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

Thanks for listening.