scholarly journals An Acoustic Study of Communication Apprehension during English Oral Presentations by Japanese University Students

2020 ◽  
Vol 13 (8) ◽  
pp. 178
Author(s):  
Hiroko Nakamura ◽  
Kazuhiro Nomura ◽  
Namie Saeki
Keyword(s):  
University Students ◽  
Acoustic Analysis ◽  
Communication Apprehension ◽  
Oral Communication ◽  
Oral Performance ◽  
Speech Anxiety ◽  
Actual Performance ◽  
Japanese University ◽  
Significant Difference ◽  
English Major

This study investigated the influence of communication apprehension and anxiety in second-language (L2) learning on oral performance of Japanese university students in terms of F0 (fundamental frequency) analysis. The participants were English-major students (3 males and 6 females) who presented at an oral communication festival for university students. The F0 analysis consisted of a mean F0 and F0 range. The participants’ utterances were digitized and analysed with Praat. Participants also completed two structured closed-ended questionnaires: a Personal Report of Communication Apprehension (PRCA) and a Foreign Language Classroom Anxiety Scale (FLCAS). One subscale of PRCA is Speech Anxiety (SA) that measures apprehension in public speaking. Acoustic analysis of F0 was conducted of the utterances provided by the students and their F0 data during rehearsal and the actual performance settings. The results revealed a significant difference in mean F0 between the rehearsal and actual performance. Mean F0 was significantly correlated with SA. These results suggest that students tend to show higher speech anxiety during an actual performance setting that is also reflected by a higher speaking F0.

scholarly journals Predictors of social anxiety disorder with major depressive episodes among Japanese university students

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257793
Author(s):  
Shinya Watanabe ◽  
Nobuyuki Mitsui ◽  
Satoshi Asakura ◽  
Kuniyoshi Toyoshima ◽  
Keisuke Takanobu ◽  
...  
Keyword(s):  
Health Care ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
University Students ◽  
Social Anxiety Disorder ◽  
Predictive Factors ◽  
Major Depressive ◽  
Japanese University ◽  
Significant Difference ◽  
Post Hoc

Background Social anxiety disorder (SAD) develops in the early teens and is a common disorder among university students. Understanding the predictive factors of SAD comorbid with major depressive episode (MDE) is important for student mental health care. The aim of this study was to identify the personality traits that predict SAD with MDE by analyzing longitudinal data of Japanese university students. Methods In this retrospective study, Japanese university students who visited the health care center of Hokkaido University for the first time were divided into the following four groups: “Control” (n = 43), “MDE” (n = 16), “SAD” (n = 28), and “SAD with MDE” (n = 61) based on the Patient Health Questionnaire-9 (PHQ-9), the Liebowitz Social Anxiety Scale, and core anxiety symptoms for SAD in the Mini International Neuropsychiatric Interview during screening. Predictors for SAD with MDE were identified by a four-group comparison of the Temperament and Character Inventory and PHQ-9 data previously obtained at the enrollment using analysis of variance and post-hoc tests. Results Upon comparing the four groups using analysis of variance, there were significant differences in the baseline PHQ-9 summary score, Harm-Avoidance (HA), and Self-Directedness (SD). According to results of the post-hoc test, all three showed a significant difference between the “Control” and “SAD with MDE.” Furthermore, there was a significant difference in HA scores between “SAD” and “Control.” In all the groups, the mean time from enrollment to the first visit to the center was >2 years. Conclusion A higher HA score at baseline is a predictor of SAD with or without MDE. Higher PHQ-9 summary and lower SD scores at baseline are predictive factors of SAD with MDE.

scholarly journals MON-LB310 Relationship Between Obesity-Induced Metabolic Abnormalities and Nutrient Intake: Sex Differences in Japanese University Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Mayumi Yamamoto ◽  
Mausam Mehta ◽  
Akihiro Nishio ◽  
Ryo Horita ◽  
Ricardo Izurieta
Keyword(s):  
Young Adults ◽  
University Students ◽  
Nutrient Intake ◽  
Density Lipoprotein ◽  
Obese Group ◽  
Metabolic Parameters ◽  
Metabolic Abnormalities ◽  
Omega 3 ◽  
Japanese University ◽  
Significant Difference

Abstract Background: Preventive measures and interventions for obesity in young adults are urgently needed. However, evidence-based guidelines for interventional programs in this generation have not been established worldwide because of limited access to data on this group. To establish effective methods of obesity prevention in young adults, we analyzed the relationship between nutrient intake and obesity-related metabolic factors in each body mass index (BMI) group among Japanese university students. Methods: A cross-sectional analysis was performed using annual health checkup data, which is conducted mandatory for all students according to the School Health and Safety Act in Japan, from Gifu University’s incoming class of 2017. Nutrient intake information was obtained from the brief-type self-administered diet history questionnaire (BDHQ), which has been adjusted and validated for the Japanese population. Inclusion criteria were aged 18-30 years and completed the all examination items including BDHQ. From a total of 1277 students’ data, 1202 satisfied and were included in the analyses (participation rate: 94.1%). Nutrition and metabolic data were compared among BMI groups (lean, <18.5 kg/m2; normal, 18.5-24.9 kg/m2; obese, ≥25.0 kg/m2, according to criteria of the Japan Society for the Study of Obesity [2002]) using one-way analysis of variance with post-hoc Tukey honestly significant difference analysis in SPSS software version24 (IBM Corporation, Armonk, New York). Results: The percentage of obesity was 8.1% in men and 1.4% in women, showing a significant difference. Among men, BMI groups were significantly (p<0.05) different in the intake of 11 nutrients which were protein, fat, saturated fat, cholesterol, omega 3 and 6 fatty acids and micronutrients K, Mg, P, Fe, and Zn, significantly high in nine metabolic parameters, which were blood glucose, hemoglobin A1c, uric acid (UA), aspartate aminotransferase (AST), alanine aminotransferase (ALT), systolic and diastolic blood pressure (BP), low-density lipoprotein (LDL) cholesterol, triglycerides (TG) and significant low in high-density lipoprotein (HDL) cholesterol among obese group. Among women, BMI groups were not significantly different in nutrient intake, significantly high in five metabolic parameters, which were UA, ALT, systolic BP, LDL, and TG, and significant low in HDL among obese group. Conclusion: This study suggested that the effect of obesity on metabolic abnormalities in Japanese university students may be more remarkable in men than in women. This sex difference might be partially explained by the significant increase in protein and fat intake in obese men. For women, other factors may contribute to obesity and metabolic abnormalities. Education for appropriate volumes of nutrient intake could be effective in male university students.

scholarly journals Willingness to Communicate in English of Non-English Major University Students in Indonesia

2019 ◽  
Vol 13 (1) ◽  
pp. 55
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
University Students ◽  
Communication Apprehension ◽  
Strong Predictor ◽  
Low Frequency ◽  
Communication Competence ◽  
Willingness To Communicate ◽  
English Major ◽  
University Level ◽  
High Level ◽  
The University

This research was conducted to investigate the willingness to communicate (WTC) of Indonesian learners of English as a second language (L2) at the university level. It was conducted based on several rationales. WTC in L2 was often regarded as the primary goal of language instructions, and there might be various factors influencing WTC in L2 and the two so-called strongest factors, namely learners’ perceived communication competence and communication apprehension, need to be investigated further to find out the degree to which they affected learners’ WTC. Besides, Indonesian learners’ low frequency of English use outside classroom contexts might lead them to be unwilling to make actual communication in English. Through probability random sampling, a total of 276 non-English major university students participated in the study, the data of which were analyzed using descriptive statistics and inferential statistics, correlation and regression, in SPSS 21. This research finds that learners have reported a high level of WTC, their perceived communication competence is found to be a strong predictor of learners’ WTC, communication apprehension is found to be correlated with WTC in just a moderate level, and despite experts’ supports on the importance of WTC in L2 learning, it surprisingly cannot predict learners’ L2 achievement. 

scholarly journals Examining the Effects of Types of Pretask Planning on Oral Performances

2016 ◽  
Vol 38 (1) ◽  
pp. 97
Author(s):  
Chie Ogawa
Keyword(s):  
University Students ◽  
Latin Square ◽  
First Year ◽  
Oral Performance ◽  
Interactive Planning ◽  
Japanese University ◽  
Different Types ◽  
Planning Condition ◽  
Work Planning ◽  
Pair Work

In this study, I explored the effects of pretask planning on the oral performance in monologue tasks of Japanese university students. The participants in this study were 29 first-year Japanese university students. A Latin square design was employed. The participants did a monologue narrative task with four different types of planning: solo-written brainstorming, paired-interactive planning, teacher-led planning, and no planning. For each planning condition, 58 speech samples were analyzed totaling 232 speech samples in all. The speakers’ oral performances were audio recorded and analyzed based on the CAF (complexity, accuracy, and fluency) framework. Multivariate analysis of variance (MANOVA) results indicated that teacher-led planning and pair-work planning had a significant effect on complexity in students’ speaking performance when compared to the no-planning condition. The importance of input-mining and teachers’ roles is discussed. 本研究は、日本人大学生のスピーキングに焦点を当て、モノローグ型タスクを行う前の準備活動（pretask planning）の効果について調査した。研究参加者は29名の大学1年生である。ラテン方格デザインを用いた。モノローグ型のスピーキング・タスクを行う前に、次の準備活動を行った（個別ブレインストーミング、ペアワーク、教師主導型、準備なし）。事前準備活動ごとに、58のスピーチサンプルが分析され、合計で232のスピーチが分析された。録音された音声データは文字起こしされ、CAF指標（complexity, accuracy, fluency）に沿って分析された。多変量分散分析の結果から、学習者は、教師主導とペアワークによる事前準備活動を行うと、より複雑な文章を発することがわかった。タスクを行う前のインプットの効果とタスク活動における教師の役割について教育的な示唆を述べる。

scholarly journals Examining the Effects of Types of Pretask Planning on Oral Performances

2016 ◽  
Vol 38 (2) ◽  
pp. 97
Author(s):  
Chie Ogawa
Keyword(s):  
University Students ◽  
Latin Square ◽  
First Year ◽  
Oral Performance ◽  
Interactive Planning ◽  
Japanese University ◽  
Different Types ◽  
Planning Condition ◽  
Work Planning ◽  
Pair Work

In this study, I explored the effects of pretask planning on the oral performance in monologue tasks of Japanese university students. The participants in this study were 29 first-year Japanese university students. A Latin square design was employed. The participants did a monologue narrative task with four different types of planning: solo-written brainstorming, paired-interactive planning, teacher-led planning, and no planning. For each planning condition, 58 speech samples were analyzed totaling 232 speech samples in all. The speakers’ oral performances were audio recorded and analyzed based on the CAF (complexity, accuracy, and fluency) framework. Multivariate analysis of variance (MANOVA) results indicated that teacher-led planning and pair-work planning had a significant effect on complexity in students’ speaking performance when compared to the no-planning condition. The importance of input-mining and teachers’ roles is discussed. 本研究は、日本人大学生のスピーキングに焦点を当て、モノローグ型タスクを行う前の準備活動（pretask planning）の効果について調査した。研究参加者は29名の大学1年生である。ラテン方格デザインを用いた。モノローグ型のスピーキング・タスクを行う前に、次の準備活動を行った（個別ブレインストーミング、ペアワーク、教師主導型、準備なし）。事前準備活動ごとに、58のスピーチサンプルが分析され、合計で232のスピーチが分析された。録音された音声データは文字起こしされ、CAF指標（complexity, accuracy, fluency）に沿って分析された。多変量分散分析の結果から、学習者は、教師主導とペアワークによる事前準備活動を行うと、より複雑な文章を発することがわかった。タスクを行う前のインプットの効果とタスク活動における教師の役割について教育的な示唆を述べる。

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