multiple test, multiple regression, and path analysis, The results showed that CA was positively related to both aggression against the materials, and potential aggression. FCO had no direct effect on aggression but concept-oriented family affected indirect effect on aggression through viewing motives. The ritualistic motives were more positively related to aggression and identity than instrumental motive.

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