The Influence of Vocal Qualities and Confirmation of Nonnative English-Speaking Teachers on Student Receiver Apprehension, Affective Learning, and Cognitive Learning

Abstract

This study investigated the influence of teacher vocal qualities and confirmation behaviors on student learning. Students (N=197) enrolled in nonnative English-speaking teachers’ classes completed a battery of instruments. Results indicated that both vocal qualities and confirmation behaviors were negatively related to receiver apprehension, which in turn was negatively related to affective and cognitive learning. Receiver apprehension mediated the relationships of student learning with vocal qualities, but not with teacher confirmation. In addition to students’ perceptions, clinician observers’ ratings of vocal qualities were negatively related to receiver apprehension and positively associated with cognitive learning.

Keywords:

• Vocal Qualities
• Teacher Confirmation
• Nonnative English-Speaking Teachers
• Student Receiver Apprehension
• Affective Learning
• Cognitive Learning

Acknowledgements

This article was supported by the Faculty Diversity Enhancement Fund of the university. This paper was presented at the annual convention of the Western State Communication Association in Monterey, CA, 2011.

Additional information

Notes on contributors

Chia-Fang (Sandy) Hsu

Chia-Fang (Sandy) Hsu (Ph.D., Washington State University, 2002) is an associate professor of Communication and Journalism at University of Wyoming