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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 15 Considering this finding as well as the positive relationship between attitudes toward Internet learning and attitudes toward TV learning, such factors as computer anxiety and familiarity with technologies could be more important for predicting student’s interest in technologically mediated learning environment. As for the second research question, the results indicated that extra-class communication was related to oral communication apprehension, while it was not related to writing apprehension. Even communication via email, which requires students to “write” to their instructors, was not affected by the degree of fear or anxiety that students feel for writing. This result indicates that extra-class communication is essentially dependent on oral communication apprehension regardless of the communication environment. Students probably do not think that their “writing” is evaluated when contacting to their instructor via email. Instead, they could be just using it as a convenient medium that allows them to communicate with their instructor whenever they need to do so. In this sense, email seems to serve as a fairly casual communication medium for students. The fact that compared with traditional forms of extra-class communication, email communication is more prevailing also supports this point. The question still remains, however, whether this seemingly casual use of email is mainly attributable to the “email” medium or to the nature of extra-class communication. Fusani states that extra-class communication tends to be “more immediate and less driven by strict classroom roles and the instructor’s power” (p. 236). Such characteristics of extra-class communication may have contributed to the non-significant association between writing apprehension and use of email in this study. Fishman’s study also did not find a strong relationship between email communication and writing apprehension

Authors: Sugiyama, Satomi.
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Mediated instructional communication 15
Considering this finding as well as the positive relationship between attitudes toward
Internet learning and attitudes toward TV learning, such factors as computer anxiety and
familiarity with technologies could be more important for predicting student’s interest in
technologically mediated learning environment.
As for the second research question, the results indicated that extra-class
communication was related to oral communication apprehension, while it was not related
to writing apprehension. Even communication via email, which requires students to
“write” to their instructors, was not affected by the degree of fear or anxiety that students
feel for writing. This result indicates that extra-class communication is essentially
dependent on oral communication apprehension regardless of the communication
environment. Students probably do not think that their “writing” is evaluated when
contacting to their instructor via email. Instead, they could be just using it as a
convenient medium that allows them to communicate with their instructor whenever they
need to do so. In this sense, email seems to serve as a fairly casual communication
medium for students. The fact that compared with traditional forms of extra-class
communication, email communication is more prevailing also supports this point.
The question still remains, however, whether this seemingly casual use of email is
mainly attributable to the “email” medium or to the nature of extra-class communication.
Fusani states that extra-class communication tends to be “more immediate and less driven
by strict classroom roles and the instructor’s power” (p. 236). Such characteristics of
extra-class communication may have contributed to the non-significant association
between writing apprehension and use of email in this study. Fishman’s study also did
not find a strong relationship between email communication and writing apprehension


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