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"We Don't Say That Word out Loud": A Grounded Practical Theory for Analyzing Difficult Data in Language and Social Interaction Classrooms
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Winchatz, Michaela R.; Sprain, Leah; Poutiainen, Saila; Ho, Evelyn Y. – Communication Education, 2023
In this article, we use grounded practical theory to develop a practical theory for using "difficult data" in Language and Social Interaction university classes. "Difficult data" are transcribed, audio/video-recorded data that contain language and ideologies that could be offensive, bigoted, or otherwise disturbing. We provide…
Descriptors: Speech Acts, Student Attitudes, Classroom Communication, Audio Equipment
Rapport, Motivation, Participation, and Perceptions of Learning in U.S. and Turkish Student Classrooms: A Replication and Cultural Comparison
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Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif – Communication Education, 2017
Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U.S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and…
Descriptors: Foreign Countries, Cross Cultural Studies, Comparative Education, Classroom Environment
Instructors' Positive Emotions: Effects on Student Engagement and Critical Thinking in U.S. and Chinese Classrooms
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Zhang, Qin; Zhang, Jibiao – Communication Education, 2013
In this study, we used the broaden-and-build theory and emotional response theory as the framework to examine the effects of instructors' positive emotions on student engagement and critical thinking in U.S. and Chinese classrooms, as well as the mediating role of students' positive emotions in their relationships. MANOVA results revealed no…
Descriptors: Emotional Response, Foreign Countries, Teacher Attitudes, Learner Engagement
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States
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Zhang, Qin – Communication Education, 2007
The present study was designed to investigate teacher misbehaviors as learning demotivators across four cultures: the U.S., China, Germany, and Japan. Three major findings were reported: (1) teachers across cultures all were perceived to misbehave infrequently, with only slight variations found across cultures; (2) teachers across cultures were…
Descriptors: Foreign Countries, Cultural Differences, Teacher Behavior, Student Motivation
A Cross-Cultural Study of Immediacy, Credibility, and Learning in the U.S. and Kenya.
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Johnson, Scott D.; Miller, Ann N. – Communication Education, 2002
Presents a cross-cultural study of immediacy, with samples of students drawn from a university in the U.S. and a university in Kenya. Identifies positive relationships between verbal immediacy, nonverbal immediacy, credibility, and cognitive learning for both samples, further supporting research done in the U.S. and elsewhere suggesting that…
Descriptors: Cognitive Processes, Credibility, Cross Cultural Studies, Cultural Differences
Perceptions of the Appropriateness of Negotiation in Educational Settings: A Cross-Cultural Comparison among Koreans and Americans.
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Yook, Eunkyong L.; Albert, Rosita D. – Communication Education, 1998
Investigates perceptions of the appropriateness of negotiation among Koreans and mainstream Americans. Finds no significant differences between Korean students in the United States and in Korea, but finds that the combined Korean group believed negotiation significantly less appropriate than American students in 12 of 13 educational situations .…
Descriptors: College Students, Communication Research, Cross Cultural Studies, Cultural Differences
An Exploratory Comparison of Native American and Caucasian Students' Attitudes toward Teacher Communicative Behavior and toward School.
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Bolls, Paul David; Tan, Alex; Austin, Erica – Communication Education, 1997
Compares Native American and Caucasian students' perceptions of teacher good will and delivery communication competence as well as attitude toward school. Finds that Native American students perceived teachers to have less good will and delivery competence and had more negative attitudes toward school compared to Caucasian students. (SR)
Descriptors: American Indians, Classroom Communication, Communication Research, Comparative Analysis