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Exploration of instructional communication environment: Mediated communication and communication apprehension
Unformatted Document Text:  Mediated instructional communication 17 Conclusion The present research explored the relationship between instructional communication environment and student’s oral as well as writing communication apprehension. Writing apprehension was not found to be a significant factor in understanding student’s attitudes toward learning environment. Oral communication had a weak correlation with TV, but not with any other learning environment. Familiarity or comfortableness with mediated communication environment could be a potential factor rather than communication apprehension. On the other hand, communication apprehension had a significant role in extra-class communication. Given the prevalence of email communication, further research would be useful to explore more about how students use as well as perceive this medium in relation to communication apprehension.

Authors: Sugiyama, Satomi.
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Mediated instructional communication 17
Conclusion
The present research explored the relationship between instructional
communication environment and student’s oral as well as writing communication
apprehension. Writing apprehension was not found to be a significant factor in
understanding student’s attitudes toward learning environment. Oral communication had
a weak correlation with TV, but not with any other learning environment. Familiarity or
comfortableness with mediated communication environment could be a potential factor
rather than communication apprehension. On the other hand, communication
apprehension had a significant role in extra-class communication. Given the prevalence
of email communication, further research would be useful to explore more about how
students use as well as perceive this medium in relation to communication apprehension.


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