Abstract
Research indicates that high-school students may not be receiving effective instruction in public speaking, which would benefit them academically, personally, and professionally (Morreale, Osborn, & Pearson, 2000). The current study evaluates the effectiveness of high school public speaking instruction in English language arts classes in a school district in the Midwest. Following a conventional qualitative content analysis approach, the study yielded the following three themes: (a) a lack of effective instruction in speech development, (b) a lack of effective instruction in speech delivery, and (c) a lack of effective assessment of speech delivery. This research is of benefit to school districts because they can use these findings to understand the general problems that exist in public-speaking curricula and to guide their evaluations of their own public-speaking curriculum.
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