Abstract
Students from a university Fundamentals of Speech course were randomly assigned to three groups for outside‐of‐class electronic feedback of within‐class speeches: (1) videotape replay, (2) audiotape replay, and (3) control. During the semester, all subjects received traditional feedback from their instructors and peers. Nine trained judges provided highly reliable ratings of videotape recordings of all subjects’ pretreatment and posttreatment speeches using the multi‐dimensional Price speech skill measurement instrument. Analyses indicated that all groups showed significant improvement during the course. However, in final speeches, videotape subjects demonstrated significantly greater speech skill than audiotape subjects; no differences were found between audiotape and control subjects.
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