Basic Speech Communication Research Articles

Hello World, It's Me: Bringing the Basic Speech Communication Course into the Digital Age

Courses: Introductory Public Speaking, Organizational Communication. Objectives: Students will be able to speak comfortably and effectively when introducing themselves on video and utilize new digital media technologies when creating an introductory speech video.

Students' Self-Perceived Listening Competencies in the Basic Speech Communication Course

Listening competencies are widely recognized as central for getting jobs and succeeding at jobs. The study reported in this article examined college students' self-perceived listening competencies, particularly as related to their participation in a basic speech communication course. Pre- and post-surveys of 469 students indicated that the students tended to enter a basic communication course with inflated perceptions of their listening behaviors, and end the semester with distinctly lower self-ratings of their listening behaviors. The results suggest that direct instruction in listening enhances students' awareness of their listening inadequacies, resulting in more realistic appraisals of their listening competencies. Some insignificant findings, however, indicate that the impact of a single listening unit in a basic course is limited.

Problematizing communication: Revisiting (and resisting) the basic speech communication course

While most basic course textbooks offer useful skills designed to help students gain a sense of control, many fail to problematize communication. With a focus on the hybrid basic course textbook, this essay highlights some symptoms associated with this failure and discusses the potential negative impact on students’ learning. Foundations for an alternative approach in which the textbook is viewed as a multi‐leveled discourse is outlined, one which seeks to encourage other readings. It is argued that the conceptual understanding of students can be improved when subservience to psychological tenets in the basic course textbook is resisted.

The differential impact of a basic communication course on perceived communication competencies in class, work, and social contexts

This study assessed the impact of a basic speech communication course on students’ perceptions of their communication competencies in class, work, and social settings. Analyses of pre‐ and post‐survey data obtained from students enrolled in a basic course indicated that the course had a differential impact based on communication context. While results showed perceived improvements for all three contexts, the improvements were significantly greater for the class context than for the work or social contexts. The differential impact of the course was found for perceived competencies related to public speaking, interpersonal communication, group communication, interviewing, and self‐confidence. Implications of the findings are discussed.

Argumentativeness and resistance to persuasion

This paper examines individuals' level of argumentativeness in relation to persuasion. Both theory and empirical data suggest that a person's desire to approach or avoid argumentative situations should be associated with resistance to persuasion. Students in two basic speech communication classes at a Midwestern commuter campus (total N = 33) completed the Argumentativeness Scale and surveys pertaining to persuasive speeches before and after listening to several speeches. Using 2 × 15 and a 2 × 16 mixed ANOVAs, group data was tested for differences in attitude change attributable to receiver's level of argumentativeness. Both groups exhibited statistically significant and substantial main effects for argumentativeness, but the direction of effect was opposite to what was predicted. Highly argumentative individuals experienced more attitude change than their less argumentative counterparts. The results also showed that topic had no effect upon attitude change, and topic did not interact with argumentativen...

A test of the effectiveness of the reticence program at the Pennsylvania state university

The primary goal of this investigation was to assess the effectiveness of the Pennsylvania State University (PSU) Reticence Program as a treatment for individuals with communication difficulties, such as communication apprehension, reticence, and shyness. Special sections of the basic speech communication course at PSU and regular public speaking sections of that same course were compared. Participants completed the PRCA‐24, the McCroskey, Andersen, Richmond, and Wheeless (1981) Shy Scale, and the Jones and Russell (1982) Social Reticence Scale during the first and last weeks of the semester. Results indicated that on the overall Social Reticence Scale and one of its subscales (difficulty meeting people), participants in the reticence group showed significant decreases in shyness relative to both the public speaking and control groups. A similar pattern of effects was found for the Shy Scale and the public speaking and meeting subscales of the PRCA‐24. On the group subscale, those in reticence and public speaking courses showed significant improvement relative to the control group. Those in the reticence section showed the greatest reduction in public speaking and composite PRCA‐24 scores, although public speaking students also reported significant improvement over the control group.

An analysis of readability levels of contemporary textbooks that employ a hybrid approach to the basic communication course

Determining the readability of textbooks should allow teachers to select books that appropriately challenge the functional reading skills of their students. Gunning's (1968) FOG index was utilized to determine the average readability of 24 contemporary textbooks that employ a hybrid approach to the basic speech communication course. Twenty‐five reading samples from each text were analyzed. Means, standard deviations, and relevant statistics are reported. Pragmatic use of the FOG index is discussed and some strategies for developing reading skills are suggested.

Moving toward a gender balanced curriculum in basic speech communication courses

Curriculum revision provides one way of contesting the institutionalized sexism found in basic speech communication courses. This essay presents a case study of a project for moving toward a gender balanced curriculum. The case study illustrates how McIntosh's five‐stage typology of revision can be applied to basic communication courses. This typology presents both a critique of institutionalized practices and a systematic approach to change. Student responses to the project are analyzed as a way of suggesting the impact of curriculum revision.

Student perceptions of presenter self-disclosure in the college classroom based on perceived status differentials

This study examines the extent to which perceived status differentials influence students' perceptions of the appropriateness of presenter self-disclosure. Students in basic speech communication courses listened to randomly divided audio presentations which were either male or female speakers engaged in high or low disclosure. The presenter was identified as an undergraduate major or a professor. The findings reinforced the notion that there is a relationship between status and self-disclosure, although the unique dynamics of the classroom seem to complicate the relationship. Year in school and gender of the presenter also influence perceptions of the appropriateness of using self-disclosing stories as classroom illustrations.

Developing the personalized system of instruction for the basic speech communication course

This manuscript discusses the planning and development required to use the Personalized System of Instruction in the basic speech communication course. Implementation of Personalized System Instruction Components and course management are explained.

Adapting the Basic Speech Communication Course for Engineering and Engineering Technology Majors

Adapting the Basic Speech Communication Course for Engineering and Engineering Technology Majors

Communication concerns of college undergraduates in basic speech communication courses

This study was an investigation of the communication concerns of undergraduate students in two basic speech communication courses, public speaking and interpersonal communication. It was discovered that such students do have concerns which fit the framework of concern for self, task, and impact. While only limited support was found for a developmental sequence in these concerns over one academic quarter, there were significant differences among the common categories, and particularly between students in basic interpersonal and public speaking courses.

PSI: An attractive alternative for the basic speech communication course

This paper examines the Personalized System of Instruction as an alternative method of instruction in the basic speech communication course. Discussion covers what PSI is, how it can be used in the basic speech communication course, why it is an attractive alternative method of instruction, and what its limitations are as an alternative method of instruction in the basic course.

Relationship with instructor and other variables influencing student evaluations of instruction

This study examined some of the factors which influence college students’ evaluations of their instructors. Data were collected from 557 students enrolled in a basic speech communication course. Overall, a student's relationship with the instructor was the best predictor of the student's evaluation of the instructor. This study lends partial support to the idea that students evaluate male and female instructors differently. The variables examined in this study were better predictors of student evaluation of female than male instructors.

Assessing speaking and listening competence at the college level: The communication competency assessment instrument

This paper details the present state of the development of the Communication Competency Assessment Instrument (CCAI), a test of basic communication skills for college students. The CCAI assesses 19 specific speaking and listening competencies in an educational context, defined as those skills which high school graduates should possess to be prepared for college classes. The communication competencies for an educational context are then partitioned into four main competency areas following the lead of the official SCA endorsed framework (e.g., communication codes, oral message evaluation, basic speech communication skills, human relations). Each competency area is assessed directly (i.e., without the possible influence of reading and/or writing deficiencies). A rating book defines five levels of skill attainment for each of the 19 assessments. The CCAI requires a total of 30 minutes for each student's assessment.

The effects of frequency response smoothness and high‐frequency range on speech intelligibility in noise

The effects of the electroacoustic parameters of frequency response smoothness and high‐frequency range on speech intelligibility in noise were examined. Two major questions were asked: (1) Does a smooth frequency response provide better speech intelligibility in noise than an irregular frequency response? (2) Does speech intelligibility increase as high‐frequency range is increased? The irregular response consisted of 3–5 peaks, one‐third octave wide and 10 dB in amplitude. The high‐frequency range conditions were low‐pass filtered at 4000, 6000, and 9000 Hz. Two different measures of speech intelligibility, the Tri‐Word Test of Intelligibility [Sergeant et al., J. Acoust. Soc. Am. 65, 218–223 (1979)], and The Nonsense Syllable Test [Levitt et al., Commun. Sci. Lab. Res. Rep. 11, C.U.N.Y. (1978)] were processed through a master hearing aid and then presented at 80 dB SPL, with noise competition 5 dB lower, to 18 normal hearing subjects listening in the sound field at zero degrees azimuth. Best speech intelligibility occurred when providing a smooth frequency response with the widest high‐frequency range. The effects of providing a smooth frequency response and high‐frequency spectral information will be discussed both in terms of basic speech communication processes and regarding application to persons with impaired hearing.

Measurement of oral communication apprehension among children: A factor in the development of basic speech skills

Two studies were designed to investigate the development of trait oral communication apprehension among children. The Measure of Elementary Communication Apprehension (MECA) was administered orally to young children and in written form to older adolescent students. Results indicate that (1) oral communication apprehension exists from the first to the twelfth grades with consistent reliability of measurement, and (2) MECA is positively related to three existing trait measures of oral communication apprehension. Theory and research issues related to the development of basic speech skills and communication apprehension in children are also discussed.

Conflicting views of conflict an analysis of basic speech communication textbooks

This article reports the analysis of thirty‐eight textbooks intended for the basic undergraduate speech communication course and published since 1970. The analysis focuses on how and to what extent communication in conflict is treated in these textbooks. Four categories reflecting differences in approaches to communication in conflict as well as in extensiveness of treatment are identified. The approaches discovered are contrasted with the orientations suggested by recent books and articles on the subject of communication in conflict by speech communication scholars.

Subject selection in speech communication research

The purpose of this article is to: (1) identify the types of subjects used in published speech communication research; (2) report the results of a survey of 100 speech communication departments to determine existing practices and policies regarding the use of subjects in research; (3) explain the potential effects of existing subject selection practices on generalizing from research results; and, (4) provide methods for resolving generality problems arising from subject selection practices and policies. This review indicated excessive use of male college students and subjects enrolled in basic speech communication courses. The departmental survey indicated that most subjects participate as part of a course requirement. The generalizing of speech communication research to non‐college populations is questioned. It also is suggested that researchers should take more cognizance of ethical considerations when requiring subjects to participate in research projects.

A case for humanizing behavioral objectives

The purpose of this study is to examine the cognitive and affective responses of students to behavioral objectives for a unit of instruction in a basic speech communication course. The findings indicate that (a) student affective reactions to the instructional process serve as an intervening variable, one usually neglected in the study of behavioral objectives, and (b) in instructional situations when training in the use of behavioral objectives is not possible, students function as well with key concepts as they would with highly specific objectives. Two means of humanizing objectives are suggested: (1) personalizing the language of instructional objectives and (2) focusing on the process rather than the product of learning.