Stifle or stimulate? The effects of communication task structure on apprehensive and non‐apprehensive students

Abstract

The structure of communication assignments is an aspect of the class environment almost completely within the control of the educator, yet it is often overlooked as an influence on apprehensive and non‐apprehensive students. Although there are indications that structured tasks are helpful to apprehensive students, less attention has been directed toward potential debilitative effects of structure on non‐apprehensive students. The results of this study suggest an interaction between trait CA and task structure. Suggestions for structure‐added and structure‐reduced communication assignments are outlined to enhance the learning environment of students with varying levels of communication apprehension.

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