Exploring the Relationship between Learners Gender Differences and Communication Apprehension Considering the Class Participation in Iranian EFL Context

• Autorzy: Ali Faridizad , Shahla Simin
• Języki publikacji: EN

Abstrakty

EN

The ability to communicate effectively is the optimum goal of learning English. Class participation plays a pivotal role in improving oral communication. Some obstacles prevent students from reaching class participation which may halt student' potent communication. Oral communication apprehension has been found to be the most important factor affecting the class participation. With all the differences separating males and females, it is no surprise that communication apprehension would be affected by gender differences. The goal of this study is to investigate the relationship between learners' gender differences and oral communication apprehension with respect to class participation. To achieve this goal, 140 undergraduate students including 70 males and 70 females majoring in English literature, translation and teaching from Sheik-Bahai University were selected. This sample was chosen by means of simple random sampling procedure. A questionnaire was utilized as the instrument to examine the relationships between learners' gender differences and oral communication apprehension. The data accumulated by means of the questionnaire were analyzed to ascertain the answers to the research question. In general, the findings showed that female students tend to be more apprehensive than men regarding the class participation.(original abstract)

Słowa kluczowe

PL

Komunikowanie; Komunikowanie werbalne i niewerbalne; Wyniki badań; Studenci

EN

Communication; Verbal and non-verbal communication; Research results; Students

• Czasopismo: International Letters of Social and Humanistic Sciences (ILSHS)
• Rocznik: 2015
• Tom: 7 (1)
• Strony: 91-99

Twórcy

autor

Ali Faridizad

• English Department, Najaf Abad Branch, Islamic Azad University, Najaf Abad, Isfahan, Iran

autor

Shahla Simin

• English Department, Najaf Abad Branch, Islamic Azad University, Najaf Abad, Isfahan, Iran

Bibliografia

• Aly, I., & Islam, M. (2005). Factors affecting oral communication apprehension among business students: An empirical study. The journal of American academy of business, 2, 98-103.
• Borzi, M. G., & Mills, T. H. (2001). Communication apprehension in upper level accounting students: An assessment of skill development. Journal of Education for Business, 76(4), 193-198.
• Armstrong, M., & Boud, D. (1983). Assessing participation in discussion: An exploration of the issues. Studies in Higher Education, 8(1), 33-44.
• Cohen, M. (1991). "Making class participation a reality, "Political Science and Politics, Vol 24, No. 4, p.699-703.
• Crone , J. A. (1997) Using panel debates to increase student involvement in the introductory sociology class . Teaching Sociology, 25, 214-218.
• Cupach, W. R., & Carson, C. L. (2002). Characteristics and consequences of interpersonal complaints associated with perceived face threat. Journal of Social and Personal Relationships, 19(4), 443-462.
• Daly, J. A.& Miller M.D. (1975). Further studies in writing apprehension: SAT scores, success expectations, willingness to take advanced courses, and sex diiferences. Research in the Teaching of English , 9(3), 250-256.
• Elias, R. Z. (1999). An examination of nontraditional accounting students' communication apprehension and ambiguity tolerance. Journal of education for business, 75(1), 38-41.
• Fassinger, P. A. (1995). Understanding classroom interaction. The Journal of Higher Education, 66, 82-96.
• Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. The Journal of Higher Education, 71, 342-362
• Girgin, K. Z., & Stevens, D. D.(2005). Bridging in-class participation with innovative instruction: Use and implications in a Turkish university classroom. Innovations in Education and Teaching International, 42, 93-106.
• Gleason, M. (1986). Better communication in large classes. College Teaching, 34, 20-24.
• Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98, 184-191.
• Hassal, T., Joice, J., Ottewill, R., Aequero, J., & Donso, J. (2002). Communication apprehension in UK and spanish business and accounting students. Education & Training, 42, 93-100.
• Howard, J. R., & Henney, A. L. (1998). Student participation and instructor gender in the mixed-age college classroom. The Journal of Higher Education,73, 764-780.
• Howard, J. R., Short, L. B., & Clark, S. M. (1996). Students' participation in the mixed - age college classroom. Teaching sociology, 24, 8-24.
• Hyde, C. A., & Ruth, B.J. (2002). Multicultural content and class participation: Do students self-disclose? Journal of Social Work Education, 38, 241-256.
• Johnson, L., & Faunce, R. W. (1973). Minneapolis Secondary School Students' Attitudes Toward School by Achievement, Race, and Sex.
• Junn, E. (1994) . Pearls of wisdom: Enhancing student class participation with an innovative exercise . Journal of Instructional Psychology, 21, 385-387.
• Karp, D. A., & Yoels, W. C. (1976). The college classroom : some observations on the meanings of student participation. Sociology and Social Research, 60, 421-439.
• Kuh, G. D., & Umbach , P.D. (2004). College and character: Insights from the National Survey of Student Engagement. New Directions for Institutional Research , 122, 37-54.
• Lin, Y., & Rancer, A. S. (2003). Ethnocentrism, intercultural communication apprehension, intercultural willingness-to-communicate, and intentions to participate in an intercultural dialogue program: Testing a proposed model.Communication Research Reports, 20(1), 62-72.
• Lyons, P. R. (1989). Assesing classroom participation College Teaching, 37, 36-38.
• McCroskey, J. C., (1984). The communication apprehension perspective. In J. A. Daly and J.C. McCroskey, Avoiding communication: Shyness, reticence, and communication apprehnsion, pp. 13-38. Beverly Hills, CA: Sage.
• Myers, S. A., Horan, S. M., Kennedy-lightsey, C. D., Madlock, P. E., Sidelinger, R. J., Byrnes, K., Frisby, B., & Mansson, D. H. (2009). The relationship between college students'self -reports of class participation and perceived instructor impressions. communication Research Reports, 26, 123-133.
• Na, Z. (2007). A study of high school students' English learning anxiety. Iranian EFL Journal, 9(3), 22-34.
• Neer, M. R. (1987). The development of an instrument to measure classroom apprehension. Communication Education, 36(2), 154-166.
• Petress, K. (2006). An operational defenition of class participation. College Student Journal, 40 ,821-823
• Rashidi, N. (2010). On the relationship between efl learners'oral communication apprehension and personality traits. Annales Universitatis Apulensis. Series Philologica, (11/4), 233-255.
• Wade, R. (1994). Teacher education students'views on classroom discussion: Implications for fostering critical reflection . Teaching and teacher education, 10, 231- 243.
• Weaver, R. R., & Qi, J.(2005).classroom organization and participation: college students' perception. The Journal of Higher Education, 76, 570-601.