Self-perceived Communication Competence Research Articles

Effect of integrated English hybrid learning for undergraduate nursing students on students’ self-perceived communication competence and communication apprehension: A quasi-experiment study

AimTo demonstrate the self-perceived communication competence and communication apprehension of nursing students before and after taking English for Nursing courses. BackgroundDespite the growing demand for English as a foreign language courses for nursing students in Indonesia, relatively little research has been conducted to investigate whether these courses meet students’ specific learning needs to increase communication competency. DesignQuasi-experiment. MethodsA total of 173 undergraduate nursing students participated and had access to the mixed-methods learning system of integrated English hybrid learning from August through December 2021. The learning methods involved lectures, tutorials, and project-based learning on multiple platforms, such as LiVE Unpad, WhatsApp, and Zoom. Communication competence and apprehension in the English Language were assessed using the Self-Perceived Communication Competence and Communication Apprehension questionnaires via Google Form, and were analyzed using the paired t-test and ANOVA. ResultsThe findings suggest that English for Nursing courses significantly increased self-perceived communication competence and communication apprehension among nursing students (p < 0.001 for both). A variance test revealed favorability for self-perceived communication apprehension in groups that enjoyed learning English and for communication apprehension in groups that read English texts frequently and rarely. ConclusionsIntegrated English hybrid learning for undergraduate nursing students effectively increased their self-perceived communication competence and communication apprehension in undergraduate nursing students. However, this approach cannot be applied to all nursing education levels. A combination of the current and new approaches, as suggested by educators and policymakers, should make it applicable to the desired level of nursing education.

Willingness to Communicate (WTC), Phonetics Learning Strategies (PLS), and Self-Perceived Communicative Competence (SPCC) among Chinese English majors

Willingness to Communicate (WTC), Phonetics Learning Strategies (PLS), and Self-Perceived Communicative Competence (SPCC) among Chinese English majors

Self-Perceived Communication Competence of Adults Who Stutter Following Communication-Centered Treatment.

The purpose of this study was to assess self-perceived communication competence of adults who stutter following participation in a non-ableist treatment for which one of the core components focuses on communication - with no direct or indirect goals designed to reduce or modify stuttered speech. Thirty-three adults who stutter completed the Self-Perceived Communication Competence scale (McCroskey & McCroskey, 1988) pre- and posttreatment. Findings indicate significant gains in self-perceived communication competence posttreatment. Pre- to posttreatment changes in stuttering did not predict posttreatment gains in self-perceived communication competence. The present study demonstrates that improvement in communication can be achieved independent of improvement in fluency, lending further support to the notion that stuttering and communication competence are distinct constructs.

A theoretical explanation of naloxone provision among primary care physicians and community pharmacists in Tennessee

BackgroundIncreasing access to naloxone reduces opioid-related morbidity and mortality. Primary care and community pharmacy settings are critical access points, yet limited theoretical research has examined naloxone prescribing and dispensing behaviors. ObjectivesTo determine if the theory of planned behavior (TPB) combined with theoretical constructs from communication science explains intentions to co-prescribe and discuss co-dispensing naloxone among primary care physicians and community pharmacists, respectively. MethodsThis cross-sectional study surveyed cohorts of licensed primary care physicians and community pharmacists in Tennessee in 2017. Intentions were measured using profession-specific case vignettes, whereby they were asked given 10 similar patients, how many times (0–10) would they co-prescribe or discuss co-dispensing naloxone. Bivariate and multivariable analyses were used. ResultsThe analytic sample included 295 physicians (response rate = 15.6 %) and 423 pharmacists (response rate = 19.4 %). Approximately 65 % of physicians reported never intending to co-prescribe naloxone (0 out of 10 patients), while 47 % of pharmacists reported never intending to discuss co-dispensing. All TPB constructs—attitudes (AOR = 1.32, CI = 1.16–1.50), subjective norms (AOR = 1.17, CI = 1.06–1.30), and perceived behavioral control (AOR 1.16, CI = 1.02–1.33)—were associated with an increased likelihood of pharmacists always (versus never) discussing co-dispensing. Similarly, two TPB constructs—attitudes (AOR = 1.41, CI = 1.19–1.68) and subjective norms (AOR = 1.22, CI = 1.08–1.39)—were associated with an increased likelihood of physicians always co-prescribing. Among physicians only, one communication construct—self-perceived communication competence (AOR = 1.19, CI = 1.01–1.41)—was associated with an increased likelihood of always co-prescribing. ConclusionFindings support the value of theory, particularly TPB, in explaining primary care physician intentions to co-prescribe and community pharmacist intentions to discuss co-dispensing naloxone.

Undergraduate Students’ Willingness to Communicate in English during Remote Learning Classes

Objectives: This study examines Jordanian undergraduate students’ willingness to communicate (WTC) in English during remote learning. Methods: The data were collected using a 61-item Likert scale questionnaire from 285 undergraduate students (118 males and 167 females) studying English at a public university. All the responses collected were analysed using descriptive analysis (e.g., mean, standard deviation) and Pearson’s Correlation coefficient. Results: The results of the descriptive analysis showed that students had an overall moderate level of online experiences (M 2.98, SD 0.98), and high levels of WTC (M= 3.61, SD= 0.969), self-perceived communicative competence (M=3.62, SD=1.038), L2 communication anxiety (M=2.91, SD=1.156) and virtual intercultural experience motivation (M=3.5, SD=1.111). On the other hand, the results of the 2-tailed correlation revealed that there was a statistically medium-positive correlation between students’ online experiences and their WTC in online classes (r=.359, p&lt;.001), a strong positive correlation between students’ self-perceived communicative competence and their WTC in online classes (r=.664, p&lt;.001), an insignificant low positive correlation between L2 communication anxiety and their WTC in online classes (r =.031, p &lt; .605), a strong positive correlation between students’ virtual intercultural experience motivation and their WTC in online classes (r = .535, p&lt;.001). Conclusions: The study shows that despite the lack of experience in e-learning, the students tend to have good self-perceived communicative competence. Pedagogical implications and suggestions for future studies are given based on the results of the study.

Relationships among Willingness to Communicate, Self-Perceived Communication Competence and Communication Anxiety

This study investigated the relationships among L2 communicative willingness (WTC), self-perceived communicative competence (SPCC), and communication anxiety (CA) of English as a foreign language (EFL) learners in northwestern China. 71 English majors participated in the study and 10 of them also took part in the structured interview. The results indicated that: (1) SPCC had a positive correlation with WTC and negative correlation with CA while CA showed a negative relationship with WTC and SPCC; (2) SPCC held a positive predictive power on WTC. Both qualitative and quantitative results of the study showed that students with high SPCC also had strong WTC and low CA. Students with high CA had relatively low WTC and SPCC. Based on the current findings, some practical implications about enhancing EFL learners’ willingness to communicate were discussed.

The Role of Anxiety and Self-perceived Communicative Competence in Bilingual Subject Teachers’ Willingness to Communicate in L2

The Role of Anxiety and Self-perceived Communicative Competence in Bilingual Subject Teachers’ Willingness to Communicate in L2

On knowing what you do (not) know

Overseas educated nurses’ (OENs) professional identity becomes threatened when limited communicative competence in the local language of their host country results in communication problems. While training is essential for increasing OENs’ communicative competence, their own perceptions of their competence should not be neglected. This article focuses on the impact of an English-language training programme on the self-perceived communicative competence of OENs (n = 68) in the United Kingdom. The effects of the training on their actual and self-perceived communicative competence, comprising competence in Task Focus (TF) and Rapport Building (RB), was examined using quantitative analysis based on pre- and post-training questionnaire and test data. It was found that there was a significant increase in the OENs’ self-perceived communicative competence from pre- to post-training. Further, Actual Task Focus (ATF) and Perceived Task Focus (PTF) competence correlated before and after training, whereas Actual Rapport Building (ARB) competence and Perceived Rapport Building (PRB) competence were not correlated before training, but did correlate after training. The pre-training lack of correlation seems to be due to an overestimation of competence. In sum, participants formed more accurate perceptions of their ARB competence through training. The results hold implications for developing OENs’ accommodative competence.

A global pilot comparative, cross-sectional study of clinical research nurses/research midwives: Definition, knowledge base, and communication skills related to the conduct of decentralized clinical trials.

A gap in the literature exists pertaining to a global research nurse/research midwife resources and communication skill set necessary to engage with participants of diverse populations and geographic regions in the community or home-based conduct of decentralized clinical trials. An embedded mixed methods study was conducted to examine research nurse/research midwife knowledge base, experiences, and communication skill sets pertaining to decentralized trials across global regions engaged in remote research: the USA, Republic of Ireland, United Kingdom, and Australia. An online survey was deployed across international research nurse/research midwife stakeholder groups, collecting demographics, decentralized trial experience, barriers and facilitators to optimal trial conduct, and the self-perceived communication competence (SPCC) and interpersonal communication competence (IPCC) instruments. 86 research nurses and research midwives completed the survey across all countries: The SPCC and IPCC results indicated increased clinical research experience significantly correlated with increased SPCC score (p < 0.05). Qualitative content analysis revealed five themes: (1) Implications for Role, (2) Safety and Wellbeing, (3) Training and Education, (4) Implications for Participants, and (5) Barriers and Facilitators. Common trends and observations across the global sample can inform decentralized trial resource allocation and policy pertaining to the research nurse/research midwife workforce. This study demonstrates shared cultural norms of research nursing and midwifery across varied regional clinical trial ecosystems.

A longitudinal analysis of communication traits: communication apprehension, willingness to communicate, and self-perceived communication competence

ABSTRACT This longitudinal study assessed the communication apprehension, willingness to communicate, and self-perceived communication competence for a group of participants across a 15-year span. In total, 220 of 237 participants completed the 15-year project. The data represent six time points, with data collections happening once every three years. The results show that meeting communication apprehension, dyadic communication apprehension, public communication apprehension, willingness to communicate, and self-perceived communication competence all changed across time, indicating these traditionally thought of trait-like variables behaved more as state-like characteristics. Group communication apprehension did not change over time, indicating it may be more trait-like than state like. Results are limited by evidence of poor temporal stability for the public communication apprehension, self-perceived communication competence, and willingness to communicate measures.

Examining Willingness to Communicate in the English Language Classroom

Although graduates are skilled in their fields, many now face problems getting employment relevant to their specialisations. One reason for this is the lack of good communication skills in English, which is now the international business language. Students in higher education institutions need to have a high propensity of Willingness to Communicate (WTC) in order to gain fluency in English language skills. WTC is seen as an indicator to measure students’ propensity in learning English effectively. WTC is also said to be related to confidence, which is an essential variable in communication. However, research shows that WTC among undergraduates in Malaysia is low. This paper examines the relationship between WTC and communication confidence (CC, and the relationship between WTC and self-perceived communicative competence among undergraduates in a public university. This study uses survey to collect data on WTC. 187 undergraduates in a public university in Malaysia were involved in this study. These respondents were selected using stratified sampling and systemic random sampling technique. The correlation analysis was done using the Pearson bivariate correlation analysis. The findings showed that WTC was positively correlated with CC and self-perceived communication competence. The findings also revealed that WTC was negatively correlated with communication apprehension. The implications of this study suggest it is necessary to increase students’ WTC as it is related to students’ CC and communication competence. Increasing students’ WTC enhances the effectiveness of English language learning. In the long run this will help with developing a more competent workforce that has effective and relevant communication abilities.

Communication tools and social media usage: Assessing self-perceived communication competence

Communication skills, such as listening, open-mindedness, empathy, and confidence, are essential for personal and professional development and play a significant role in many disciplines, including education, health, and business. Social media, a widely used communication channel, has revolutionized how people interact, and its effects on education and overall social development are significant. The purpose of this study was to determine the level of communication skills possessed by university students and to determine whether these levels are affected by the social media applications that the students use. In this study, there were 407 participants in the sample, with 55.8% (227) female and 44.2% (180) male. Communication skills scale was used to assess the students’ communication skills. Exploratory statistics (mean and standard deviation) were used to determine the participants’ communication skill levels. Bayesian statistics were used to determine how well the data supported the differentiation of communication skill levels based on independent variables. The study revealed that most college students possessed moderate communication skills and disclosed disparities between academic departments, underscoring the need to assess curricula and teaching methods. It also suggested that most social media platforms have little effect on communication skills, with some gender differences observed, emphasizing the significance of addressing these differences to enhance the development of communication skills.

Unraveling the Intercultural Sensitivity of Foreign Teachers: A Cross-Sectional Examination in Secondary Education across Public and Private Schools, Thailand

This research aims to explore cultural distinctions and investigate the adaptability of foreign teachers in both public and private secondary schools. A mixed methods approach was employed, utilizing semi-structured interviews and questionnaires as study instruments. The study instruments included the Self-Perceived Communication Competence Scale (SPCC), Intercultural Sensitivity Scale (ISS), and Tromso Social Intelligence Scale (TSIS). Data analysis relied on descriptive statistics. The findings revealed that foreign teachers in both public and private secondary schools demonstrated the highest levels in three key factors: Friends, Interaction Attention, and Social Information Processing. These factors corresponded to self-perceived communication competence, self-reported intercultural sensitivity, and social intelligence, respectively.

The Role of Positive and Negative Emotions in Shaping Willingness to Communicate in a Second Language: Self-Perceived Communication Competence as a Moderator

Willingness to communicate (WTC) in a second language (L2) is one of the key concepts in L2 communication and learning. Previously, research practice in this area has been more concerned with investigating the relationship between individual negative emotions and WTC. However, insufficient attention has been given to a wide range of positive and negative emotions contributing to WTC. This study aims to address the impact of emotions (positive and negative) and self-perceived communication competence (SPCC) on WTC in an L2 in the context of Pakistan. The broaden-and-build theory of positive emotions has driven theoretical reasoning. Higher education students (N = 401) were considered the participants of this study and were approached conveniently. Data were processed and analyzed in SPSS. The findings revealed that positive emotions and SPCC positively influence WTC in an L2. On the contrary, negative emotions have a negative impact on WTC in an L2. Additionally, SPCC appears to be a significant moderator in the relationship between emotions (positive and negative) and WTC in an L2. The study’s findings have important practical implications for Pakistan’s Higher Education Commission (HEC) in drafting and implementing policies to enhance students’ WTC within higher education classrooms.

Examining Sino-Foreign Joint School Students’ Speaking Performance in the EFL Learning Environment: A case study

This study aimed to examine Sino-Foreign Joint School (SFJS) students’ speaking performance in the EFL learning environment and explore the relationship among anxiety, motivation, willingness to communicate (WTC) and English language performance of EFL students. The study adopted an explanatory sequential research design with a mixed method approach wherein data were collected via a survey and semi-structured interviews. The findings revealed that EFL students in SFJS were rather anxious when it came to speaking in English and but they possessed higher integrated motivation. The structural equation modelling analysis revealed SPCC (Self-Perceived Communication Competence) mediated WTC to their language achievement.

Willingness to Communicate in English as a Second Language: A Research Protocol for Meta-Analysis

This study explores three independent variables affecting Willingness to Communicate (WTC). Specifically, the purpose is to examine the degree of relationship between familiarity, self-perceived communication competence (SPCC) and motivation as explanatory (independent variables) to WTC (dependent variable) using three identified studies on WTC in English among L2 speakers from Japan, Turkey and Pakistan – all non-English speaking countries. Given the various limitations and some inconsistencies presented herein, a combined analysis on effect size seems difficult to be realized. However, even with all the difficulties, correlational meta-analysis can still manage to depict a sizeable description of effect size when raw data of answered questionnaire responses on each variable is made available to determine coefficient correlation, thus, effect size. Next, the use of WTC Model consistent in all data extraction and analysis coupled with the relatively consistent mentioning of three identified variables indicate some strong sense of homogeneity. Therefore, this paper can answer the most general questions when full-scale meta-analysis will be conducted in the future: what is the degree of correlation of familiarity, SPCC and motivation to WTC as L2 language individuals? What has the highest degree of correlation among all variables to the level of WTC?

Communication apprehension and self-perceived communication competence: a study of undergraduate students in their final year

PurposeCommunication apprehension (CA) is the fear or anxiety about communicating. In addition, self-perceived communication competence (SPCC) refers to the learners' perception of their competence. CA hampers individuals' ability to communicate effectively in various communication contexts, which has an impact on their employability. Confident communicators with effective communication skills are important issues for graduation as well as desirable attributes for recruiting agencies. Given that employers value graduates who can communicate effectively in the workplace without any apprehension, this study was designed to determine the levels of CA and SPCC among final-year non-English major undergraduate students in Saudi Arabia and the extent to which SPCC could affect their CA when speaking in English with implications for their employability as the next generation of workers.Design/methodology/approachTwo survey questionnaires were administered to 70 non-English major undergraduate students in their final year employing probability random sampling to measure their CA level and to assess their SPCC in different English as foreign language (EFL) contexts. Pearson's correlation and linear regression analysis were used to investigate the relationship between CA and SPCC. Data analysis was performed using descriptive statistics in SPSS 21.FindingsThe findings indicated a medium level of SPCC and CA. Moreover, the correlation formula revealed that there was a moderately significant association between learners' SPCC and their CA (r (70) = −0.524, p < 0.01). Through regression analysis, it was found that their SPCC could predict 27% of the variance in their CA. The moderate effect of SPCC on CA implied that students could be prepared to cope and perform in the workplace.Originality/valueWithout communication, the establishment and evolution of the human community are unattainable. This aspect is more evident and crucial in the list of graduate objectives and needed outcomes for future career endeavors. The findings encourage instructors and course designers to provide many learning opportunities in pleasurable learning environments to raise students' perceptions of their competence, in turn enhancing their confidence to speak in English and ensuring a smooth transition from academia to the workplace. Based on the findings, several suggestions for future studies in the EFL context are presented.

Communication barriers for nursing students: Communication apprehension, emotional intelligence and perceived communication competence

Ineffective communication leads to poor patient outcomes. This cross-sectional, descriptive, correlational study examined relationships between self-perceived communication competence (SPCC), communication apprehension (CA) and emotional intelligence (EI) in ADN students (N=135). Second-year students had higher CA scores than first-year students. EI was a significant predictor of SPCC with a positive correlation between EI and SPCC and a negative correlation between CA and SPCC. Early interventions to identify and reduce CA for students may improve communication competence.

Willingness to communicate in L2: The role of motivation and self-perceived communicative competence

This study aims to investigate the impact of L2 motivation and self-perceived communicative competence (L2 SPCC) on L2 willingness to communicate (L2 WTC) both inside and outside of the classroom. Two questionnaires were used to gather data on L2 motivation and L2 SPCC from 171 EFL undergraduate students (including English and non-English majors) at two universities in Korea. Data were analyzed using Pearson’s correlation and hierarchical regression analyses. The findings indicate that the Ideal L2 self was positively correlated with L2 WTC, indicating that internal motivation has a greater influence than external motivation. Moreover, L2 SPCC was positively correlated with L2 WTC both inside and outside the classroom. Hierarchical regression analyses revealed that both Ideal L2 self and L2 SPCC are strong predictors for L2 WTC, highlighting the critical role of motivation and self-confidence in promoting L2 WTC.

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

AbstractThis study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety's relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-of-class, and digital contexts. A structural equation model of survey responses from 1,269 Koreans learning English as a foreign language (746 secondary and 523 university students) showed that in all three settings, students with lower anxiety showed greater L2 WTC. Within in-class and out-of-class contexts, students with higher self-perceived English ability had lower face-to-face anxiety, which in turn yielded higher L2 WTC. In digital settings, students with a higher ideal L2 self (i.e., a more positive evaluation of their ability to attain the ideal L2 self) showed less overall anxiety (comprising face-to-face and digital anxieties), which yielded greater L2 WTC. These results suggest that future studies can test whether interventions to lower anxiety can increase L2 WTC across communication venues.