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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 1 Exploration of instructional communication environments: Mediated communication and communication apprehension Abstract As technologically mediated communication prevails in our daily life, it has come to play a significant role in instructional communication. The present research explored technologically-mediated instructional communication in relation to oral and writing communication apprehension. Two research questions were formulated: one regarding student’s attitudes toward the use of media as part of an “in-class” learning environment, and the other regarding student’s use of media as an extra-class communication. The survey results indicated that neither oral nor writing communication apprehension were related to a student’s preference for learning environment (face-to-face small class, face- to-face large class, Internet, TV), although high oral communication apprehension was related to the preference for learning via TV. The results also suggested that students with low oral communication apprehension were more likely to communicate with their instructor outside of the classroom by various means regardless of the medium. Implication of the results were discussed.

Authors: Sugiyama, Satomi.
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Mediated instructional communication 1
Exploration of instructional communication environments: Mediated communication and
communication apprehension
Abstract
As technologically mediated communication prevails in our daily life, it has come to play
a significant role in instructional communication. The present research explored
technologically-mediated instructional communication in relation to oral and writing
communication apprehension. Two research questions were formulated: one regarding
student’s attitudes toward the use of media as part of an “in-class” learning environment,
and the other regarding student’s use of media as an extra-class communication. The
survey results indicated that neither oral nor writing communication apprehension were
related to a student’s preference for learning environment (face-to-face small class, face-
to-face large class, Internet, TV), although high oral communication apprehension was
related to the preference for learning via TV. The results also suggested that students
with low oral communication apprehension were more likely to communicate with their
instructor outside of the classroom by various means regardless of the medium.
Implication of the results were discussed.


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