Overcoming oral communication apprehension: A call for a renewed focus on confidence building in business education

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2023-09-28 DOI:10.1080/08832323.2023.2255724

Ephraim A. Okoro, Peter Cardon

引用次数: 0

Abstract

AbstractThis study explored communication apprehension at the beginning and end of a business communication course. Nearly 200 students completed pre-class and post-class assessments of their communication apprehension in speech situations, class discussions, and group discussions. This study showed that a single business communication course significantly reduces oral communication apprehension. Yet, many students still hold communication apprehension at the end of the class. Thus, an approach that is strategic and program long could better address communication apprehension. The confidence gap between women and men is the most striking aspect of this study, with women possessing much more communication apprehension. Business educators should consider interventions to reduce or eliminate this gap.Keywords: Communication apprehensionoral communicationbusiness communicationcommunications

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克服口头沟通障碍:呼吁在商业教育中重新关注建立信心

摘要本研究探讨商务沟通课程开始与结束时的沟通理解。近200名学生完成了课前和课后对他们在演讲情境、课堂讨论和小组讨论中的沟通理解的评估。本研究显示，单一商务交际课程可显著降低口语交际理解。然而，许多学生在课程结束时仍然存在沟通恐惧。因此，一个具有战略性和计划性的方法可以更好地解决沟通障碍。女性和男性之间的信心差距是这项研究中最显著的方面，女性拥有更多的沟通能力。商业教育工作者应该考虑采取干预措施来减少或消除这种差距。关键词:沟通理解;口头沟通;商务沟通

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.