This study indicates that communication skills and communication apprehension of English First
Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for
academic performance. A learner‘s major hurdle to overcome in communication in a second
language classroom is a fear of failure. Communication skills and communication apprehension are
challenges teachers have to face in language classrooms. Communication barriers that may lead to
fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for
teachers to know about the communication process, communication skills, and communication
apprehension to design positive solutions and teaching strategies to assist learners to overcome fear
of communication, especially in the area of second and additional languages. A sample of 779 male
and female learners in the secondary phase in Kannaland District, Western Cape participated in the
study. For this non-experimental quantitative study, data were gathered using two questionnaires,
Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire.
To explore the relationship between communication skills, communication apprehension and
academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The
data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and
comparisons. Results distinguished no differences between males, females, or grades. Findings
were discussed with regard to communication skills and the academic achievement, as well as
communication apprehension and academic achievement of the learners. Results indicate that there
is no significant relationship between communication skills and academic achievement.
Nevertheless, distinct relationships between communication skills and communication apprehension
(group work, meetings and public speaking) were established and discussed. Communication
apprehension (group work, conversations and in the classroom) and academic achievement
presented clear relationships that were reported in detail. The factors identified may have a negative
impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland
District, Western Cape will help to develop an understanding of the situations that affect the degree of
communication apprehension of secondary phase EFAL learners. It will allow for a better
understanding of the influence of communication skills and could assist teachers to understand EFAL
learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/16266 |
| Date | January 2015 |
| Creators | Mentoor, Zelda Michel |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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