Anxiety in the language classroom is an important issue because it affects student performance (Woodrow, 2006). The majority of research conducted has focused on anxiety or apprehension that language learners experience in a foreign language classroom, including students learning English as a foreign language (EFL) context. Only a few studies have been done, however, that address the needs of learners experiencing anxiety in an ESL setting. Data were gathered from 179 students attending a university sponsored intensive English program using a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope, 1986) and focus groups. Initial scores on the FLCAS were obtained via student survey responses. In addition to the survey results, students also identified additional factors affecting their anxiety in the ESL classrooms in the areas of student beliefs (Price, 1991) and communication with peers. Furthermore, statistically significant results were found when comparing the students' first language (L1) with the survey results. Different types and levels of anxiety were shown to occur for Spanish and Portuguese students as well as Chinese, Korean, and Japanese students. The data gathered from the focus groups and open-ended questions provided clarity too to the overall scores obtained on the FLCAS.

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Increased partisan apathy, affective polarization, and purposeful selection of homogenous political discussion groups are of growing concern as politics within the United States becomes more contentious. While previous work has considered when political discussions occur, if discussions are deliberative, and whether discussions affect democratic outcomes, this study focuses on the process someone undergoes when determining whether to participate in a political discussion. This paper examines political communication apprehension by considering how personality predispositions and uncertainty reduction influence the expectancy-value judgments made when determining if participating in a certain political discussion situation is worth the cost. Factors of political communication apprehension were determined through an exploratory factor analysis of a batter of questions designed to capture elements of political communication apprehension. Findings indicate that even if people are not very attached to their political parties, their political communication apprehension is largely informed by expectancy value judgements based on information they have learned from the political world.

This study was aimed at giving a scientific answer to the following problem questions, namely, what communication apprehension connotes: whether students in a parallel medium school suffer from communication apprehension; which factors cause communication apprehension in the classroom, and what measures the teacher can take to prevent or overcome communication apprehension in the classroom. To answer these questions, a literature study on communication apprehension was first undertaken. Communication models and the evaluation of such models were investigated. Communication as a phenomenon was also applied to the classroom situation, and the conclusion was reached that interaction is a prerequisite for communication, and, consequently, also for effective teaching. Communication apprehension interferes with the success of the communication process in the classroom, as well as with the teaching-learning process. To delineate communication apprehension more clearly, the causes of communication apprehension and its influence on the teaching-learning situation were also studied. Guidelines for preventing and overcoming communication apprehension were lastly investigated. The empirical study was based on the completion of the PRCA (Personal Report on Communication Apprehension) by students from a parallel medium school in Klerksdorp, namely the Alabama Secondary School. The following results were obtained: • An average communication apprehension of 62,5% for Afrikaans speaking students versus an average of 63,4% for students speaking other languages. • The average percentage of communication apprehension for students whose mother tongue is Afrikaans is quite high, whether they communicate in Afrikaans (60,2%) or English (64,3%). • The average percentage of communication apprehension for students whose mother tongue is other than Afrikaans is quite high, whether they communicate in Afrikaans (66,0%) or English (59,2%). • The average percentage of communication apprehension of girls is somewhat higher than that of boys. • The communication apprehension of the students is the highest when they participate in public debates, and the lowest when they participate in ordinary conversations. • A fear of failure, a lack of confidence, and the teaching style of the teacher are endorsed as possible causes of communication apprehension, while a lack of communication skills is not a major cause. • The responses of the teachers identified guidelines for preventing and overcoming communication apprehension in students, of which some are in line with the literature, and others are new interesting ideas. Research on communication apprehension in parallel medium schools ought to be extended to include students from primary schools as well. The apprehension of all students to communicate in their mother tongue should also be investigated. The high level of communication apprehension in students ought to be investigated with the aim of developing programmes for inhibiting communication apprehension in students. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The study aimed at providing scientific answers to two questions namely what the nature and extent of communication apprehension are among HED-students and whether the students’ level of communication apprehension changes during the course of their professional training. In order to answer these questions, communication, as typically human behavior, was studied and contextualised to the school classroom situation. Relationships between communication, classroom communication and teaching were indicated. The conclusion was reached that a very close relationship exists between communication and teaching. In fact, teaching was found to be a particular kind of communication which is qualified by the aim of enabling the learner(s) to perform certain learning tasks. Communication apprehension not only influences communication, but also teaching negatively. This negative relationship was researched further by studying the causes and effects of communication apprehension. The detrimental effects that high levels of communication apprehension (of both learners and teachers) have on the teaching learning situation were given particular attention and suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The empirical investigation entailed the completion of the PRCA (Personal Report on Communication Apprehension) by all fourth year HED-students studying at the PU for CHE between 1990 and 1994. This investigation led to the following findings: • 15,4% of the students experienced high levels of communication apprehension; • during the first measurements students from HED (Secondary)-diploma course manifested the highest level of communication apprehension (54,1%) and students from the post-graduate HED course who specialised in the Human Sciences the lowest (49,7%); • during the course of the professional training a reduction in the level of general communication apprehension was noticeable but of no practical significance: when placed in a teaching situation, students initially experienced relatively high levels of communication apprehension, which, however, decreased to such an extent during their training, that the decrease was of practical significance. The role of micro- and practical teaching played in decreasing communication apprehension should not be underestimated. Research dealing with communication apprehension should be broadened to include students training to become primary school teachers. Communication apprehension should also be investigated within a multicultural context. The causes of high levels of communication apprehension should be examined further and programmes which should be developed. / Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1996

This study aimed to provide scientific answers to the following questions: what the nature and extent of communication apprehension are among Afrikaans speaking high-school pupils and the correlation between this fear and the academic achievement of the pupils. In order to provide answers for these questions, human communication as an activity had to be studied in more detail. A study was made of communication and how it is applied in the classroom situation. A very close relationship exists between communication and teaching and it is evident that teaching cannot take place without communication. Teaching is a particular kind of communication which can be distinctly recognised from other forms of communication by the fact that it has the aim of enabling the learner to perform certain learning tasks. Communication apprehension or the lack there of can greatly determine the success of the communication process as well as the teaching-learning process. Communication apprehension was studied in more detail with the aim to establish possible causes and effects of high levels of communication apprehension in pupils. Suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The following information has been acquired through the use of the PRCA (Personal Report on Communication Apprehension) which was completed by pupils of the four Afrikaans high-schools in Potchefstroom. • 15,9% of the pupils experienced high levels of communication apprehension. • Pupils who take Afrikaans on the standard grade, in each context, experienced the highest levels of communication apprehension. • Pupils whose achievements fall in the interval 0%-49% experienced the highest communication apprehension in each context. • Pupils whose achievements fall in the interval 80% - 100% experienced the lowest communication apprehension in each context. Research on communication apprehension should be broadened to include pupils of primary schools. The causes of high levels of communication apprehension should be examined further, with the aim to establish programmes which could help in reducing communication apprehension of pupils. / Skripsie (MEd (Vakdidaktiek))--PU vir CHO, 1997

This project focuses on organization members that use communication as their principle tool for carrying out job duties and responsibilities. More specifically, this study examines the factors that impact the communication of inside and outside sales representatives. The goal of this research is to investigate willingness to communicate, communication apprehension, and self-esteem in daily life and in organizational settings. A total of 87 participants completed questionnaires congruent with these three topics. Previous literature concerning willingness to communicate, communication apprehension, and self esteem were examined to explore relevant information concerning each topic. Results suggest that differences in men and women and willingness to communicate in daily life or communication apprehension are not highly significant. Yet, there is a slight significance in differences when comparing sex and willingness to communicate in the workplace. A longitudinal study of self-esteem and goal success proved self-esteem was not a significant variable when discussing goal attainment within an organization. Future research should explore other variables that could affect willingness to communicate, communication apprehension, and self-esteem to better understand communication within the workplace.

This project focuses on organization members that use communication as their principle tool for carrying out job duties and responsibilities. More specifically, this study examines the factors that impact the communication of inside and outside sales representatives. The goal of this research is to investigate willingness to communicate, communication apprehension, and self-esteem in daily life and in organizational settings. A total of 87 participants completed questionnaires congruent with these three topics. Previous literature concerning willingness to communicate, communication apprehension, and self esteem were examined to explore relevant information concerning each topic. Results suggest that differences in men and women and willingness to communicate in daily life or communication apprehension are not highly significant. Yet, there is a slight significance in differences when comparing sex and willingness to communicate in the workplace. A longitudinal study of self-esteem and goal success proved self-esteem was not a significant variable when discussing goal attainment within an organization. Future research should explore other variables that could affect willingness to communicate, communication apprehension, and self-esteem to better understand communication within the workplace.

This study was aimed at giving a scientific answer to the following problem questions, namely, what communication apprehension connotes: whether students in a parallel medium school suffer from communication apprehension; which factors cause communication apprehension in the classroom, and what measures the teacher can take to prevent or overcome communication apprehension in the classroom. To answer these questions, a literature study on communication apprehension was first undertaken. Communication models and the evaluation of such models were investigated. Communication as a phenomenon was also applied to the classroom situation, and the conclusion was reached that interaction is a prerequisite for communication, and, consequently, also for effective teaching. Communication apprehension interferes with the success of the communication process in the classroom, as well as with the teaching-learning process. To delineate communication apprehension more clearly, the causes of communication apprehension and its influence on the teaching-learning situation were also studied. Guidelines for preventing and overcoming communication apprehension were lastly investigated. The empirical study was based on the completion of the PRCA (Personal Report on Communication Apprehension) by students from a parallel medium school in Klerksdorp, namely the Alabama Secondary School. The following results were obtained: • An average communication apprehension of 62,5% for Afrikaans speaking students versus an average of 63,4% for students speaking other languages. • The average percentage of communication apprehension for students whose mother tongue is Afrikaans is quite high, whether they communicate in Afrikaans (60,2%) or English (64,3%). • The average percentage of communication apprehension for students whose mother tongue is other than Afrikaans is quite high, whether they communicate in Afrikaans (66,0%) or English (59,2%). • The average percentage of communication apprehension of girls is somewhat higher than that of boys. • The communication apprehension of the students is the highest when they participate in public debates, and the lowest when they participate in ordinary conversations. • A fear of failure, a lack of confidence, and the teaching style of the teacher are endorsed as possible causes of communication apprehension, while a lack of communication skills is not a major cause. • The responses of the teachers identified guidelines for preventing and overcoming communication apprehension in students, of which some are in line with the literature, and others are new interesting ideas. Research on communication apprehension in parallel medium schools ought to be extended to include students from primary schools as well. The apprehension of all students to communicate in their mother tongue should also be investigated. The high level of communication apprehension in students ought to be investigated with the aim of developing programmes for inhibiting communication apprehension in students. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The study aimed at providing scientific answers to two questions namely what the nature and extent of communication apprehension are among HED-students and whether the students’ level of communication apprehension changes during the course of their professional training. In order to answer these questions, communication, as typically human behavior, was studied and contextualised to the school classroom situation. Relationships between communication, classroom communication and teaching were indicated. The conclusion was reached that a very close relationship exists between communication and teaching. In fact, teaching was found to be a particular kind of communication which is qualified by the aim of enabling the learner(s) to perform certain learning tasks. Communication apprehension not only influences communication, but also teaching negatively. This negative relationship was researched further by studying the causes and effects of communication apprehension. The detrimental effects that high levels of communication apprehension (of both learners and teachers) have on the teaching learning situation were given particular attention and suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The empirical investigation entailed the completion of the PRCA (Personal Report on Communication Apprehension) by all fourth year HED-students studying at the PU for CHE between 1990 and 1994. This investigation led to the following findings: • 15,4% of the students experienced high levels of communication apprehension; • during the first measurements students from HED (Secondary)-diploma course manifested the highest level of communication apprehension (54,1%) and students from the post-graduate HED course who specialised in the Human Sciences the lowest (49,7%); • during the course of the professional training a reduction in the level of general communication apprehension was noticeable but of no practical significance: when placed in a teaching situation, students initially experienced relatively high levels of communication apprehension, which, however, decreased to such an extent during their training, that the decrease was of practical significance. The role of micro- and practical teaching played in decreasing communication apprehension should not be underestimated. Research dealing with communication apprehension should be broadened to include students training to become primary school teachers. Communication apprehension should also be investigated within a multicultural context. The causes of high levels of communication apprehension should be examined further and programmes which should be developed. / Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1996