0407 presentation 2 jessica
Transcript of 0407 presentation 2 jessica
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Cultural awareness, communication apprehension, and communication competence: A case study of Sint Jonh’s International School
Presenter: Jessica WuInstructor: Dr. Pi-Ying Teresa HsuDate: April 07, 2014
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Citation
Monthienvichienchai, C., Bhibulbhanuwat, s. Kasemsuk, C. & Speece, M. (2002). Cultural awareness, communication apprehension, and communication competence: A case study of Sint Jonh’s International School. The International Journal of Educational Management, 16(6), 288-296.
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ContentsBackground
Literature Review
Methodology
Results
Conclusion
Critiques and suggestions
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Introduction
BackgroundPurposes of the studyGapResearch questions
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Background
• The Thai boom during the first part of the 1990s gave a tremendous boost to the international educational system in Thailand.
• These schools recruit teaching staff whose mother tongue is English.
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Background
• Cultural awareness is usually considered important for expats to function most effectively in most positions in foreign country, so understanding something about cultural awareness of international school teaching staff is an important issue.
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Gap
• There is little research on communication competence in the international school context, or on its relation to cultural awareness and communication apprehension among teachers and students of different cultures.
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Purpose of the study
• This research is designed to study whether cultural awareness and communication apprehension have an impact on the communication competence in the international school context.
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Research questions1. Does a lower level of communication
apprehension mean achieving a higher level of communication competence and vice versa?
3. Does more cultural awareness reduce communication apprehension?
2. Does more cultural awareness enhance communication competence?
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Literature review
CultureCultural awarenessCommunication issues in teachingCommunication competenceCommunication apprehension
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Culture
• Culture is the collective programming of the mind that distinguishes the members of one group or category of people from another.
(Hofstede, 2001)
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Cultural awareness• Individualism- collectivism (IC)• Uncertainty avoidance (UA)• Power distance (PD)
(Hofstede, 2001)
Individualism The broad value tendencies of a culture in emphasizing the importance of individual identity over group identity. Individualism promotes self-efficiency, individual responsibilities, and personal autonomy.
CollectivismThe broad value tendencies of a culture in emphasizing the importance of the group over the individual.Collectivism promotes relational interdependence, in-group harmony, and in-group collaborative spirit.
Uncertainty avoidanceIt as the extent to which a member of a culture feels threatened by uncertain and unknown situations, and the extent that they try to avoid these situations.Power distancePD is the extent to which the less powerful members of the institutions and organizations within a country expect and organizations within a country expect and accept that power is distributed unequally.
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Communication issues in teaching
• The researcher comments that by thinking and acting cooperatively, and by communicating assertively and responsively, we can learn to effectively manage intercultural communication well.
(Neuliep, 2000)
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Communication competence
• The researcher states that competent communication consists of behaviors that are regarded as effective and appropriate.
(Wiseman, 2001)
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Communication apprehension
• The researcher defines an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons.
(McCroskey, 1997, p.82)
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Methodology
• Participants• Instruments• Procedures• Data Analysis
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Participants
28 teachers Saint John’s International School
Five- point horizontal scales
InterviewQuestionnaire
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Instruments
Question 1 2 3 4 5Compared to my home culture, Thai students expect a more structured learning situation.
□ □ □ □ □
Cultural awareness- Individualism- collectivism awarenessCultural awareness- Uncertainty avoidance awareness
Question 1 2 3 4 5Compared to my home culture, Thai students are more in-group oriented.
□ □ □ □ □
Cultural awareness- Power distance awareness
Question 1 2 3 4 5Compared to my home culture, Thai students are more passive.
□ □ □ □ □
Communication competence
Question 1 2 3 4 5
Generally, I am aware of students’ interests. □ □ □ □ □
Communication apprehension
Question 1 2 3 4 5When I first enter a new class I wonder what I am going to say.
□ □ □ □ □
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Procedures
Pre-test the questionnaire- 7 teachers
Final questionnaire- 28 teachers
Group interview
8 teachers
11 students
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Data Analysis
Factor analysis1
2 Regression analysis
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Result
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Result
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Result
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Result
Q1: Does a lower level of communication apprehension mean achieving a higher level of communication competence and vice versa?
Q2: Does more cultural awareness enhance communication competence?
Cultural awareness also had the correct positive sign, indicating that more cultural awareness leads to more communication competence.
Communication apprehension had the correct negative sign (p=0.011), indicating that more communication apprehension leads to less communication competence.
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Result
Q3:Does more cultural awareness reduce communication apprehension?
Cultural awareness had the correct negative coefficient (p=0.47), indicating, that more cultural awareness leads to lower communication apprehension.
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Result
1Does a lower level of communication apprehension mean achieving a higher level of communication competence and vice versa?
2 Does more cultural awareness enhance communication competence?
3 Does more cultural awareness reduce communication apprehension?
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Conclusion
• Teachers who have more communication apprehension have less communication competence, and that more cultural awareness reduces communication apprehension.
• Cultural awareness seems to be an importance issue in aspects of classroom performance in the international school.
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Critiques & suggestions
It will be better to increase participants..
The paper didn’t mention the participants clearly. For example, the teachers’ gender quantity.
Small sample size
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Thanks for listening.