This study investigates how overly familiar personal communication habits, specifically the use of terms of endearment, impact professional workplace relationships. It examines the role of demographic factors—such as age, ethnicity, geographic region, and sexual orientation—in shaping perceptions of these communication patterns. Additionally, the study addresses the legal and ethical implications of such language usage in the workplace. Using data from 154 respondents, the results provide insight into how various demographics perceive personal communication in a professional context.

In a cross-institutional study, this article shares research findings about business student perceptions and experiences using an automated writing assistant program based on traditional artificial intelligence. Using a mixed-methods approach, we share student responses to Grammarly’s suggested revisions and provide insight into students’ confidence levels and correctness in workplace written communication. Finally, this study concludes with a discussion of the implications of this work related to business communication education and research, as well as possibilities for the future.

The purpose of this study is primarily twofold: (1) to determine what factors, if any, are predictors of computer anxiety among business communication students and (2) to explore alternative teaching strategies suggested by the literature to effectively reduce computer anxiety in business communication classrooms. Participants consisted of 431 students enrolled in business communication courses during the 1995 spring semester at three state-supported universities in three southern states. Statistical analyses revealed that gender, keyboarding skill, age, socioeconomic status, and self-directedness are adequate predictors of computer anxiety in business communication students. Teaching strategies for reducing or eliminating computer anxiety in business communication classrooms are discussed.