Abstract
This study investigated the nature of teaching assistant communication apprehension in the university classroom. Teaching assistants were given a survey assessing their general level of communication apprehension and their general willingness to communicate. Additionally, teaching assistant state anxiety specifically associated with teaching in the classroom was assessed. Analyses revealed significant negative correlations between teaching assistant communication apprehension and teaching experience, training in content, and training in teaching. Teaching assistant willingness to communicate was positively correlated with teaching experience and training in content. Teaching assistant state anxiety in the classroom was negatively correlated with training in content and training in teaching.
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