Public Speaking Instruction Research Articles

Improving agricultural science communication through intentionality

AbstractAlthough communicating research is a key part of public science, current graduate curricula in the agricultural sciences usually have a narrow focus on communication appropriate for presenting to scientific and academic audiences, such as in the form of the dreaded “seminar.” Yet the importance and impact of agriculture extends well beyond research communities, and communicating with other potential audiences is essential for realizing the full impact of research. Because public speaking is among the greatest fears for many people, it is critical to provide students with the tools needed to communicate effectively with diverse audiences, particularly as only a fraction of them will go on to give regular research seminars once they enter the professional world. Better communication can lead to more constructive engagement with the public as well as with policy‐makers, toward improved understanding of the science they are funding and from which they are benefiting. Purposeful instruction in public speaking should help alleviate the common anxieties that student presenters often experience. Here, we summarize general communication strategies that can be incorporated into any graduate agricultural science course to help address this need.

EFL SPEAKING STUDENT READINESS TO USE MOBILE-ASSISTED LANGUAGE LEARNING

In recent years, mobile-assisted language learning has been on the rise as an instructional approach. While some innovative media platforms have been highly studied, Thus, this study focused on how students' readiness and learning outcomes the use of mobile phones to facilitate individualized instruction in public speaking as part of an English as a Foreign Language course. Data were collected from (n=42) students in non-English department classes who participated in this study. They were asked to answer an online questionnaire that surveyed their readiness and outcomes using Google Foam in their speaking skills. All participants performed two class projects aimed at aiding them in exploring mobile-assisted language learning using their own mobile devices. However, the students self-reported some opportunities and benefits for English Foreign Language Learners (EFLL) among these MALL users. The results of this study suggest that EFL-speaking students' readiness affects mobile-assisted language learning. Teachers should consider students' motivation, attitudes, and technology skills when creating mobile-assisted language learning programs. Instructors should also train and motivate pupils to use mobile-assisted language learning resources by improving their technology skills. Furthermore, need for further technical support and facilitating students' mastery of speaking performance.

Improving Public Speaking: An English Speech Contest Case Study

This study explores how an English speech contest program integrates language learning over a 3-month non-regular course. Quantitative analyses were conducted, based on 5-minute video recordings of speeches with 6 participants for the final round of the speech contest program. Public Speaking (PS) courses were provided through the LMS and analyzed to identify speech improvement in various areas of public speaking anxiety (PSA) using a questionnaire, self-report, self-evaluation, and observation activity log. Based on the assessments noted above, the integration of language skills provides effective opportunities to speak. After taking a basic course and an in-depth coaching practicum, chunking-shadowing-windowing strategies had a positive effect on their PS skills strengthening their speaking progress. On the nonverbal side, students had a comparatively high level of PSA and did not feel engaged, or demonstrated a lack of confidence due to nonverbal communication skills they were unaccustomed to. However, participants felt less anxious, acquired the necessary techniques to boost confidence, and improved overall speech skills through participation in the program. Implications for better PS instruction and the importance of structured practice for speech preparation were suggested.

Unresolved: Public Speaking Instruction Beyond Persuasion

This essay advocates the use of “unresolved” speech assignments in introductory public speaking instruction. Unresolved speeches work to decenter persuasion in the speech class by asking students to critically explore the landscape of arguments surrounding controversial topics and issue questions without making the turn to opinion giving and persuasion.

“Your fears are appreciated here”: Exploring a humanistic approach to public speaking instruction

Communication teachers have long been concerned with the development of students’ oral communication competencies. Regrettably, public speaking remains one of the most feared communicative contexts. Though there has been extensive interest in cognitive/behavioral strategies for alleviating communication apprehension, there has been surprisingly little descriptive pedagogical research conducted on the subject within actual classroom settings. This qualitative case study examines the way one communication teacher dealt with issues of student reticence and fear in her introductory public speaking courses through the use of humanistic, student-centered principles. Findings reveal that her pedagogy emphasized (a) the expression of feelings and emotions, (b) prizing the whole student, and (c) intrinsic motivational learning. Implications for communication instruction and pedagogical research are considered.

Platform, Podium, and Public Life: Rhetorical Resilience in the Career of Elocutionist Edna Sutherland

This article extends recent scholarship on women’s rhetorical education and practices, which has focused primarily on the experiences of American women, by analyzing the career of Canadian elocutionist Edna Sutherland (1869–1956). Despite the tendency in Canada’s postsecondary institutions to marginalize public speaking instruction as a merely “practical” concern, Sutherland pursued a 35-year academic career, teaching voice culture and becoming Dean of Women successively at the University of Manitoba and Manitoba College. The article examines her negotiation of local circumstances to achieve this success as an instance of rhetorical resilience. Ultimately, Sutherland’s performative abilities complemented her private and college teaching, while the cultural authority she gained as a result supported her contributions to public life, many focused on opportunities for women. The article considers as well how American and British influences on her advocacy for speech training may reflect broader national trends.

Creating a History for Public Speaking Instruction

Creating a History for Public Speaking Instruction

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension Nasser Omer M. Al-Tamimi Abstract The purpose of this study was to investigate the effect of public speaking instruction on improving students’ communicative competence and reducing their communication apprehension in a foreign language setting. Participants in this study were 60 Yemeni English majors at the college of education of the Hadhramout University, Yemen. Objectives and research questions focused on determining whether public speaking instruction makes a difference for students who receive instruction as opposed to students who do not on two concepts: public speech performance and communication apprehension in speaking English. Results of the study illustrate that learners' public speech performance improved and low communication apprehension was shown after one term of instruction and practice of public speaking in favour of the experimental group. In line with previous research, the current study confirms that public speaking instruction has a positive effect on improving students' public speech performance and reducing communication apprehension of English language learners. The study also provides insightful perspective into second language pedagogy and presents suggestions for future research. Full Text: PDF DOI: 10.15640/ijlc.v2n4a4

High School Public Speaking Curriculum: Assessment Through Student Voice

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.

Effects of a Task-Based Approach to Public Speaking Instruction

The effects of a task-based learning (TBL) approach on learner progress in L2 public speaking are investigated through questionnaires, a case study, and student evaluations. The 34 completed questionnaires showed that all of the students made generic preparations for their flrst individual speech, but relevant and unique improvements for the second one. Speeches given in English by two Chinese undergraduate students in the same Public Speaking course were analyzed in detail to identify phonological improvements in accuracy and fluency. The paper concludes that task-based instruction supports learner-initiated learning opportunities outside the classroom, thus encouraging greater learner improvements.

On the Origins of Speech as a Discipline: James A. Winans and Public Speaking as Practical Democracy

This article argues that the history of the speech field is best understood by examining the primary sources for its institutional and pedagogical origins, and that public speaking instruction originates in a complex understanding of the civic implications of speech pedagogy.

Guidelines for verbal presentations of medical decision analyses.

Individuals new to decision analysis often have difficulty with oral presentations of original research projects. This article provides general guidelines on how to present effectively. Points include: 1) articulating the research issue, 2) reviewing current beliefs, 3) portraying the study question, 4) listing the main assumptions, 5) presenting the base-case analysis, 6) showing sensitivity analyses, and 7) discussing the implications. The guidelines comment on what to exclude from presentation and how best to handle audience questions. The guidelines do not replace general instruction in public speaking (or rigorous training in decision analysis), but may help students present research projects effectively.

A comparison of two instructional formats in the basic hybrid course on oral and test performance

The study compares the effects of two instructional formats on oral performance in a basic communication hybrid course. The interpersonal‐first format begins instruction with a unit on interpersonal communication, then moves to a unit of instruction on small group communication, and concludes the course with a unit of instruction in public speaking. The public speaking‐first format reverses the order of instruction. Findings demonstrate that the interpersonal‐first format provides partial support for the hypotheses tested in the study. The study concludes by suggesting why the formats impacted differently on low and high apprehensive (CA) students.

The relationship between preparation and performance in public speaking

One hundred and nineteen public speaking students were videotaped while giving speeches and filled out questionnaires concerning preparation time, past experience speaking, anxiety about the speech just performed, general anxiety about communication, and grade point average. Researchers rated the content and delivery of the speeches and compared the ratings with the questionnaire responses. The quality of speech performance correlated positively with cumulative grade point average, total preparation time, time spent preparing a visual aid, number of rehearsals for an audience, time rehearsing silently, time rehearsing out loud, number of rehearsals out loud, research outside the library (interviews, phone calls, surveys, etc.), and preparation of speaking notes. Anxiety about the speech just delivered correlated negatively with quality of performance. Past experience with public speaking instruction had a mixed relation to speech quality. Significant predictors of the quality of speech performance were gr...

Public Speaking Instruction and Cultural Bias

Public Speaking Instruction and Cultural Bias

Absolutist and relativist stances toward the problem of difference: A model for student growth in public speaking education

The paper develops a model of four levels from absolutism to relativism which are stages of a student's rhetorical development. The levels are related to public speaking instruction. Teaching strategies which lead to each level are suggested.

A mastery learning approach to competency‐based education for public speaking instruction

A mastery learning approach to competency‐based education for public speaking instruction

Social standards in public speaking instruction

(1939). Social standards in public speaking instruction. Quarterly Journal of Speech: Vol. 25, No. 3, pp. 371-377.

Instruction in public speaking in police schools

Instruction in public speaking in police schools