Role of Linguistics Cultural Disposition, Belief about Learning and Language Self-beliefs in Communication Apprehension

Abstract

The purpose of this study is to explore psychological and linguistic predictors of communication apprehension in non-native language students. In particular, it explores the direct effect of linguistic cultural disposition and language self-beliefs on communication apprehension, as well as testing the mediating effect of beliefs about learning and the moderating effect of code-switching. A quantitative method was employed with a standardised questionnaire administered to a sample of 193 students pursuing different programs of study. The participants were all non-native speakers of a foreign or second language. The constructs were assessed with previously validated scales obtained from previous studies. The data were analysed with ADANCO software, implementing Partial Least Squares Structural Equation Modelling (PLS-SEM) to evaluate both the measurement and the structural models. The findings verified that linguistic cultural disposition and perceived language self-beliefs decrease communication apprehension substantially. Beliefs in learning partially mediated these associations, whereas code-switching was established to moderate the self-beliefs-reduced communication apprehension relationship positively. All six hypothesised hypotheses were supported, answering in-depth questions about complex language anxiety dynamics. The study makes an original contribution to language learning research by combining psychological and sociolinguistic views, providing practicable findings for educators to create anxiety-reducing, culturally responsive pedagogies.