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Are International Students Quiet in Class? The Influence of Teacher Confirmation and Classroom Connectedness on Classroom Apprehension and Willingness to Talk Among International Students

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Abstract:

This study investigated how teacher confirmation and classroom connectedness influenced classroom apprehension and willingness to talk in class among international students at a western university in the United States. The participants (N=121) completed an online questionnaire, including the scales on teacher confirmation, classroom connectedness, self-perceived English competence, classroom communication apprehension, and willingness to talk in class. Results indicated that regardless of self-perceived English competence, length of stay, class size and class type, both teachers’ confirmation behaviors and classroom connectedness reduced international students’ classroom apprehension and increased their willingness to talk in class. In addition, classroom connectedness influenced willingness to talk in class directly, and indirectly through classroom apprehension. Implications of these findings were further discussed.

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Name: International Communication Association
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http://www.icahdq.org


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URL: http://citation.allacademic.com/meta/p636397_index.html
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MLA Citation:

Huang, I-Ting. and Hsu, Chai-Fang. "Are International Students Quiet in Class? The Influence of Teacher Confirmation and Classroom Connectedness on Classroom Apprehension and Willingness to Talk Among International Students" Paper presented at the annual meeting of the International Communication Association, Hilton Metropole Hotel, London, England, Jun 17, 2013 <Not Available>. 2018-08-31 <http://citation.allacademic.com/meta/p636397_index.html>

APA Citation:

Huang, I. and Hsu, C. , 2013-06-17 "Are International Students Quiet in Class? The Influence of Teacher Confirmation and Classroom Connectedness on Classroom Apprehension and Willingness to Talk Among International Students" Paper presented at the annual meeting of the International Communication Association, Hilton Metropole Hotel, London, England Online <APPLICATION/PDF>. 2018-08-31 from http://citation.allacademic.com/meta/p636397_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study investigated how teacher confirmation and classroom connectedness influenced classroom apprehension and willingness to talk in class among international students at a western university in the United States. The participants (N=121) completed an online questionnaire, including the scales on teacher confirmation, classroom connectedness, self-perceived English competence, classroom communication apprehension, and willingness to talk in class. Results indicated that regardless of self-perceived English competence, length of stay, class size and class type, both teachers’ confirmation behaviors and classroom connectedness reduced international students’ classroom apprehension and increased their willingness to talk in class. In addition, classroom connectedness influenced willingness to talk in class directly, and indirectly through classroom apprehension. Implications of these findings were further discussed.


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