Communication Self-Efficacy and Cultural Assimilation as Predictors of Communication Apprehension for Korean and Taiwanese International Students
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Communication apprehension has been suggested as a factor that inhibits English learners' active participation in English learning activities. The current study examined the effects of English learners’ communication self-efficacy and cultural assimilation on their communication apprehension for speaking in English (CA-E), after controlling for their communication apprehension for speaking in their native languages and several demographic variables. The participants were 31 Korean and 19 Taiwanese students enrolled at a midwestern university in the U.S. A correlational analysis revealed that the communication self-efficacy and number of American friends were significantly negatively related to the CA-E. Hierarchical multiple regression analyses showed that the communication self-efficacy accounted for an additional 21% of the variance in the CA-E, after the effects of other variables were controlled for. However, cultural assimilation failed to predict the CA-E after controlling for the effects of other variables. Overall, the study results suggested the importance of raising English learners' communication self-efficacy in their attainment of English proficiency. Pedagogical implications and limitations of the study, and suggestions for future research were discussed.
Abstract
Communication apprehension has been suggested as a factor that inhibits English learners' active participation in English learning activities. The current study examined the effects of English learners’ communication self-efficacy and cultural assimilation on their communication apprehension for speaking in English (CA-E), after controlling for their communication apprehension for speaking in their native languages and several demographic variables. The participants were 31 Korean and 19 Taiwanese students enrolled at a midwestern university in the U.S. A correlational analysis revealed that the communication self-efficacy and number of American friends were significantly negatively related to the CA-E. Hierarchical multiple regression analyses showed that the communication self-efficacy accounted for an additional 21% of the variance in the CA-E, after the effects of other variables were controlled for. However, cultural assimilation failed to predict the CA-E after controlling for the effects of other variables. Overall, the study results suggested the importance of raising English learners' communication self-efficacy in their attainment of English proficiency. Pedagogical implications and limitations of the study, and suggestions for future research were discussed.
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