Communication Apprehension Research Articles

Emotions in Language Learning: Understanding Foreign Language Enjoyment and Anxiety in Higher Education

The significant role of emotions in learning was reemphasized during school and university closures caused by the COVID-19 pandemic. However, upon returning to campus, cognitive learning outcomes have reclaimed a dominating position in the university curriculum, while affective learning appears to have been disregarded. The present study contributes to the discussion on the significance of social-emotional learning in higher education. Therefore, the primary objective of this inquiry is to trace the perceived levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in order to understand factors which contribute to their emergence. The research sample comprises 108 Polish university students majoring in English and enrolled in a bachelor’s programme. The findings demonstrate that language enjoyment is more prevalent among participants than language anxiety. The causes of language enjoyment are associated with teacher-student and peer-peer interactions as well as the classroom atmosphere, while language anxiety is reported to be linked to the fear of negative evaluation of students’ academic performance, test anxiety, and communication apprehension. These results suggest that English Department students are not exempt from experiencing language classroom anxiety, and engaging in practical English classes may be a source of a range of positive and negative emotions.

Students’ Anxiety in Learning Englih (A Case Study at Eleventh Grade of SMK Al Istiqomah NW Mamben Baru)

This study aims to investigate types of anxiety experienced by the students in learning English and factors that contribute to students' anxiety in learning English in the Eleventh grade of SMK Al Istiqomah NW Mamben Baru. This is a qualitative descriptive research with a case study. The study was employed through observations, interviews, and documentation in data collecting. The data was analyzed through descriptive analysis. The result of the research showed that there were two types of anxiety were experienced by the students of Eleventh grade of SMK Al Istiqomah NW Mamben Baru in learning English, that were state anxiety and state anxiety. In term of causes there were three causes that contribute to students’ anxiety in learning English; firstly, was communication apprehension. Secondly was fear of negative evaluation. Thirdly is lack of vocabulary and grammar.

The impact of students’ individual differences on their communication apprehension in online classrooms: Empirical evidence from Iran

Hybrid learning is currently practiced in Iran’s Higher Education Institutions (HEIs), especially throughout the country’s business schools. Given the importance of Communication Apprehension (CA) as an inhibiting factor in student participation in online classrooms, this study aims to investigate CA in online classes among MBA students studying at the seven most prestigious Iranian business schools concerning their individual differences (the Big Five personality traits and demographic variables, namely, gender, year of study, and work experience). In this quantitative study, data was gathered through an online survey and analyzed using LISREL 8.80. The results indicate that extraversion and agreeableness negatively predict Communication Participation Avoidance (CPA) and Low Level of Communication Confidence (LCC) in an online class. While “neuroticism” predicts LCC and CPA positively and significantly, “conscientiousness” and “openness to experience” do not predict CA dimensions. The results demonstrate that the mean scores of LCC are higher for female students compared with male ones. The results of ANOVA tests also reveal that LCC is higher among first-year students. Finally, the accumulation of work experience reduces CA.

Unraveling the Veil of Speaking Anxiety: A Comprehensive Study of Indonesian EFL Learners at the Undergraduate Level

This study aimed to examine students’ anxiety in speaking: the students’ anxiety level, the differences between genders, and the factors contributing to it. It was a quantitative study that employed survey method. Descriptive analysis was used to evaluate the data, which were obtained using a closed-ended questionnaire disseminated using Google Forms. The finding revealed that most of the third-semester students of the English Department at a state university had speaking anxiety at a moderate level. Furthermore, it was reported that the anxiety that female and male students experienced did not significantly differ. However, male students were more anxious compared to female students. In addition, it was also found that the factor contributing the most was communication apprehension. In conclusion, the study has identified that students experienced anxious feelings in speaking class. Therefore, lecturers must be able to select teaching techniques that work effectively and create a safe space where students feel comfortable to speak.

Cultural-Psychological Differences, Social Acceptance of Same-Sex Relationships, and Dating App Use Motives of Young GBMSM: A Comparative Study Across Hong Kong, Taipei, and Osaka

ABSTRACT Gay-specific mobile dating apps such as Grindr are popular among young gay, bisexual, and other men who have sex with men (GBMSM) worldwide. However, how the use of these apps differs between regions is underexplored. In this study, we drew on the uses and gratifications literature and cross-cultural studies to examine how cultural-psychological differences (sensation seeking and communication apprehension) and social acceptance of same-sex relationships are associated with the motives for using gay dating apps in three East Asian cities. Using a sample of 18–34-year-old GBMSM (217 participants from Hong Kong, 330 from Taipei, and 175 from Osaka), we found that the Taiwanese participants scored higher than their Japanese counterparts on almost all motives. Sensation seeking was positively associated with using gay dating apps for casual sex, self-worth validation, and thrill of excitement in both Taipei and Osaka. Communication apprehension was positively associated with using the apps for ease of communication in all three cities. Social acceptance of same-sex relationships had positive relationships with using the apps for love in Hong Kong and casual sex in Taipei but negative relationships with other motives in Taipei and Osaka. These inconsistent relationships between the variables across the three cities point to the importance of cultural and regional specificity in predicting gay dating app use motives.

Exploring the Relationship Between Variables in Fear of ‎Learning a Foreign Language

Learning a foreign language is undoubtedly a challenging task for many people and is often accompanied by strong emotions. A predominant emotion is fear, which is a complex and multifaceted phenomenon that is rooted in various psychological, social, and cognitive factors. This study explores students' perspectives regarding their anxiety in learning a foreign language and addresses key inquiries such as the impact of communication apprehension, fear of negative evaluation, and test anxiety on language learning. Additionally, the research investigates the interconnections between various factors that contribute to the fear of acquiring a foreign language, with focus on Arabic language acquisition. The purpose of this study was to explore the motivation factors for learning among undergraduates at a Malaysian public university. A set of questionnaires was distributed to 260 students from various faculties at a public university in Malaysia who study Arabic as a third language. The questionnaire was systematically designed as a quantitative survey. The instrument used was a 5-point Likert-scale survey rooted in Horwitz et al.'s work (1986) to identify the variables. The survey consisted of four sections: Section A contained items on demographic profile, Section B included 11 items on motivation, and Section C comprised 33 items on fear of learning a foreign language. The findings of the study show that communication apprehension, fear of negative evaluation, and test anxiety that intersect in foreign language learning has complex emotional links. It is important to tackle these issues as conquering communication apprehension and fear of negative evaluation can increase motivation. Simultaneously, reducing test anxiety can enhance confidence and foster a more supportive environment for learning a new language. These findings emphasise the significance of addressing learners' emotional well-being to enhance their language learning journey.

Am I incompetent or just afraid? Competence and apprehension as predictors of intercultural willingness to communicate

ABSTRACT Self-perceived intercultural communication competence and intercultural communication apprehension have been recognized as key factors affecting one’s intercultural willingness to communicate, but not much attention has been paid to their simultaneous effects. Through a cross-sectional survey of college students in the United States (N = 281), this study examined the predictive power of self-perceived intercultural communication competence and intercultural communication apprehension on intercultural willingness to communicate, as well as the possible mediating role of intercultural communication apprehension. We found that, after controlling for biological sex, both self-perceived intercultural communication competence and intercultural communication apprehension predicted intercultural willingness to communicate when examined concurrently, with intercultural communication apprehension mediating this relationship. Implications of these results are discussed.

Faculty computer-mediated communication apprehension during shift to emergency remote teaching: implications for teacher-student interactions and faculty organizational outcomes

Guided by the model of faculty readiness for online teaching (FROT), the goal of the current study was to investigate the influence of instructors' knowledge (e.g., online teaching preparation), confidence (e.g., computer-mediated communication apprehension; CMCA), and attitudes about online teaching (e.g., perceived usefulness) on their communicative and organizational outcomes (e.g., communication frequency and satisfaction, job satisfaction, motivation). We recruited 206 college instructors from a variety of institutions to report on their experiences during the transition to emergency remote teaching in the spring 2020 academic semester. Results from the study suggest that instructors' CMCA was a significant and negative predictor of instructors' communication satisfaction with online student interactions, job satisfaction, and motivation to teach after controlling for the other predictors in the model. Taken together, the findings suggest that CMCA may serve as a barrier to instructor communication competence in online teaching and may have deleterious impacts on instructor affect toward their positions. Ultimately, we recommend that faculty workshops aimed at developing online teaching competence should specifically address instructor dispositional and affective characteristics such as CMCA to prevent faculty vulnerability.

Cross-culture communication apprehension in communicating in English among Jordanian students in Universiti Utara Malaysia (UUM)

Cross-cultural communication apprehension (CCA) can be a significant challenge for international students, impacting their learning experiences. This study examined the Jordanian students’ perspectives of and experiences in cross cultural communication Apprehension in Universiti Utara Malaysia (UUM) where English is the medium of instruction. This study employed qualitative study while the participants were 16 Jordanian PhD students at UUM. The sampling of this study was purposive sampling while the researcher selected homogeneous sampling strategy, collected the data through face to face interview with the participants. The findings of the research question were divided into two main themes and sub-themes. The first main theme is language barriers, which consists of four sub-themes: limited English proficiency, pronunciation difficulties, and grammar challenges and Cultural context and communication styles. The second main theme is language anxiety, which includes two sub-themes: shyness and limited vocabularies. This has various implications on their overall learning experiences in University Utara Malaysia.

Student Achievement with the Implementation of the E-Learning System: Anxiety associated with Computers and Apprehension of Oral and Written Communications

In the digital era, education can be done by learning not only anywhere but at any time with e-learning facilities, which are also implemented in the Accounting Study Program at Universitas Pembangunan Nasional Veteran Jawa Timur, so students also need skills in using technology, especially e-learning. Based on this background, this research aims to determine the factors influencing student achievement by implementing the e-learning system in the teaching and learning process. The sample was 81 students from the Accounting Study Program at UPN Veteran, East Java, Surabaya, using the simple random sampling technique. In implementation, the number of respondents was 74, with a return rate of 91.4%. The research variables used are computer anxiety, computer experience, email/web experience, oral communication apprehension, and written communication apprehension as independent variables, and student achievement variables as the dependent variable. To answer the problem formulation, objectives, and hypotheses, the analysis used is Multiple Regression Analysis. Based on multiple regression analysis, it can be concluded that computer anxiety and computer experience have a significant effect on student achievement, and email/web experience, oral communication apprehension, and written communication apprehension have no significant effect on student achievement or in other words email/web experience, oral communication apprehension, and written communication apprehension are not variables that cause the rise and fall of student achievement.

Exploring Psychological Mechanisms of OCA in Jordanian Universities: A Case Study of Al al-Bayt University

Oral Communication Apprehension casts a long shadow for many Jordanian students, hindering their ability to thrive in an immersive language environment. This qualitative study examined the inner workings of Oral Communication Apprehension (OCA) fifteen Jordanian students at Al al-Bayt University, exploring the specific psychological processes and mechanisms that fuel this anxiety. Through in-depth interviews, the research investigates how students experience OCA both inside and outside the classroom, revealing a complex interplay of factors. Fear of negative judgment, avoidance behaviors, speaking anxiety, lack of confidence in English skills, and persistent self-criticism intertwine and reinforce each other, creating a vicious cycle that impedes fluency and engagement. This research builds on existing knowledge on OCA and anxiety, offering valuable insights into the unique experiences of Jordanian learners and the specific challenges they face. Finally, the study suggests that pedagogical implications can be used to reduce and alleviate the negative impacts of these psychological factors on the smoothness of oral communication and speaking fluency.

REDUCING STUDENTS’ COMMUNICATION APPREHENSION THROUGH GROUP WORK AS THE INTERACTIVE LEARNING ACTIVITY AT UNIVERSITAS PGRI SUMATERA BARAT

The high level of communication apprehension is one of the most frequent problems for the students as the English foreign language learners, somehow giving the appropriate interactive learning activities could be good solution for these problems. Therefore, this research was aimed at finding out the students’ responses on the using of group work as the learning activities to reduce their communication apprehension.  The research was conducted on the second year students of English Department at Universitas PGRI Sumatera Barat. The total number of respondents in this research was 21 students from 2022 B class selected purposively based on the subject matter; speech that use group work as the learning activities. This research was qualitative in nature since it used observation and an interview to collect the data. Students’ positive  responses on using  group work as the interactive learning activities to reduce their communication apprehension while speaking reached 90 % based on the interview, while data from the observation showed  most of the students had positive engagement, good motivation and eager to practice their speech in their own group bravely with high self-confidence. This, the conclusion can be stated that group work as interactive learning activities can help the students to reduce their communication apprehension

Gender Consideration Effects of Group Counselling on Communication Apprehension among University Students

Gender Consideration Effects of Group Counselling on Communication Apprehension among University Students

Communication Apprehension among the Communication Students of Bangladesh

The aim of this study is to assess the communication apprehension (CA) among the communication students of Bangladesh. The data were collected from 283 students from 10 public universities through the survey method. McCroskey's (1982) Personal Report of Communication Apprehension, also known as the PRCA-24 test was adopted for this study. The data were analyzed using both descriptive and inferential statistics of SPSS 23 software. The study explores that the mean communication apprehension score of communication students of Bangladesh is 68.12 which ascertains the medium level of CA of the students. It also says that 12.6% of students have high CA, 64.7% have medium CA and the rest 13.8% have a low level of communication apprehension. Students are more apprehensive in public communication rather than in group, meeting, and interpersonal communication. Male students have less CA than female students. This research also reveals that those students experience more CA who suffer from depression, prefer loneliness, and spend more time on social media. Communication apprehensive students prefer to sit in the back row or alongside in the classroom setting. Also, CA score is decreased when the age of the student is increased. The study also assesses that students involved with co-curricular activities have less CA than the other students. The study recommends that universities should offer more practical courses in communication to overcome communication apprehension. Keywords: communication, apprehension, communication students, Bangladesh, university students

Uncovering the Determinants of English Language Anxiety in Undergraduate Learners

English Language plays a crucial role in global communication across various domains. The objective of this study was to investigate English language anxiety among undergraduate learners at Pakistani private universities and explore the factors affecting language related anxiety. The researchers assessed three demographic variables—age, gender and years of English language learning—alongside three key aspects contributing to language anxiety: Test Anxiety, Fear of negative evaluation, and communication apprehension. Data were collected from one hundred undergraduate participants in the study using English Language Classroom Anxiety Scale (ELCAS). Data analysis was conducted using descriptive statistics, multiple regression, and correlation analysis. The data revealed a significant correlation between years of English language study and language anxiety. However, there was no relationship between gender, age and English language anxiety. The multiple regression analysis revealed that the primary factor related to language anxiety is the fear of negative evaluation. The study underscores the importance of addressing the fear of negative evaluation as the key factor in English language anxiety among Pakistani private university undergraduates and recommends tailored language programs and professional development for educators to create a supportive learning environment.

Examining the moderating and intervening effects of communication apprehension on perceived learning

Examining the moderating and intervening effects of communication apprehension on perceived learning

Examining the moderating and intervening effects of communication apprehension on perceived learning

Examining the moderating and intervening effects of communication apprehension on perceived learning

Students' English Speaking Anxiety: Levels and Causes

Learning English especially speaking is very difficult for students. There are many components that students must master when learning speaking makes it difficult for students to learn it. Students find many problems when speaking such as speaking anxiety. Speaking anxiety is a feeling of excessive anxiety when students speak English. Hence, this study aims to find the levels and factors that cause speaking anxiety among the students. This study was conducted at one of English Education Study Program of a university located in Subang, West Java, Indonesia, which consisted of 20 students from first, second, third, and fourth year. This descriptive study used questionnaire and interview to obtain the data about students’ speaking anxiety.  In this case, the questionnaire was used to examine the levels of students’ speaking anxiety, while the interview was employed to investigate the factors that causing students’ speaking anxiety. Results from the questionnaire showed that 4 students (20%) scored low, 9 students (45%) scored moderate, and 7 students (35%) scored high. No semester differences were identified in the level of speaking anxiety. Female students exhibited greater nervousness when speaking English compared to male classmates. The interview results revealed three elements contributing to students' speaking anxiety: communication apprehension, test anxiety, and fear of unfavourable evaluation. Communication apprehension is the primary element influencing pupils' speaking anxiety. This study indicates that students need to be aware of their anxiety levels and causes in order to address them. Additionally, they need to possess self-confidence in learning English, particularly in speaking. Keywords: speaking, anxiety, speaking anxiety, students’ speaking anxiety

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Globally, effective oral communication skills in English as a lingua franca have become increasingly important. However, many EFL learners, including those in Indonesia, experience apprehension about oral communication in culturally diverse environments. This study explores the phenomenon of oral communication apprehension among Indonesian EFL learners, focusing on identifying the sociocultural factors that hinder them. Using a single-case design, classroom observations, learner interviews, and a teacher focus group were conducted. Purposive sampling selected three ninth-grade students from selected private junior high school in Jember, who demonstrated apprehension in oral communication, and two EFL teachers experienced in addressing students' communication apprehension. Data analysis involved Ethnomethodological Conversation Analysis (ECA) and thematic coding. The findings indicate that factors like interruption, overlap, self-correction, self-monitoring, and reliance on the first language (L1) during oral communication contribute to apprehension. Additionally, sociocultural factors such as learners' attitudes, parental language background, language interference, and educational challenges were identified as contributing to oral communication apprehension among EFL learners. This study sheds light on the root causes of learners' struggles, encouraging them to overcome these challenges. It also offers valuable insights for educators to implement strategies that can alleviate the sociocultural burden faced by many EFL learners, especially relevant in Indonesia's context within the expanded circle of English language learning, where cultural nuances significantly influence language acquisition experiences.

Students’ Anxiety Factors in Speaking English (a Case Study at the Third Year Students of SMPN 9 Parepere)

This study was conducted to determine the type of student speaking anxiety that predominantly occurs in English classes and to determine the factors of speaking anxiety faced by third-year students of SMPN 9 Parepare. The design of this study is descriptive qualitative. This study used questionnaires to determine the type of student speaking anxiety that was dominant in English classes totaling 35 students, then used interviews to determine the factors of student speaking anxiety in English classes by selecting a sample of 7 students from each class. Samples are taken using random sampling. The data analysis technique used is qualitative data analysis consisting of data reduction, data presentation, and conclusion drawing. The results of this study showed that the dominant types of students' speaking anxiety were (1) Communication Apprehension with a score of 1173, (2) Test Anxiety scored 1630, and (3) Fear of Negative Evaluation scored 745. This means that most students worry about failing the speaking test and they still feel worried even though they have prepared well for speaking classes. They also still feel less confident with their appearance in front of the class because of their language competence. The factors of speech anxiety faced by students are influenced by four factors, namely cognitive, psychological, social, and physical factors