Communication Anxiety Research Articles

Psychological mechanism and cognitive basis of humorous speech

To more clearly present the psychological mechanism and cognitive basis of humorous speech, this study measured college students using various scales, discussed the role of humorous coping in resolving their social anxiety and regulating their mental health, and attempted to construct a cognitive symbol working model from three dimensions: theory of innocence, modern semiotics, and conceptual integration theory. We used the proposed model to present the psychological mechanism and cognitive basis of humorous speech. This study found that humor coping is positively correlated with college students’ social anxiety, which is positively correlated with mental health. Affinity humor style and humor coping can positively predict college students’ communication anxiety, but affinity humor style has better predictive power. This research held that relevance is the general principle of communicative cognition and has become a space of conceptual synthesis network. The combination of conceptual fusion and deviation theory with conventional theory can help us better understand verbal humor and reveal its cognitive basis. There is a close relationship between humorous language and human psychological mechanisms. Finally, there is also a clear relationship between different psychological mechanisms and the structure of humorous language.

Pengelolaan Kegugupan Berbicara Di Depan Umum Bagi Anak-Anak Sekolah Di Panti Asuhan Holy Angel, Bekasi

This manuscript presents the outcome of community service activities for children at Holy Angel orphanage who experiences nervousness when public speaking. The team focuses on middle and high school participants who often make presentations in front of the class. In the previous community service, we discussed training regarding increasing students' self-confidence. The team complemented the idea of public communication on intrapersonal strength, namely managing nervousness with an emphasis on practice, preparation, and the ability to overcome nervousness constructively. The team believes that knowledge of managing nervousness from an early age can help children in orphanages get used to facing various kinds of audiences in the future. This service method is tests, lectures and practice which include assignments and simulations. The result of this activity is that children can overcome nervousness by means of positive self-motivation, regular breathing, good script preparation and analyzing the audience. Keywords: public communication, public speaking, nervous management, communication anxiety

An Intervention Study on Foreign Language Learning Anxiety of College Students Based on the Positive Psychology PDCA Teaching Model

Abstract The teaching model of positive psychology integrated with the PDCA model impacts traditional classroom teaching and revitalizes college students’ foreign language learning. This study employs both quantitative and qualitative research methods to examine the anxiety experienced by college students in foreign language learning, analyzing it from six dimensions. Utilizing the positive thinking teaching framework of the positive psychology PDCA cycle teaching model, the Lasso algorithm regression was used to screen the teaching satisfaction index and implement foreign language learning under the PDCA teaching model. Comparing the students’ theoretical and practical skills scores with traditional teaching, as well as their anxiety level, we propose targeted strategies to alleviate the anxiety of foreign language learning. In the application environment of the Positive Psychology PDCA teaching model, the overall anxiety, communication anxiety, classroom anxiety, and academic anxiety of foreign language learning at university were reduced compared with the traditional teaching model, with the mean values of 10.485, 11.125, and 10.562, respectively. The positive teaching thinking advocated by the PDCA teaching model can influence the students’ foreign language learning mindset and improve their anxiety about foreign language learning.

Correlation between Foreign Language Classroom Anxiety and Foreign Language Achievement of Freshman and Teaching Enlightenment: A Case Study of Chinese Medical Students

Anxiety in foreign language study is a kind of situational anxiety, which is called foreign language classroom anxiety(FLCA).It can be classified into three dimensions: communication anxiety, negative evaluation anxiety and test anxiety. In this paper, the Horwitz Foreign Language Classroom Anxiety Scale (FLCAS) was conducted on 273 freshmen majoring in medicine in medical colleges by random sampling. The results indicated that there is a significant positive correlation between students' communication anxiety, negative evaluation anxiety and English achievement. When students' communicative and negative evaluation anxiety level is increasing, their English learning achievement will also show an upward trend. On the contrary, students' test anxiety and English learning achievement has significant negative correlation. When students' test anxiety level continues to increase, their corresponding English achievement will show a downward trend. And it was found that communication anxiety accounted for the highest proportion among the three dimensions. Accordingly, this paper proposes some teaching Enlightenments aimed at relieving medical students' anxiety in college English class. This study conducted a preliminary study of specific anxieties present in a foreign language learning classroom. The findings provide evidence to elucidate the characterization of anxiety and its effects.

Investigating College Students’ Second Language and Computer-Mediated Communication Anxieties in a Philippine Comprehensive University

Investigating College Students’ Second Language and Computer-Mediated Communication Anxieties in a Philippine Comprehensive University

Experiential Learning and Toastmasters International Programme: Transformative Effects of Public Speaking Training on Oral Presentations

The current study reviewed the literature on oral communication apprehension and its effects on academic performance, specifically the effectiveness of public speaking training: the Toastmasters International programme. Communication techniques, expertise, and various aspects that lead to oral communication anxiety were investigated, including a broad range of communication dimensions. Furthermore, the study investigated numerous forms and repercussions and demonstrated the link between anxiety and academic accomplishment. The significance of public speaking training as a powerful method to reduce anxiety was emphasised. A comprehensive description of the Toastmasters International programme and its function in developing excellent communication skills was also clarified. The study explained the theoretical basis, specifically the experiential learning theory and its contextual relevance to public speaking training. The current literature highlighted the scarcity of research on communication anxiety in technical and vocational schools, specifically among polytechnic diploma students. Communication apprehension within a vocational institution was investigated to address the research gap. A novel approach was proposed, which combined public speaking training based on the Toastmasters Competent Communicator Manual, Kolb's experiential learning theory, and McCroskey's communication apprehension theory. This technique developed Malaysian students’ oral communication aptitude by systematically addressing the reasons for communication anxiety and providing an experienced learning environment. The method provides the students with the skills required to thrive globally. The current study uncovered new paths for minimising communication anxiety to push for student success.

Literature Review: Relevance of Communication Anxiety in Early Childhood and Game Media

Communication anxiety needs to be handled by the family from an early age because it can have an impact on the process of establishing a child's self-concept. This happens because children experience a phase of adaptation in a new environment, such as a school environment. The handling of children's communication anxiety is carried out by family communication and games. The purpose of this article is to describe the state of the art about children's communication anxiety and games using the literature review method in a scientific journal for two years (2022-2023). As a result, ten journals specifically discuss anxiety in early childhood and various media games, four journals in 2022 and eight journals in 2023. The game media used to reduce anxiety in early childhood are hand puppets, snake and ladders, puzzles, coloring and origami, and roleplaying. The game media is considered capable of overcoming the problem of child anxiety because the child world is playing so children can describe their emotions better.

Foreign Language Anxiety of Rural EFL Junior Middle School Chinese Students: A Case Study of A School In East China

The objectives of this study were two folds: 1) to examine the factors and identify the level of the factors affecting the foreign language anxiety of the rural Chinese junior middle school; and 2) to explore anxiety-reducing strategies that should be used by the rural Chinese junior middle school students in this study. The Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz (1986) was adapted to collect quantitative data from 110 students to identify the level of foreign language anxiety factors, and semi-structured interviews were conducted with 9 students and their parents as well as 4 teachers to explore for anxiety-reducing strategies for the students. The results of the FLCAS questionnaire showed that the English learning anxiety level of rural junior middle school Chinese students was moderate (x̄ =3.26), including the level of communication anxiety (x̄ =3.26), the level of test anxiety (x̄ =3.28), and the level of fear of negative evaluation (x̄ =3.24). The results of the semi-structured interviews revealed that the learner-related factors were the most significant, followed by teacher-related factors. The emerging results of qualitative data from the perspectives of students, parents, and teachers in relation to English anxiety-reducing strategies were found; i.e., improving English learning skills, increasing self-regulated learning in English, using effective instructional approach, providing comments and feedbacks to support the students in learning English, and avoiding placing undue focus on English test results.

PENERAPAN LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK ASERTIVE UNTUK MENGURANGI KECEMASAN BERKOMUNIKASI SISWA SMAN 10 KOTA JAMBI

The background of this research is based on phenomena in the field carried out by researchers at SMA N 10 Jambi City, there are several students who experience communication anxiety. Symptoms that can be seen directly are students who are nervous in their opinions, not confident, and embarrassed. The communication anxiety factor is because of the fear of being wrong and not confident, and the fear of being laughed at by other students. This research aims to find out how to apply group guidance services with assertive techniques to reduce students' communication anxiety. The theoretical benefit of this research is that it can be used to develop scientific literature, especially guidance and counseling, while practically it is divided into 3, namely for guidance and counseling teachers, students and researchers.This type of research is Service Action Research (PTL) in group guidance services with assertive techniques. This research was carried out in 3 cycles, where in one cycle there were 2 meetings and each cycle consisted of planning, implementation, evaluation and reflection. To see the process of each cycle, there are questionnaire sheets filled in by students and observation sheets filled out by collaborators. Based on the results obtained after the implementation of cycle I, meeting I, it was 79%, then cycle I, meeting II, 72%, in cycle II, meeting I, 61%, cycle II, meeting II, 59%, continued in cycle III, meeting I, 55%, in cycle III, meeting II reduced to 35%. There is a decrease in communication anxiety each cycle so that assertive techniques with group guidance services can reduce students' communication anxiety.

The impact of the development of smart libraries on readers’ social anxiety disorders

BackgroundSocial anxiety disorder, as a psychological disorder, is often related to the patient’s growth experience. Smart libraries utilize the Internet and artificial intelligence to provide readers with a platform for knowledge and spatial exchange, breaking traditional interpersonal communication and providing personalized services and communication for readers with social anxiety disorders.Subjects and MethodsTo study the digital management method based on smart libraries, data were collected from 150 readers with social anxiety disorder in a university’s smart library from July 2020 to July 2021, and they were divided into a control group and an experimental group for experimental analysis. We conducted tests using the Communication Anxiety Scale and the Eysenck Emotional Stability Test and analyzed the data using SPSS23.0.ResultsAfter completing the collection and analysis of data related to readers with social anxiety disorder, compared to the control group, the experimental group had lower anxiety scores on the communication scale (P<0.05) and lower scores on the anxiety level self-evaluation were all below 6 points (P<0.001). The results indicate that smart libraries can alleviate readers’ social anxiety disorders.ConclusionsSmart libraries reduce communication between patients, managers, and other readers through digital services, creating a more comfortable and relaxed reading space for readers with social anxiety disorders. Therefore, the development of smart libraries can effectively reduce the level of communication among readers with social anxiety disorders and build a more comfortable reading platform for them.AcknowledgementThe Talents Introduction Research Project of Shandong University of Science and Technology in 2017 (2017RCJJ094).

The Relationship Between Intercultural Communication Apprehension and Therapeutic Communication of Nurses in Regional Public Hospital Ward

Intercultural communication apprehension defined as fear or anxiety as a result of interactions with people from different cultural backgrounds. While therapeutic communication defined as communication carried out by nurses in communicating with clients to build interpersonal relationships. This research was conducted to determine the relationship between intercultural communication apprehension and therapeutic communication in hospital ward nurse. Correlational quantitative research design with a cross-sectional survey design approach used consisted of 98 nurse respondents determined through the total sampling technique. Personal Report of Intercultural Communication Appreciation (PRICA) questionnaire and the therapeutic communication questionnaire showed that intercultural communication apprehension level among nurses was mostly at moderate level with a total of 69 nurses (70.4%) while nurse therapeutic communication was mostly at good level with a total of 82 nurses (83.7%). The Kendall's Tau-B test showed that there was no significant relationship with a p value of 0.698. Communication anxiety level can be influenced by gender, and ethnocentrism. While therapeutic communication can be influenced by age, gender, culture and language, level of education, and length of work of nurses. Nurses' understanding regarding these factors is needed to avoid intercultural communication anxiety and to improve therapeutic communication that can affect the quality of health services.

THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG KIAS DEGREE STUDENTS

Communication apprehension is characterized by the anxiety or fear individuals experience during interpersonal communication. In the context of foreign language learning, this apprehension can significantly impact learners' ability to effectively acquire, use, and master the language. Despite its importance, there remains a scarcity of studies exploring communication apprehension as a key contributor to anxiety, especially in language learning. This study focuses on examining communication apprehension as one of the four components known to trigger anxiety in foreign language learning. Specifically, the research targets KIAS degree students. The findings of this study contribute to the existing literature by delving into foreign language anxiety from the perspective of KIAS degree students. The research identifies anxiety-inducing situations and offers recommendations for educational interventions to address communication apprehension. Notably, the study reveals that these students feel uncomfortable or anxious in various situations, particularly when required to speak in English during impromptu tasks. By identifying specific triggers of anxiety, the research highlights the factors that hinder language learning progress among these students. This valuable knowledge can guide educators in developing appropriate instructional approaches and creating a supportive classroom environment. It is crucial for educators to pay special attention to learners struggling with communication anxiety, fostering a friendly and secure learning space where these students can confidently practice their language skills. This supportive environment plays a significant role in building their confidence and self-esteem, effectively alleviating unnecessary anxieties. Thus, this study sheds light on the significance of communication apprehension as a crucial factor influencing anxiety in foreign language learning among KIAS degree students. The findings underscore the importance of addressing this issue and designing tailored interventions to accommodate the unique challenges faced by these learners. Ultimately, by providing a supportive and inclusive learning environment, educators can empower the students to excel in their foreign language acquisition journey and enhance the overall language learning experience.

Measures to Overcome EFL Beginners’ Communication Anxiety

Measures to Overcome EFL Beginners’ Communication Anxiety

Strategies for Reducing Oral Communication Apprehension in English: A Qualitative Study of Jordanian Undergraduates

Speaking is a basic element in acquiring any language. The ability to communicate orally in the English language is the most significant skill, but many second language learners face particular constraints in mastering it. The purpose of this qualitative study was to learn about and comprehend Jordanian students' coping mechanisms and strategies for overcoming and reducing their own English language Oral Communication Apprehension (OCA), both inside and outside the classroom, as well as their suggested strategies. A sample of undergraduate students was selected from various programmes at the Hashemite University (HU) in Jordan where English is the medium of instruction. A qualitative research method was used to elicit the students' viewpoints and coping mechanisms with regard to their fear of speaking in English, either with their instructors in class or outside the classroom. The results of this study revealed that undergraduates at HU employed five key coping strategies to manage and reduce oral communication anxiety when speaking in English in or outside of the classroom. These strategies are interpersonal interaction, building self-confidence, practice and preparation, external motivation, and faking it. The results revealed that students confronted with unavoidable communication scenarios adopt self-calming techniques to mitigate the effects of OCA.

Analysis and Search for Solutions of Korean Communication Anxiety Factors for Vietnamese Immigrant Women by Marriage

Analysis and Search for Solutions of Korean Communication Anxiety Factors for Vietnamese Immigrant Women by Marriage

Kecanduan internet dan kecemasan komunikasi terhadap karakter kerja sama pada mahasiswa

This research aims at investigating the correlation of internet addiction and communication anxiety to cooperative character of students. Its subjects were 90 students. The research used the survey method with questionnaire with Likert model scale. Its data were collected through Internet Addiction Test (IAT) with the aspects: of attention centered on internet, longer time spent, less control, agitated feeling during offline, satisfaction-increasing internet, internet as compensation, compulsive behavior, withdrawal, social risk occurrence, and frequent lying. The anxiety scales included unwilling to communicate, avoiding participation, less self-control. The character scales included cooperating with others, raising positive hopes, appreciating inputs and feedbacks, giving encouragements, and cultivating spirits. The data were analyzed by using the multiple linear regression analysis aided with SPSS 19. There was correlation between the two independent variables and the dependent variable

Measures to Reduce Foreign Language Beginners’ Communication Anxiety

Nowadays, communication anxiety has become a big barrier to hinder peoples’ foreign language learning and oral expression. This paper is intended to help foreign language beginners relieve communication anxiety by exploring the cause of foreign language beginners’ communication anxiety. The main body of this paper includes two parts. For one thing, it analyzes part of reasons for beginners’ communication anxiety from psychology and language aspects. For another, it provides a few suggestions from beginners and teachers.

THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG THAI-SPEAKING MINORITY STUDENTS IN MALAYSIAN NATIONAL SCHOOLS

Communication apprehension refers to the feeling of anxiety or fear that individuals experience when they need to communicate with others. In the context of foreign language learning, communication apprehension can have significant implications on learners' abilities to learn, use, and acquire the language effectively, yet studies on it as one of the key components contributing to anxiety in language learning especially among minority learners are still scarce. This study examines communication apprehension as one of the four components recognised to spark anxiety in foreign language learning. The focus was directed at a group of Thai-speaking Malaysian secondary school students, who are always addressed as the minority ethnic groups in this country. As a minority race, it is believed that this population may have unique experiences and challenges in learning English as a foreign language, which have not been extensively studied before. The findings contribute to the existing literature by examining foreign language anxiety from the perspective of minority Thai-speaking students, identifying anxiety-inducing situations, and offering recommendations for educational interventions to address communication apprehension. It was found that these students were uncomfortable or anxious in a variety of situations when speaking in English mainly when participating in impromptu tasks. The findings contribute to the identification of specific situations that can trigger anxiety and hinder language learning progress among them. It is hoped that this knowledge can guide educators in designing appropriate instructional approaches and creating a supportive classroom environment. Therefore, educators are recommended to offer more attention to the special needs of learners who struggle with communication anxiety by developing a friendly and secure learning environment where these students can confidently practise their ways of interacting. This is important to help them build confidence and self-esteem and thus alleviate unnecessary anxieties.

Implications of English Communication Anxiety on Hospitality Management Students' Work Attitudes in the Hospitality Industry During Internship Programs

Implications of English Communication Anxiety on Hospitality Management Students' Work Attitudes in the Hospitality Industry During Internship Programs

Cognitive, emotional, and behavioral responses to interability communication styles in the workplace: Perspectives of people with disabilities

ABSTRACT This experimental study, extending the communication accommodation theory and the Communication Predicament of Disability Model, examined people with disabilities’ perceptions of four manipulated communication styles and tested the effects on their cognitive, emotional, and behavioral responses. Results revealed that participants in the integrative talk condition judged the coworker as the most competent and satisfying and had the least anxiety, followed by a relational talk, dismissive talk, and directive talk. Additionally, integrative talk resulted in the least internalized stigma and the highest likelihood of participants using accommodative response strategies, such as problem-solving and obliging. Furthermore, results revealed indirect effects of the communication styles on communication competence, satisfaction, stigma, and response strategies through communication anxiety.