Writing Apprehension in Beginning Accounting Majors

Faris, Kay A.; Golen, Stephen P.; Lynch, David H.

doi:10.1177/108056999906200203

Cited by 32 publications

(29 citation statements)

References 18 publications

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“…First, there were no gender differences relating to communication apprehension. The finding that there is no relationship between gender and CA is consistent with the outcomes of other empirical studies (Faris, Golen, & Lynch, 1999;Gardner et al, 2005) but inconsistent with other research that reports differences between females and males (Donovan and MacIntyre, 2004;Jaasma, 1997;Johnson & Faunce, 1973). The results of this study support the view that gender is not a significant factor in communication apprehension (Rosenfeld &Berko, 1990).…”

Section: Conclusion and Discussionsupporting

confidence: 80%

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

Kavanoz¹

2017

ijlet

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Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on the way teacher educators teach and communicate (Wen & Clément, 2003). This sequential mixed-method study examined Communication Apprehension (CA) levels of a convenience sample of pre-service language teachers at a state university with an emphasis on the influence of gender, year level, and achievement on CA towards lecturers. Given that CA is a psychological experience, a self-reported questionnaire, Communication Apprehension with the Lecturers Scale (CALS), (Eren-Gümüş & Kolburan-Geçer, 2008) was used for measuring participants' levels of CA with their instructors. In order to compare CA levels of students in each group, a cross-sectional survey design was selected (Creswell, 2002). Quantitative data were analyzed using descriptive analysis, independent samples t-test, ANOVA, and Pearson correlation coefficient. In addition to quantitative data analysis, the researcher purposefully elicited written comments of pre-service language teachers in order to gain deeper insights into the phenomenon. The data obtained through open-ended survey questions were subjected to qualitative content analysis. The findings indicate that communication should have a greater role in teacher education and teacher educators should refrain from exhibiting behaviors that can prevent prospective teachers from communicating with them.

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Section: Conclusion and Discussionsupporting

confidence: 80%

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

Kavanoz¹

2017

ijlet

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“…In classroom situations they will be the individuals who consistently fail to turn in compositions … Outside of the classroom we wouldn't expect to find them engaged in extra‐curricular activities that require writing’ (p. 244). Daly and Miller's () early observation is supported by the studies consistently reporting that apprehensive students choose majors perceived to be low in requirements for writing (Faris, Golen & Lynch, ; Riffe & Stacks, ; Simons, Higgins & Lowe, ) and are less interested in taking advanced writing courses than nonapprehensive ones (Gungle & Taylor, ; Masny & Foxall, ). Composing research (e.g., Abdel Latif, ; Hayes, ; Selfe, ) also implies that apprehensive writers have more anxious composing habits, write fewer drafts, plan fewer ideas and spend less time composing than non‐ or low‐apprehensive ones.…”

mentioning

confidence: 91%

Sources of L2 writing apprehension: a study of Egyptian university students

Latif

Muhammad²

2012

Journal Research in Reading

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High levels of apprehension cause students to have writing diffi culties. This study attempted to identify the sources of Egyptian university students' English writing apprehension. The study made use of both quantitative and qualitative data. The scores of 57 students on a writing apprehension scale were compared to their scores on another scale assessing writing self-effi cacy and three linguistic tests measuring English grammar and vocabulary. Additionally, 15 apprehensive students and 16 nonapprehensiv e students were interviewed about their writing experiences and beliefs. Analysis of the quantitative and qualitative data showed that there are six sources of the students' English writing apprehension: linguistic knowledge level, perceived language competence, writing performance level, perceived writing competence, instructional practices and fear of criticism. These results indicate the integrative nature of L2 writing ability and emphasise the need for dealing with these sources of apprehension. The study recommends that reducing L2 students' writing apprehension should start by improving their linguistic knowledge and writing ability; this will result in bringing about a positive change in their language and writing competence self-perceived beliefs. In addition, the study presents some other recommendations for improving instructional practices of English writing in the Egyptian context. Affect cannot be ignored when talking about writing because it may be a source of students' writing diffi culties. Writers' affect has been used interchangeably with some other terms such as writers' motivation (Boscolo & Hidi, 2007) and writers ' beliefs (Schoonen et al ., 2003). With the increasing recognition that writing diffi culties arise from negative affect, the affective component was included in Hayes' (1996) revision of the Flower-Hayes (1980) writing model. Based on the assumption that 'writing depends on an appropriate combination of cognitive, affective, social and physical conditions if it is to happen at all' (p. 5), Hayes' (1996) revised model conceptualises 'motivation and affect' as a main predictor of writers' performance. In the last three decades, researchers have investigated a variety of affective writing constructs, including writing apprehension, writing self-effi cacy, attitude to writing, writing anxiety and writing outcome expectancy. Of all these constructs, writing apprehension may have been the most heavily researched construct.

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“…Accounting studentsÕ writing skills are often deficient and, thus, must improve to meet the professionÕs demands (e.g., Novin & Pearson, 1989). To develop these skills in students, accounting educators must deal with challenges such as resource constraints (Frederickson & Pratt, 1995), student apathy (Rebele, 1985), and writing anxiety (Farls, Golen, & Lynch, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Web-based practice and feedback improve tax students’ written communication skills

Cleaveland

Larkins

2004

Journal of Accounting Education

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To prepare students for successful accounting careers, educators must be involved in developing studentsÕ written communication skills. This article provides evidence that webbased lessons and self-tests appearing at www.gsu.edu/~accerl and dealing with three sentence structure issues significantly improve written communication skills. Our study involves control and treatment groups in a pre-versus post-treatment design. The authors measure passive voice, punctuation, and wordiness through in-class quizzes and writing assignments. Prior research has shown that a combined approach of lectures addressing writing skills within accounting classes, writing consultants, and detailed grading of assignments improve studentsÕ written communication skills. However, this combined approach involves significant in-class time, departmental funds, and professor time. In contrast, this study shows that Journal of Accounting Education improved writing can occur without the substantial institutional resources these prior approaches required.

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Writing Apprehension in Beginning Accounting Majors

Cited by 32 publications

References 18 publications

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension Towards Their Instructors

Sources of L2 writing apprehension: a study of Egyptian university students

Web-based practice and feedback improve tax students’ written communication skills

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