scholarly journals Role of Self-Perceived Communication Competence and Communication Apprehension for Willingness to Communicate in L1 and L2

2016 ◽  
Author(s):  
Muhammad Shahbaz ◽  
Mohammad Seemab Khan ◽  
Raja Muhammad Ishtiaq Khan ◽  
Ghulam Mustafa
Keyword(s):  
Communication Apprehension ◽  
Communication Competence ◽  
Willingness To Communicate ◽  
L1 And L2

Desire for Control and Communication-Related Personality Variables

2004 ◽  
Vol 94 (2) ◽  
pp. 581-582
Author(s):  
Peter D. MacIntyre ◽  
Leslie A. Donovan
Keyword(s):  
University Students ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Willingness To Communicate ◽  
Personality Variables ◽  
Desire For Control ◽  
Related Personality

In a sample of 95 university students, scores on a measure of desire for control correlated .37 with willingness to communicate, supporting the notion of control as a motive for communication and also correlated .43 with self-perceived communication competence but not with communication apprehension.

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 Self-perceived communication competence and communication apprehension: A study of Indonesian college students

2020 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
College Students ◽  
Quantitative Methods ◽  
Communication Apprehension ◽  
Empirical Studies ◽  
Communication Competence ◽  
Learning Opportunities ◽  
Future Studies ◽  
English Major ◽  
Medium Level

Considering the important role of Individual Differences (IDs) factors in variations in the ultimate success of learners learning second language (L2, this study investigated Indonesian college students’ two ID components, self-perceived communication competence (SPCC) and their communication apprehension (CA), in English as L2. Several rationales become the basis of the present study. Despite the importance of learners’ SPCC in L2 learning as suggested by several empirical studies outside Indonesia, there have not been any specific study investigating learners’ SPCC in the Indonesian context despite the country being the home of one of the largest number of L2 speakers of English in the world. As a seminal study in the context, the study using quantitative methods enables generalisation which could pave a way for further studies in the field in the Indonesian context. A total of 276 non-English major college students participated in the study in a survey using probability random sampling. Using descriptive statistics in SPSS 21, the study found that learners had medium level of SPCC and medium level of CA. Through correlation formula, the study also found that there was moderate significant association between learners’ SPCC and their CA. Through regression analysis, it was found that their SPCC could predict 23% of variance in their CA. The findings urge teachers to provide as many learning opportunities as possible in enjoyable learning environment to increase learners’ perception of their capability, in turn boosting their confidence to speak in English. Based on the findings and several limitations of the study, several suggestions of future studies are presented.

scholarly journals On the Relationships among EFL Learners Willingness to Communicate, Communication Apprehension, Self-Perceived Competence and Emotional Intelligence

2018 ◽  
Vol 21 (3) ◽  
pp. 5-20
Author(s):  
Saeed Mehrpoor ◽  
Neda Soleimani
Keyword(s):  
Emotional Intelligence ◽  
Language Learners ◽  
Prospective Teachers ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Perceived Competence ◽  
Willingness To Communicate ◽  
Regression Analyses ◽  
Efl Learners ◽  
Emotional Quotient Inventory

This study focused on the relationships among language learners' communication-related variables including willingness to start a communication (WTC), self-perceived communication competence (SPCC), communication apprehension (CA) and different subcomponents of emotional intelligence (EI). To this end a battery of questionnaires (WTC=20 items, Personal Report of Communication Apprehension (PRCA=24), SelfPerceived Communication Competence (SPCC =12), Emotional quotient inventory (EQI=133)) were distributed among 340 randomly selected Iranian EFL learners in Yasuj, Iran. Correlation and regression analyses showed that EFL student' EI dimensions were correlated with their WTC, SPCC, and CA. All five EI dimensions were found to be positively and significantly correlated with WTC (at p<0.01). On the contrary, the correlation among EI constructs and CA were all negatively significant. Moreover, EFL learners' EI dimensions could significantly predict their WTC and other communication related variables. Findings of the study would have implications for both practicing and prospective teachers.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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