Showing papers on "Communication apprehension published in 2014"

Assessing Success: The Impacts of a Fundamentals of Speech Course on Decreasing Public Speaking Anxiety

Abstract: Despite assessment's prominence in higher education, many communication departments still find its implementation problematic In this case study, we answer a call for heightened research pertaining to the best practices for assessment of large, multisection, standardized public speaking courses We demonstrate the ease with which the basic course can be justified to administrators by citing the course's significant reduction of students' Public Speaking Anxiety (PSA) as assessed by one of the discipline's standard measures of PSA, the Personal Report of Public Speaking Anxiety Implications include validation of a course design and assessment that provide administration with measures of significant and salient success, and an especially profound positive impact of the course for women

The relationship of hope to self-compassion, relational social skill, communication apprehension, and life satisfaction

Abstract: Hope is a habitual way of thinking about goals, the potential pathways of achieving them and the motivated agency for their accomplishment. Past research shows the beneficial behavioral outcomes of having hope, but little research investigates the relationship of hope to indicators of psychological, relational, communicative, or subjective wellbeing. The present study takes an interdisciplinary approach to test a model of the relationship between hope and wellbeing, as expressed through self-compassion, relational social skill, communication apprehension, and life satisfaction. Results show a pattern of relationships that suggest intervention programs designed to change thinking habits can encourage not only more hopeful thought but also enhanced self-compassion, greater skill in personal relationships, less communication apprehension, and heightened life satisfaction.

Investigating the relationship between english language anxiety and the achievement of school based oral english test among malaysian form four students

Abstract: The purpose of this study was to identify the levels of the English language anxiety experienced by Form Four student in two selected schools. It was also to find out the extent of the relationship between students’ English language anxiety and their achievement in school based oral English test; and the difference between gender in English language anxiety. A survey was administered to 200 Form Four students (aged 15-16) of two secondary schools. The questionnaire reflected three components of English language anxiety, namely: (a) communication apprehension, (b) fear of negative evaluation, and (c) test anxiety. Descriptive analysis, independent sample t- test and correlation test were used in the study. The results of this study revealed that students have a moderate level of English language anxiety and significant difference between genders in English language anxiety.

Communication Apprehension of South African Accounting Students: The Effect of Culture and Language

Abstract: Developing communication skills is an objective of many accounting education programs. Students' communication apprehension may hamper this. This study explores South African accounting students' communication apprehension and the association thereof with culture and home and instruction language. Data were collected using the Personal Report of Communication Apprehension (PRCA-24) and Written Communication Apprehension (WCA) self-report questionnaires. South Africa provides an example of the salience of race, given past racial segregation. Culture is, however, more complex than physical appearance. Significant differences were identified in communication apprehension between students from previously disadvantaged African communities attending poorly resourced schools, and African and White students attending well-resourced, Westernized schools. Further, this study suggests that students who receive instruction in the business language in which they are to function as graduates exhibit less comm...

Measuring Language Anxiety in an EFL Context

Abstract: It has been reported that the learners in foreign language classes suffer from considerable levels of anxiety because they are faced with the challenge of handling the contents in the medium of the target language they are not very much familiar with. While interacting with their teachers, class fellows and even the textbooks, the students are confronted with different social, cultural and psychological factors that create anxiety in EFL learners that makes their objective of achieving proficiency in the target language rather difficult. The present study is an attempt to identify Saudi EFL learners’ anxiety and its causes by administering FLCAS (Horwitz, Horwitz and Cope, 1986) to randomly-selected 216 freshmen students enrolled in the preparatory year programme at Taif University. The results reveal that Saudi preparatory year students represented by the participants of this study bear medium level of language learning anxiety. Among the four anxiety factors, communication apprehension anxiety remained at the top with an average mean of 3.1 followed by English class room anxiety. Fear of negative evaluation anxiety has been assigned the third position and test anxiety got the least average mean. The following suggestions are forwarded based on the findings of the data analyses that have significant pedagogical implications. It is suggested that EFL teachers should discuss language learning anxiety, its effects and various related issues with the students in the beginning so that they should be on board to minimize foreign language anxiety. It is also highly recommended that the teachers should exploit appropriate teaching methodologies to ensure friendly atmosphere in EFL classes to facilitate learning process. The students should be encouraged to participate actively not only in various class activities but also contribute positively by sharing their likes and dislikes in learning process. The teachers should ensure that the students’ level is taken into consideration while presenting, explaining and practicing the target language. It is important to ensure better teacher-students and students’ mutual relationship for increased interaction in the target language. Key Words : language anxiety; proficiency; pedagogical implications

The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

Abstract: One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners’ WTC. To this end, 8 intact classes were included as the experimental and control groups. The control group underwent regular language instruction, while the experimental group received the treatment (i.e., communication strategy training). The self-report measurement of WTC (MacIntyre, Baker, Clement, & Conrad, 2001) was done before (pre-test) and after the treatment (post-test). The results of the independent-samples t test showed that the degree of WTC of the treatment group was significantly higher compared with that of the control group. It was concluded that teaching CSs helps learners become more willing to communicate in the classroom.

Japanese University Students' Willingness to Communicate in English: The Serendipitous Effect of Oral Presentations.

Abstract: This study examines the ways in which college students in Japan overcame sensitivity to external evaluation and increased their willingness to communicate in English. It is not uncommon for university students in Japan, who are otherwise proficient speakers of English and motivated to learn, fail to exhibit English competency in real communication situations. In interviews with students and teachers we discovered that sociocultural factors impede spontaneous communication, resulting in a reduced level of willingness to communicate in the students’ L2, English. The social norms of the language classroom at a Japanese university create a milieu where individual students are sensitized to the social appropriateness of their communication acts. Since these norms are related to both the speech community of college students as well as larger societal expectations, including the concept of ‘seken’ (public eye), we suggest that language educators need to consider carefully the social context of the Japanese student language community when facilitating individuals’ development of English language competence. Serendipitously we discovered that communication apprehension decreased when socially appropriate acts of communication were encouraged. The participants for this study read books (graded readers) of their own selection individually as a part of reading classes and gave in-class presentations, an idea self-initiated by the students themselves. Without any explicit attempt at boosting their levels of willingness to communicate, the participants of this study reported that they gained higher self-perceived communicative competence and felt more comfortable in speaking.

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Abstract: The purpose of this study was to investigate the effect of public speaking instruction on improving students’ communicative competence and reducing their communication apprehension in a foreign language setting. Participants in this study were 60 Yemeni English majors at the college of education of the Hadhramout University, Yemen. Objectives and research questions focused on determining whether public speaking instruction makes a difference for students who receive instruction as opposed to students who do not on two concepts: public speech performance and communication apprehension in speaking English. Results of the study illustrate that learners' public speech performance improved and low communication apprehension was shown after one term of instruction and practice of public speaking in favour of the experimental group. In line with previous research, the current study confirms that public speaking instruction has a positive effect on improving students' public speech performance and reducing communication apprehension of English language learners. The study also provides insightful perspective into second language pedagogy and presents suggestions for future research.

Communication Apprehension among Nilai College Students

Abstract: In recent years, ESL studies have found that most graduates are critically lacking in speaking skills, especially among Malaysia graduates. With constant struggle to communicate in English which is their second language, they become apprehensive when the need to use the language arises. The purpose of this study is to investigate communication apprehension among students from Nilai University College and whether the communication apprehension would differ among students from different semester. The respondents for the study were two classes from two different semesters with 30 students each. In this study, the PRCA-24 was used to collect data. By conducting this study, it is hoped to provide valuable insights on students’ communication apprehension.

Oral Communication Apprehension Among Undergraduate Engineering Students in Pakistan

Abstract: This paper investigates the levels of oral communication anxiety of un- dergraduate engineering students in Pakistan. The data was collected from four depart- ments of the university. McCroskey (1978) oral Communication Apprehension (OCA) Survey Instrument was adopted for this study. The questionnaire was translated into Urdu (National Language of Pakistan) to make it clear to respondents. The data anal- ysis revealed 18% of the sample had a high level of oral communication apprehension, 66% faced an average level of oral communication apprehension and 16% were in a low level of oral communication apprehension. This study also discloses that there is no signicant dierence in levels of oral communication apprehension of male and female. Further the study reports and compares levels of oral communication anxiety of the students to whom English is the second language and to whom English is the third language (both in foreign language context). Finally, the study concludes that although the majority of the undergraduate engineering students face an average level of oral communication apprehension, however, with attention and guidance they can be brought to low level of oral communication apprehension category.

Communication Apprehension in Accounting Majors: Synthesis of Relevant Studies, Intervention Techniques, and Directions for Future Research

Abstract: Accounting practitioners and educators agree that effective oral and written communication skills are essential to success in the accounting profession. Despite numerous initiatives to improve accounting majors’ communication skills, many students remain deficient in this area. Communication literature suggests that one factor rendering these initiatives ineffective is communication apprehension (CA). There is general agreement that accounting students around the globe have higher levels of CA than other majors. Therefore, accounting educators interested in improving students’ communication skills need to be aware of the dimensions and implications of CA. This chapter provides a review of the relevant literature on CA, with a focus on CA in accounting majors. It also presents intervention techniques for use in the classroom and makes suggestions for future research.

The Interethnic Communication Apprehension of Students of Color at the University of Arkansas

Abstract: Interethnic Communication Apprehension of students of color with white faculty members was studied at the University of Arkansas, a predominantly white university with predominantly white faculty. Interethnic Communication Apprehension is defined as a psychological response of fear or anxiety which causes avoidance of interaction with people from ethnic groups that are different from one’s own (Neuliep & McCroskey, 1997). This study was conducted using the PRECA (Personal Report of Interethnic Communication Apprehension) measure created and validated by Neuliep and McCroskey (1997). Students of color who frequent the Center of Multicultural and Diversity Education were polled using the PRECA. Students of all categories including ethnicity, sex, and grade level reported low mean scores on Interethnic Communication Apprehension. However, significant issues of concern were articulated in open ended responses which indicate that though the construct labeled Interethnic Communication Apprehension (ICA) may be low, other areas of tension and communication dissatisfaction exist. Therefore, other variables such as Attractiveness of Majority faculty and Asymmetrical Power Dynamics between faculty and students of color should be examined. Students expressed need for increased inclusion; culturally relevant event programming; the salience of culture with desire for improved understanding of members of different groups; communication quality, quantity and access between ethnic groups; dissatisfaction or negative experiences at the University; faculty and staff roles; and finally, sensitivity and training of faculty and students when relating to people of color. ACKNOWLEDGEMENTS The African Proverb says, “It takes a village to raise a child.” Achieving this Doctorate has been similar, a village effort. There are many who have become part of my village, and to whom I owe a great debt of gratitude. Innumerable acts of kindness, support, and intellectual contribution from others have helped me complete this academic journey. I am deeply grateful. Faithful God I never thought of myself as intelligent, or even capable of academic pursuits because of the invisible disabilities caused by a lifetime of sexual, physical, and emotional abuse. When I sought God on how to escape the lifelong cycle of abuse, He kept saying, “Study to show yourself approved . . . a worker that does not need to be ashamed” (2 Timothy 2:15). As an avid reader and pursuer of knowledge, I had made a lifestyle of reading every self-help and nonfiction book I could get my hands on. I was as educated as self-education could make me. I realized that I needed to go to college, even though I didn’t think I was capable of it. I trusted that what God directed me to do, He would empower me to do. He did. God gave me favor and opened the doors for scholarships, friendships, and the academic and social support I needed to succeed. When I didn’t know how to do my assignments (or in the beginning to even download an attachment), I received ideas out of “nowhere” with new and creative thoughts of how to accomplish my academic tasks. The ideas came from God, who made a way for me every time I turned around. “The Lord is a refuge for the oppressed, an ever present help in times of trouble” (Psalms 9:9). I came to understand and embrace these words of hope, “I know the plans I have for you declares the Lord. They are plans to prosper you, plans never to harm you, plans to give you hope and a future, these are the plans I have for you” Jeremiah 29:11. I am most grateful to the Lord Jesus Christ, who made the way for me to escape the cycle of abuse, to resurrect my life, and to heal; The Holy Spirit, who has been my constant comforter, teacher, and guide; and The Father, who is always good and always kind. Family Deepest gratitude goes to my family: my husband Tom, has been like Moses, parting the waters, removing obstacles, and cheering me along so I could cross over into doctoral completion. I am deeply grateful that you came into my life, and that we get to enjoy the fruits of this Doctorate together. I can’t imagine being more blessed and lucky (blucky) than to have you the rest of my life. My daughter, Danni, a sweet, grateful, fun-loving, teachable spirit, who has been eager to help and be part of the doctoral pursuit. My oldest son, Vincent, who tutored me through my educational statistics class and made it possible for me to keep to the aggressive timelines for completion. My youngest son Sammy, through a Bachelor’s and a Master’s degree accepted humble circumstances cheerfully in exchange for our life in the world of academia. Our primary meals were variations of Ramen Noodles, our primary entertainment was his silly songs and character voices to make me laugh my way to recovery, and achievement. My mother, Joy Merritt raised her children to be generous, kind, and help those who were more helpless than we were. My sisters, Rhonda Adamson, Donna Ammons, and Deborah Swaar, are co-survivors, overcomers, and constant source of inspiration and courage. My sisters are all generous and kind friends, and are a significant part of who I am and have become. My “new Daddy” has loved my mother, and embraced my sisters and me whole heartedly as his own daughters. You don’t really need a Daddy when you’re grown . . . unless you never had one when you were little. I am grateful to have you now, Walt, and grateful for your prayers and words of belief and encouragement during this process. Academic Team Dr. Phil Gerke (and wife, Nelly) your guidance, prayers, and belief pulled me through the very difficult adjustment as a non-traditional student, and single-parent. Dr. Kit Kacirek, and Dr. Richard Lee blew the oxygen of admiration on my inquiries and even my protests. Thank you! Dr. Myria Allen, my patient Master’s advisor, Dr. Lynne M. Webb, and Dr. Robert Brady, who helped set a bar of intelligence and decency for my young son who still quotes communication theories because he was permitted to attend and even participate in graduate classes with his (then) single mother. Dr. Charles Robinson, an intellectual, creative, challenging friend. Dr. Robinson challenged my paradigms, and helped me more thoroughly understand the history and oppression of others. In so doing, he helped me understand myself, which gave me insight how to overcome my own history of oppression and abuse. Dr. Eddie Jones, was the first to call me “Dr. Courage,” encouraging me to seek my Master’s degree, then to pursue a Doctorate . . . His positive prophetic words expressed belief in me from the beginning. I borrowed from his belief until I found my own, ”I believe you will far exceed what other students do. . . .” I thought those words meant I could achieve a 4.0. I fell short of the bar set that day, but it turns out, a 3.89 was close enough to keep me in scholarships

A study on students’ anxiety and its correlation with the speaking performance of xi grade students at sman 1 krian

Abstract: Keywords: Foreign Language Learning, Speaking, Anxiety, SMAN 1 KRIAN English has become the most dominant global language which should be mastered by all students in Indonesia. Mastering new grammatical rules, pronunciation, and vocabulary, makes foreign language learning a new big challenge for people who study it. One of the big challenges when learning English is speaking. Usually students have difficulty in speaking performance. So it will increase their anxiety. This study was aimed at finding out the anxiety levels of XI grade students, the factors that affect the anxiety and correlation between students’ anxiety and the speaking performance of XI grade students of SMAN 1 KRIAN. This study used quantitative and qualitative approach since the data were in the form of numbers and word. The quantitative data used in this research were the result of Foreign Language Anxiety Classroom Scale questionnaires filled by XI grade students at SMAN 1 KRIAN, and the result of speaking performance. While the qualitative data used in this research were the result of interview. The researcher collected the data by choosing Foreign Language Classroom Anxiety Scale, distributing the questionnaire to 56 students, collecting the result of questionnaire, selecting 4 students with high anxiety level and 4 students with low anxiety level, asking them to tell a story and deliver speech, scoring, and interviewing the participants about their speaking performance. Thus, the researcher analyzed them and finally drew a conclusion. The researcher found that there was high anxiety level in XI Social students. The factors that affect students’ anxiety namely communication apprehension, test anxiety, and fear of negative evaluation. The researcher also found significant positive correlation in XI Social between students who have low anxiety score and the speaking performance. There was significant negative correlation between XI Social between who have high anxiety score and the speaking performance. The conclusion was anxiety gave influence to the student’s speaking performance. For the next researcher, it is recommended to conduct the study of anxiety using other theories. The researcher also suggests the next researchers to examine the relationship between speaking anxiety and academic achievement by using different instrument.

Study on the Classification of Speech Anxiety Using Q-Methodology Analysis

Abstract: Public speaking is one of the cornerstones of mass communication, the influence of which has only been enhanced with the advent of the modern era. Yet despite its importance, up to 40% of the world’s population feels anxious when faced with the prospect of presenting in front of an audience (Wilbur, 1981). However, public speaking anxiety is human condition that can be understood and with effort, overcome by sufferers. Based on theoretical research, this study presents an empirical investigation of speech anxiety. The research uses Q-methodology to generate categories of speakers and then draws on the PQ-method program to suggest ways for speakers to improve their speaking confidence based on these categories. This research is of a value to those who are interested in speech anxiety for therapeutic or pedagogical practice.

Opinion Expression on Social Networking Sites - Testing an Adapted Spiral of Silence Model for Political Discussion on Facebook

Abstract: of a dissertation at the University of Miami. Dissertation supervised by Professor Thomas Steinfatt. No. of pages in text. (167) This study used a quasi-experimental approach to test an adapted model of Elisabeth Noelle-Neumann’s (1974) Spiral of Silence theory. NoelleNeumann’s (1974) concept has been widely studied and applied to a variety of communication situations, mostly using hypothetical scenarios (“train tests”) and face-to-face interactions. The present research applied the Spiral of Silence concept to political opinion expression on the social networking site Facebook. Two groups of participants were assigned to either a hypothetical interaction condition using a “train test” or to a real interaction condition. Participants in the real interaction condition were asked to join a Facebook group, where they were able to observe and participate in a discussion about a specific political issue (the Patient Protection and Affordable Care Act, “Obamacare”). Both groups completed a questionnaire. Key variables were the participants’ fear of social isolation, perceived climate of opinion, and willingness to express an opinion. Additional variables in the present study include attitude strength and the sub-constructs attitude certainty, attitude intensity, and attitude extremity. Also included were the variables subjective issue knowledge, issue interest and issue importance, as well as communication apprehension and willingness to self-censor. Results suggested support for Noelle-Neumann’s (1974) concept, indicating that a Spiral of Silence may not only exist in face-to-face, but possibly also in computer-mediated communication on social networking sites. Fear of social isolation and perceived climate of opinion seemed to be significant predictors of opinion expression on social networking sites for at least one of the conditions, indicating that participants reported to be more likely to discuss their opinions if they experiences less fear of being socially isolated and if they perceived their opinion to be in the majority. Data also suggested support for the additional predictor variables attitude strength, subjective issue knowledge, and issue interest. Participants with higher levels on these variables tended to also report higher levels of willingness to express their opinion on Facebook. Communication apprehension was a significant predictor of opinion expression only in the real interaction condition. Overall, both conditions suggested support for an expanded Spiral of Silence model for political discussion on social networking sites. However, participants in the real interaction condition reported higher fear of social isolation, despite reporting to have higher attitude certainty, intensity, and issue interest.

Narcissism, Self-Esteem, Communication Apprehension, and Need for Affiliation: Difference between Social Networking Site Users and Non-Users

Abstract: Nowadays, people are increasingly using social networking sites to initiate and maintain friendships, obtain social support and gather data. Personal traits could potentially drive people to join social networking sites as well as indulge in other related behaviors. This study aims to examine whether people with the need for affiliation, narcissism, self- esteem and communication apprehension are more likely to join social networking sites. Data for the current study were collected using convenience sampling; the sample consisted of undergraduate students studying at three private universities in Tehran, Iran. We used IBM SPSS 20 to run logistic regression statistics to test the research hypotheses developed for this study based on the responses from 284 respondents. The results of this study reveal that self-esteem, communication apprehension and the need for affiliation are significant predictors for social networking site usage while narcissism is not.

At-Risk Students and Communication Skill Deficiencies: A Preliminary Study

Abstract: Early research has explored the relationship between at-risk students and communication apprehension. Atrisk students have been found to have high levels of apprehension in a variety of communication settings. However, little attention has been given to exploring at-risk students perceptions of their communication skills and other areas of communication competency beyond general communication apprehension or fear of speaking. This study explores the relationship between at-risk students; self reported levels of communication competence, communication apprehension, and additional areas of communication skills such as selfmonitoring and verbal aggressiveness. The results of this study show that at-risk students tend to report having high communication competency levels, while testing very low on communication skill areas. Study implications and suggested areas for future research and curriculum development for teachers are explored.

Linking extracurricular involvement and integration to college life: a survey of second semester freshmen

Abstract: by Matthew S. Starnes The few brief months between the last semester of high school and first semester in college represent a substantial period of change in the lives of students. This study utilized a survey of second semester college freshmen to explore students’ extracurricular involvement during their senior year of high school and first semester in college in relationship to their academic performance and responses to three self-assessment scales: motivation, self-esteem, and communication apprehension. The study did not find a significant relationship between level of student involvement and academic performance or perceived motivation, self-esteem, or communication apprehension. LINKING EXTRACURRICULAR INVOLVEMENT AND INTEGRATION TO COLLEGE LIFE: A SURVEY OF SECOND SEMESTER FRESHMEN by Matthew S. Starnes A Thesis presented in partial fulfillment of the requirements for the degree of Master of Science in the Department of Communication and Sociology University of Central Missouri

Accounting for EI: Does emotional intelligence predict greater intercultural growth?

Abstract: Keys to success in today’s global business world demands intercultural sensitivity, knowledge, and skills. Universities have increasingly encouraged study abroad experiences as a way to provide students with competitive skills that include increased intercultural sensitivity, cultural awareness and personal development, cross-cultural skills and global understanding and worldmindness. Research supports these potential outcomes of studying abroad; yet few studies research predictors of such growth and success. Emotional intelligence has been proposed as a factor that is key in cross-cultural success for both study abroad students and for expatriate sojourners. Accounting education literature has long stressed the importance of emotional intelligence for accounting graduates as well as expatriates. This research seeks to determine the relationship of emotional intelligence to intercultural development in accounting students during a short-term study abroad program. Pretest and posttest data yield credence to emotional intelligence as a predictor of accounting students’ intercultural growth in the form of decreased ethnocentrism and decreased communication apprehension. These research findings support a small but growing body of literature that is calling for emotional intelligence as both a selection tool and a training tool for expatriates in organizations. Likewise, this research corroborates pedagogical research that calls for training in emotional intelligence for enhancing accounting students’ career success.

English language learning anxiety and oral performance among undergraduate esl learners

Abstract: Feelings of anxiety, apprehension and nervousness are common problems voiced out by second or foreign language learners in acquiring the speaking skills in a second or foreign language. Such feelings are said to have a potentially negative and debilitating effect on oral performance. This study aimed to examine the level of English language learning anxiety of undergraduate ESL learners, its causes and relationship with the learners‟ oral performance in English. This study employed both quantitative and qualitative approaches in data gathering. Data were collected via the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire (Horwitz, Horwitz & Cope, 1986), a structured interview, as well as class oral assessment tasks. Participants of the study comprised 70 undergraduate ESL learners of Universiti Putra Malaysia. Findings of the study revealed that the undergraduate ESL learners experienced a medium level of anxiety. English classroom anxiety, communication apprehension, fear of negative evaluation, and test anxiety, were identified as factors that significantly contributed to the language anxiety experienced by the learners. The findings suggest that anxiety is a learner variable that needs to be minimised so as to enhance optimal learning of a target language.

Comparative study on the language anxiety levels and factors in different English class environments

Abstract: This study examined the levels of language anxiety and their causal factors in different English class environments. The findings show that the levels of language anxiety vary significantly in different types of class environments, indicating that both the class environments and individual characteristics are meaningful variables of language anxiety. The findings also show that unlike the levels of language anxiety, its causal factors are almost constant regardless of the class environment with communication apprehension being the most important factor. This study suggests that the English proficiency of students and professors needs to be considered when constructing specific class environments, in addition to promoting class environments favorable to students' active participation in class.

Reducing negative affect about intercultural interactions through inoculation

Abstract: Given that people of different cultures must increasingly interact with each other, the current study investigates the impact of an intercultural interaction as an inoculation against state communication apprehension (CA) and negative attitudes and beliefs about intercultural interactions. Specifically, this study sought to identify differences between Western and Middle Eastern cultures. A pretest–posttest design was used, with a 15-minute intercultural interaction as an intervention. Findings from a cross-cultural sample indicate that both US and Middle Eastern participants experienced a reduction in state CA and an improvement in attitudes and beliefs from pretest to posttest. Further discussion of findings and theoretical implications follow.

Foreign Language Classroom Anxiety among China Chinese Students Undergoing the Laureate English Programme in INTI International University, Malaysia.

Abstract: The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation) among Mainland Chinese students undergoing the Laureate English Programme in INTI International University, Malaysia. The participants of this study consisted of 75 students (44 male students and 31 female students). The results showed female students have a higher value in all three components compared to male students. As for fear of negative evaluation, both male and female students showed a slight or almost no difference in the level of anxiety. The findings of this study might help teachers who are engaged in the programme to have a better grasp of how they could help the students lessen the level of foreign language classroom anxiety.