Results suggest that writing apprehension reduced from the beginning of the semester to the end of the semester. Further, the reduction in writing apprehension was even greater for those students who began the semester with high written communication apprehension. In addition, the results of the survey questions at the end of the semester suggest that the methods also improved students’ confidence in preparing tax-related written communication.
We would like to thank the participants of the Northeast Region of the American Accounting Association, the two anonymous reviewers, and coeditor Beth Kern for helpful comments.
Noga, T. and Rupert, T. (2017), "Reducing Written Communication Apprehension for Students in Tax Classes", Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 21), Emerald Publishing Limited, pp. 57-97. https://doi.org/10.1108/S1085-462220170000021003Download as .RIS
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