Browsing by Subject "Communication apprehension"
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Item The effects of speaking anxiety on foreign language learning(2009-12) Park, Sae Mee, 1985-; Horwitz, Elaine Kolker, 1950-; Palmer, Deborah K.The purpose of this paper is to examine in depth and to synthesize the literature on foreign language anxiety, with specific focus on speaking anxiety. This paper reviews the development of the foreign language anxiety construct and extensive research on its relationship with other domains of second language acquisition, including specific language skills and language learning processes. Review of the literature has confirmed that foreign language anxiety plays a significant role in learners’ performance and achievement. However, there are still many areas that need further research and clarification. Variables such as individual differences still cloud the relationship between anxiety and achievement, thus suggesting that further research should be conducted in order to clarify the effects of foreign language anxiety and should strive to alleviate learners’ anxiety in the language classroom.Item The role of self-compassion in student communication apprehension and behavior(2015-05) Long, Phoebe; Neff, Kristin; Schallert, DianeSelf-compassion refers to being kind to one's self, feeling connected to others, and being mindfully aware of one’s experience during moments of difficulty. This study tested the hypothesis that self-compassion would be inversely related to student communication apprehension, or the tendency to experience anxiety in communication scenarios, and positively related to adaptive student communication behaviors such as question-asking, help-seeking, and out-of-class communication. A small but significant correlation between self-compassion and student communication apprehension and adaptive academic communication behaviors was found. In general, as college student self-compassion scores increased, communication apprehension scores decreased, and the likelihood that a student would ask questions, seek help, and speak with their instructor improved. Additionally, it was evident that students' concerns with being negatively perceived by others (fear of negative evaluation) and student beliefs in their ability to learn and perform (academic self-efficacy) mediated the relation between self-compassion and many of these communication variables. The results suggest that self-compassion may be a source of resilience throughout students' affective experiences and behaviors related to communicating with others. Although experimental research needs to be carried out to explore the causal connection between self-compassion and these communication variables, educators may want to consider including self-compassion practices in interventions and curriculum designed to decrease student communication apprehension and increase communication behaviors.