Communicative competence could be understood as the ability to effectively use language in differ... more Communicative competence could be understood as the ability to effectively use language in different contexts,and one of these contexts is the intricate framework of the supervisor-subordinate relationship (SSR). However, studies on SSR are mostly based on supervisors’ communicative behavior (SCB), and there is a scarcity of studies that investigate the role of subordinates’ organizational communication competence (SOCC) on SSR. Consequently, this study aims to investigate the relationship between SOCC and SCB in the SSR framework. Using the canonical correlation analysis, two sets of facets were used to analyze the relationship. The first set is the SOCC, which includes communicative competence, communicative event competence, assertiveness competence, and technological competence. The second set is the SCB, which includes non-verbal immediacy, feedback intervention, and leader-member exchange. The results show that there is a moderately positive relationship between the variable sets. There are uniformly positive loadings on both SOCC and SCB. Specifically, higher technological competence, communicative event competence, and communicative competence are associated with higher SCB. This suggests that effective language use through SOCC and SCB may hold practical implications not only within the context of SSR but also in the domain of English for specific purposes.
Late submission, sloppy works, and plagiarized papers are the common hurdles encountered by most ... more Late submission, sloppy works, and plagiarized papers are the common hurdles encountered by most English writing teachers. However, there seem to be limited studies addressing these three problems. Therefore, this study utilizes the positive reinforcements by Sharot’s (2011) Optimism Bias (OB), and negative reinforcement through Enactive Learning (EL) (Bandura, 1986, as cited in Feist et al., 2018). Following that, the researchers explore the effects of these reinforcements to the 213 Filipino college students’ academic writing proficiency, their perceptions on these approaches, and the best approach to use in teaching academic writing. This study used analysis of variance (ANOVA) in testing the significant difference among the reinforcements applied such as OB, EL, and combined OB/EL on students’ academic writing proficiency. Specifically, the Tukey Post-Hoc Test presents that there is significant difference between EL and combined OB/EL, OB and EL, but not between OB and combined OB/EL. Moreover, the descriptive statistics reveal that the different reinforcements are manifested and motivating based on students’ perceptions. The results show that the combined OB and EL reinforcements best helped students’ performance and behavior in their academic writing class. Thereby, this paper introduces the potential impact of the Diametric Motivational Approach to college students’ academic writing proficiency
Communicative competence could be understood as the ability to effectively use language in differ... more Communicative competence could be understood as the ability to effectively use language in different contexts,and one of these contexts is the intricate framework of the supervisor-subordinate relationship (SSR). However, studies on SSR are mostly based on supervisors’ communicative behavior (SCB), and there is a scarcity of studies that investigate the role of subordinates’ organizational communication competence (SOCC) on SSR. Consequently, this study aims to investigate the relationship between SOCC and SCB in the SSR framework. Using the canonical correlation analysis, two sets of facets were used to analyze the relationship. The first set is the SOCC, which includes communicative competence, communicative event competence, assertiveness competence, and technological competence. The second set is the SCB, which includes non-verbal immediacy, feedback intervention, and leader-member exchange. The results show that there is a moderately positive relationship between the variable sets. There are uniformly positive loadings on both SOCC and SCB. Specifically, higher technological competence, communicative event competence, and communicative competence are associated with higher SCB. This suggests that effective language use through SOCC and SCB may hold practical implications not only within the context of SSR but also in the domain of English for specific purposes.
Late submission, sloppy works, and plagiarized papers are the common hurdles encountered by most ... more Late submission, sloppy works, and plagiarized papers are the common hurdles encountered by most English writing teachers. However, there seem to be limited studies addressing these three problems. Therefore, this study utilizes the positive reinforcements by Sharot’s (2011) Optimism Bias (OB), and negative reinforcement through Enactive Learning (EL) (Bandura, 1986, as cited in Feist et al., 2018). Following that, the researchers explore the effects of these reinforcements to the 213 Filipino college students’ academic writing proficiency, their perceptions on these approaches, and the best approach to use in teaching academic writing. This study used analysis of variance (ANOVA) in testing the significant difference among the reinforcements applied such as OB, EL, and combined OB/EL on students’ academic writing proficiency. Specifically, the Tukey Post-Hoc Test presents that there is significant difference between EL and combined OB/EL, OB and EL, but not between OB and combined OB/EL. Moreover, the descriptive statistics reveal that the different reinforcements are manifested and motivating based on students’ perceptions. The results show that the combined OB and EL reinforcements best helped students’ performance and behavior in their academic writing class. Thereby, this paper introduces the potential impact of the Diametric Motivational Approach to college students’ academic writing proficiency
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framework of the supervisor-subordinate relationship (SSR). However, studies on SSR are mostly based on supervisors’ communicative behavior (SCB), and there is a scarcity of studies that investigate the role of subordinates’ organizational communication competence (SOCC) on SSR.
Consequently, this study aims to investigate the relationship between SOCC and SCB in the SSR framework. Using the canonical correlation analysis, two sets of facets were used to analyze the relationship. The first set is the
SOCC, which includes communicative competence, communicative event competence, assertiveness competence, and technological competence. The second set is the SCB, which includes non-verbal immediacy, feedback
intervention, and leader-member exchange. The results show that there is a moderately positive relationship between the variable sets. There are uniformly positive loadings on both SOCC and SCB. Specifically, higher
technological competence, communicative event competence, and communicative competence are associated with higher SCB. This suggests that effective language use through SOCC and SCB may hold practical implications not only within the context of SSR but also in the domain of English for specific purposes.
framework of the supervisor-subordinate relationship (SSR). However, studies on SSR are mostly based on supervisors’ communicative behavior (SCB), and there is a scarcity of studies that investigate the role of subordinates’ organizational communication competence (SOCC) on SSR.
Consequently, this study aims to investigate the relationship between SOCC and SCB in the SSR framework. Using the canonical correlation analysis, two sets of facets were used to analyze the relationship. The first set is the
SOCC, which includes communicative competence, communicative event competence, assertiveness competence, and technological competence. The second set is the SCB, which includes non-verbal immediacy, feedback
intervention, and leader-member exchange. The results show that there is a moderately positive relationship between the variable sets. There are uniformly positive loadings on both SOCC and SCB. Specifically, higher
technological competence, communicative event competence, and communicative competence are associated with higher SCB. This suggests that effective language use through SOCC and SCB may hold practical implications not only within the context of SSR but also in the domain of English for specific purposes.