Public Speaking Experience Research Articles

PELATIHAN PRESENTASI DENGAN MEDIA APLIKASI MICROSOFT OFFICE POWERPOINT PADA SISWA KELAS 6 Di SD BARUNA BATUBULAN

The purpose of this service is to help convey information related to the introduction of the basics of presentations and their media to provide them with basic public speaking experience by making and carrying out simple interactive presentations that will be developed and used at the next level and even up to the world of work. One of the uses of technology in this digital era is the use of digital applications to assist presentation activities. One of the applications commonly used in today's circles is the Microsoft Office PowerPoint application. This application can be accessed via computers based on the Windows operating system and Apple Mac OS. In this service, we will introduce this application as an illustration of using the application to help with presentation activities. However, the level of confidence of elementary school students in speaking in public is low. Even though this skill is a mandatory stage that must be passed and will be useful for the future. From these problems, community service activities are carried out by providing basic knowledge of introduction to presentations and the basics of public speaking skills to increase students' confidence to speak in public. The implementation method used in this activity is (1) providing basic material in good and correct presentations, (2) introducing commonly used media, (3) providing opportunities and assistance in simple presentation practices. The result of this activity is an increase in students' basic knowledge and skills in presentations, so that students become more confident to be able to appear in public along with the possibility to improve their abilities to be better than before.

ENGLISH PROFICIENCY, PUBLIC SPEAKING EXPERIENCE, AND COMMUNICATION APPREHENSION IN ORAL PRESENTATION OF POLYTECHNIC STUDENTS

Oral presentation apprehension plagues people when they communicate orally, especially when they make oral presentations in public. This study examined the relationship between English proficiency, public speaking experience, and communication apprehension in polytechnic students during oral presentations. The study involved 62 students from a polytechnic in Sarawak, Malaysia, who filled in the PRCA-24 questionnaire that focused on the elements of public speaking. The results showed that 6.4% of the students had a low level of communication apprehension, while 71% had a moderate level of communication apprehension. For 22.6% of the students, the level of apprehension was very high. The students felt anxious and uncomfortable when asked to give an oral presentation. The t-test showed that the male students significantly differed from the female students regarding their communication apprehension. The mean scores showed that the male students experienced greater communication apprehension (M= 2.19 ± 0.52) than the female students (M= 2.00 ± 0.44). There was a significant negative relationship between oral presentation experience and the level of communication apprehension. These results may suggest that extensive training in public speaking can improve public speaking skills and enhance employability opportunities.

Actualization of the problem of forming the public speaking experience

The article emphasizes that the experience of public speaking of the future teacher is a necessary condition for his pedagogical activity. An overview of the fundamental works of domestic and foreign studies on the topic under study is given. Their scientific contribution to pandemic pedagogy and the problems of researching the practice of personal growth, tools, means, the formation of the experience of public speaking of the future teacher, which are supplemented in the article with audience management techniques, generalization of the experience of public speaking of future teachers; materials, research methods (theoretical analysis, observation, analysis of the experience of the authors of the article) are described. The results reveal the basic principles of rhetoric on which the success of public speaking is based. Also, it highlighted the ways in which the speakers managed to establish contact with the audience and attract attention during the speech.

Theatrical training in interpreter education: a study of trainees’ perception

ABSTRACT The present paper reports on the educational experience of two groups of trainee interpreters who took part in a public speaking workshop. The participants (n = 29) were asked to engage in exercises inspired by theatrical training and purposefully adjusted to interpreting education. The workshop was structured into four sessions, including both theory and practice, and was delivered by a facilitator with experience in theatrical training and interpreter education under the supervision of an interpreter trainer who participated as observer. The study is based on retrospective feedback obtained from the participants both during the workshop (field notes and comments) and at the end of the workshop (a questionnaire was administered to assess the whole experience), as well as the trainer’s observation. The analysis sheds light on the general profile of this population of interpreting students in terms of public speaking experience (quite scarce, mostly limited to extracurricular activities during school years); stress-related effects; most beneficial activities during the workshop. These elements can be useful to ascertain to what extent the theatrical activities proposed in the workshop met the participants’ needs and to adjust them at best so that they can be successfully incorporated in the curriculum of would-be interpreters.

Agriculturale Extension and Speaker Acceptance: A Simple Cross Analysis between Groups at University Stage

Effective communication skills is one of the many abilities that agricultural extensionists should possess. This is because, these officers will be required to disseminate the latest knowledge and introduce new technologies to farmers to fulfil national agricultural policies and vision. Anxiety is a common issue faced by extensionists, especially during oral briefings or presentation and for officers who are still new at their job. The problem could arise from situational or personal effects, which play significant roles in regulating anxiety. Controlled anxiety allows for a remarkable speech delivery and accelerate audience attention and involvement. The study focused on determining the challenges or factors influencing the fluency/smoothness in giving speeches by academic and non-academic personnel in UPMKB. Both groups are irregularly involved in extension services to the Bintulu community. A semi-structured questionnaire was prepared and distributed among 30 respondents. This study used an in-depth interview and content analysis to highlight the challenges among respondents. Our findings indicated two main challenges, namely the occurrence of speech anxiety and insufficient preparation before speech delivery. Older and more experienced respondents (>16 years job experience) showed controllable anxiety compared to the younger ones due to the younger officers limited public speaking experience. The response of the audience during agricultural talks significantly affects the respondent’s anxiety by either reducing or increasing the anxiety through non-verbal communication — moreover, sufficient time to prepare the information for the speech also regulates anxiety in respondents. Therefore, invitation for agricultural extension talks or speeches must consider a speaker’s expertise and provide sufficient advance notice.

Virtual Environment Presentations: A Qualitative Exploration of User Perceptions

Abstract This exploratory study investigates virtual environments (VEs) as a treatment intervention for the fear of public speaking (FoPS). Prior preliminary studies indicate fear reduction following VE simulations with few investigations examining participants’ perspectives. Participants (N = 17) recruited from a public speaking course participated in a virtual reality 360° digital recording simulation that carbon copied the physical reality of their classroom and audience. Before and after immersion, participants completed open-ended responses about the simulation, pre- and post-public speaking fears, and VE public speaking experience. Using thematic analysis on the open-ended responses, researchers coded the responses to understand the communicative performance experience surrounding their VE public speaking simulation. Negative-valence emotions occurred for both presentations; however, participants expressed value in experiencing and overcoming the negative feelings. Based on the anecdotal (or clinical) findings, participants reported experiencing fears similar to those experienced in physical reality as well as emotional and behavioral interventions when engaged in the VE. Additionally, a one-year follow-up (N = 6) provided a reflective process for participants to recall their VE experience and implications beyond the physical simulation. These open-ended responses offered implications surrounding emotional reaction, real audiences, and the speechmaking process. The findings suggest mitigation of audience-related fears by the presence of the virtual audience with participants reoriented to focus on execution of speech delivery. This exploratory qualitative investigation builds toward a future of optimal strategies for using instructional technologies to improve public speaking competency.

Freeze! Using Theatre Improvisation Techniques to Practice Oral Argument

When students learn that they will be participating in oral argument during the second semester of legal writing class they often experience a sense of dread. While some students may have public speaking experience in other settings, oral argument on a brief or a moot court will be the first experience at giving an extemporaneous speech on legal issues before a “hot” panel of judges. Our article details several theater improvisation exercises we use in class to ease student fears and to prepare them to think and speak on their feet for oral argument.

Feasibility of autism-focused public speech training using a simple virtual audience for autism spectrum disorder.

Public speaking seems to be one of the most anxiety-provoking situations for individuals with autism spectrum disorder (ASD). However, there are few evidence-based interventions. We developed Autism-Focused Public Speech Training using Simple Virtual Audiences (APSV), which differs from a general virtual audience in terms of its simple facial expressions and emphasis on the importance of the eyes. The present study aimed to evaluate the feasibility of APSV as an educational method for individuals with ASD. Fifteen male individuals with ASD were randomly assigned to two groups: one group received APSV (n = 8), and the other group (n = 7) received independent study (IS). From Days 2 to 6, participants in the APSV and IS groups were encouraged to read and answer questions often asked in actual public speaking events. Participants in the APSV study group performed this activity in front of the APSV system, while those in the IS group performed in an empty room. Before and after the intervention (Days 1 and 7), the participants in the two groups had a mock public speaking experience in front of 10 people for approximately 10 min. After the training sessions, the participants' self-confidence had improved and salivary cortisol levels were significantly decreased in the APSV group as compared to those in the IS group. APSV improved self-confidence and decreased public speaking stress in individuals with ASD. APSV appears to be useful in improving self-confidence and decreasing public speaking stress in individuals with ASD.

An Analysis of the Speaking Anxiety of Turkish Teacher Candidates

The aim of this study is to analyse the speaking anxiety of Turkish teacher candidates studying in Kafkas University. The sample group of the research designed in the survey model consists of 181 Turkish teacher candidates studying in Kafkas University Faculty of Education in fall term of the 2018-2019 Academic Year, who are selected by the random sampling method. The “Speaking Anxiety Scale for the Teacher Candidates” consisting of three sub-dimensions, namely the “physiological symptoms”, “skill-related anxiety” and “psychological state” and 40 items developed by Kinay and Ozkan (2014) has been used in the study as the data collection tool. The findings of the study where the SPSS 17.0 software package is used for data analysis have revealed that; while the speaking anxiety levels of Turkish teacher candidates are not high and do not change depending on their gender or their willingness to become a teacher, they change significantly depending on their grade and public speaking experience.

Expert patient perspectives on radiotherapy: a phenomenological comparison

AbstractBackgroundPatient involvement in health profession student training is becoming more common and includes clinical case studies, informing curriculum development and active teaching in dedicated patient experience sessions. Despite a growing evidence base supporting patient involvement, there is little published data concerning motivation for involvement. A qualitative study was performed to provide narrative relating to patient experiences in expert patient sessions on an undergraduate radiation therapy course.MethodsA phenomenological approach utilised semi-structured interviews with two expert patients from different backgrounds. A common set of questions were used for each participant. Interviews were digitally recorded and transcribed before thematic coding.ResultsBoth participants identified areas of similarity as well as key difference in their experiences. Both had different levels of public speaking experience as well as different levels of knowledge relating to radiation therapy treatment. Both found the initial session emotional but ultimately enjoyed the process and found it cathartic.ConclusionThe patients enjoyed this experience and identified clear value of the teaching for themselves and the students. Previous public speaking or clinical experience seemed to have limited impact on patient experience and suggested the vulnerability of the situation. Both had different perspectives of their fellow patients and their role in the healthcare partnership. These findings indicate the value of ensuring students have access to a range of perspectives from different patients.

Contributions of bilingualism and public speaking training to cognitive control differences among young adults

The Flanker and Number Stroop tasks, and the Wisconsin Card Sorting Test (WCST) were adopted to examine how bilingualism and public speaking training would contribute to cognitive control differences among young adults. Four groups of participants (of similar cultural and language backgrounds) were tested: monolinguals, general bilinguals, L1 public speaking bilinguals, and L2 public speaking bilinguals. Both ANOVA and multiple regression analyses showed that public speaking experience (esp. in L2) significantly contributed to conflict monitoring as tested in the global reaction times in the Flanker and Number Stroop tasks, whereas bilingualism (L2 verbal fluency, to be more specific) significantly contributed to mental set shifting as tested in the WCST. These results suggest that specific aspects of language experience, either in L1 or in L2, may incur enhancement in specific aspects of cognitive control, which has implications for bilingual advantage research.

Service learning in science education: a valuable and useful endeavor for biology majors

All college students can benefit from becoming more engaged in their local community. This is especially true for biology majors who can play an active role in enhancing science education opportunities for students in the local K-12 school system. One such service-learning (SL) opportunity is presented where Nova Southeastern University college students work together with local schools by engaging young students in the excitement of hands-on science learning. This type of SL activity is beneficial to all those involved. College students gain valuable public speaking experience while learning how to explain potentially complex scientific concepts in a fun and engaging way. School students gain a varied learning experience and access to role models attending college. Elementary school teachers get some much appreciated support in bringing hands-on science opportunities to their students. College faculty are able to play a positive role providing a community need in their own children's school or a local neighborhood school.

Impromptu Speaking And Interpretation Studies: A Preliminary Study

The purpose of this preliminary study was to look at forensics-based competition events and determine what, if any, impact they could have on the language learning and public speaking skills of interpreters in training. This paper details the nature of the impromptu and extemporaneous speaking events in forensics competitions and introduces a classroom activity styled after those events for interpreting language skills training. Specifically the classroom activity was designed to address the issues of utilizing B language (English) with little preparation, without the use of notes, and in a pressure environment. The study was based on several questions: Could students benefit from high intensity, impromptu speaking exercises in which they could not use notes during their delivery? Would this help them reduce their dependency on note taking? Would it improve their public speaking skills? Would it help them deal with high pressure situations? A survey of students’ self-assessed skills was given before and after the classroom activity, in which 22 Interpretation and Translation graduate school students participated to determine if any progress could be made through the process. Students were asked to self-assess their: dependency on notetaking, dependency on intensive preparation, ability to persuade others, ability to cope with the stress of public speaking, ability to use English when speaking publically, overall public speaking ability, impromptu speaking ability, and public speaking experience. The overall results were positive in that students saw some progress in every category; with the highest category being in public speaking experience.

Physiological, psychological and behavioral consequences of activating autobiographical memories

Activating an autobiographical memory for a specific childhood event can have immediate and robust physiological, psychological, and behavioral consequences. The target behavior was public speaking, a vital skill about which many people are socially anxious. In this study, it was suggested to subjects that they had a positive public speaking experience in early childhood; they then thought about and retrieved details of this true childhood memory. Compared to a control condition in which a different suggestion was made, subjects in the treatment group exhibited superior public speaking performance on the Trier Social Stress Test (TSST). Further, physiological measures of cortisol and a self-report measure of anxiety (STAI-S) reflected a significantly smaller increase in anxiety from before to after the TSST in the treatment than control condition. Activating autobiographical memory for an event increases the accessibility of that memory and consequently affects performance on related behaviors.

My First Public Speaking Experience, and Other Tales from H#$$

My First Public Speaking Experience, and Other Tales from H#$$

The effects of different types of goal pursuit on experience and performance during a stressful social task

Researchers have recently suggested that anxiety research may benefit from the examination of motivational factors, such as the difference between approach and avoidance goals. This suggestion is consistent with the literature on self-regulation, which indicates that affect serves as feedback for goal pursuit, with anxiety primarily providing feedback regarding avoidance. However, no data are available on participant goals for a task that generates social anxiety. Data from 120 speech anxious participants who engaged in a public speaking task were used to test the following hypotheses: (1) avoidance goals would be more specific than approach goals; (2) goals regarding social anxiety would have a negative impact on public speaking experience and performance; and (3) participants would tend to organize approach and avoidance goals not as separate goals, but as opposite poles of the same overarching goal. Hypotheses (1) and (3) were fully supported and hypothesis (2) was partially supported. The results highlight the possibility that approach goals may be particularly important to anxiety reduction.

Surviving hurricane Wilma

Surviving hurricane Wilma

Eliminating fears: an intervention that permanently eliminates the fear of public speaking

This study examines the ability of a novel psychological treatment to eliminate anxiety, using fear of public speaking as a test case. The treatment was designed specifically to eliminate beliefs and decondition stimuli that are responsible for dysfunctional behaviors and emotions. A random half of the subjects received treatment immediately while wait-listed control subjects were treated three to four weeks later. After having engaged in an actual public speaking experience, subjects' self-reported ratings showed significant reductions in fearfulness, physical sensations and cognitive difficulties often associated with speaking in public. The evidence strongly suggests that fear of public speaking was virtually eliminated and we propose that it holds promise as an intervention that might be effective in treating many other disorders. Copyright © 2006 John Wiley & Sons, Ltd.

Investigating alternative forms of clear speech: the effects of speaking rate and speaking mode on intelligibility.

Sentences spoken "clearly" (and slowly) are significantly more intelligible than those spoken "conversationally" for hearing-impaired listeners in a variety of backgrounds [Picheny, Durlach, and Braida, J. Speech Hear. Res. 28, 96-103 (1985); Uchanski et al., J. Speech Hear. Res. 39, 494-509 (1996); Payton, Uchanski, and Braida, J. Acoust. Soc. Am. 95, 1581-1592 (1994)]. However, it is unknown whether slower speaking rates are necessary for highly intelligible speech or whether an alternative form of clear speech exists at faster (i.e., normal) rates. To investigate this question, talkers with significant public speaking experience were asked to produce clear and conversational speech at slow, normal, and quick rates. A method for eliciting clear speech was introduced that ensured the clearest possible speech was obtained at each of these speaking rates. To probe for other highly intelligible speaking modes, talkers also recorded sentences in two other speaking modes: soft and loud. Intelligibility tests indicated that clear speech was the only speaking mode that provided a consistent intelligibility advantage over conversational speech. Moreover, the advantage of clear speech was extended to faster speaking rates than previously reported. These results suggest that clear speech has some inherent acoustic properties that contribute to its high intelligibility without altering rate. Identifying these acoustic properties could lead to improved signal-processing schemes for hearing aids.

Arousal Styles during Public Speaking

The nature of the public-speaking context as a physiologically arousing communication context is well-known. During public speaking, a significant increase in heart rate level above the baseline has been found in various studies. In these studies, arousal styles during speaking have generally been described on the basis of mean heart rates among a group of participants. Individual variation in HR responses has not received much attention. The purpose of the present study was to examine individual differences in heart rate responses during public speaking and to account for these differences in terms of particular explanatory variables. The heart rate curves of 47 speakers were examined one by one in order to see what different arousal styles emerged. As a result, four styles were distinguished: the confrontation style, inflexible style, insensitive style, and average style. Different combinations of the speaker's subjectively experienced state, level of trait anxiety, and public speaking experience were typically associated with each of these styles.