Speech Communication Course Research Articles

An instrument for measuring the source credibility of basic speech communication instructors

On the assumption that a teacher's credibility with his students is related to student learning, a measure of teacher credibility was developed and tested. Data obtained from 1,80 students in basic speech communication courses from two universities indicated five dimensions of teacher credibility: “Character,” “Sociability,” “Composure,” “Extroversion,” and “Competence.” These dimensions were found useful for predicting some aspects of student learning. A 14‐item instrument for the measurement of teacher credibility is recommended.

“The black experience” in speech communication courses: A survey

This survey was designed to ascertain the extent and the nature of speech communication course offerings which indicate concern for “the black experience.” Analysis of course titles and course descriptions revealed regional and state variations in the availability of courses and in course content. The trend to offer a larger number of courses concerning “the black experience” is clearly visible, but is not as strong or as widespread as the authors anticipated.

Interviewing as a learning device in applied communication

Students in an introductory speech communication course interview business and professional people about their communication theories.

Performance objectives for the first semester of a high school introductory speech communication course

Abstract In recent years performance (behavioral) objectives have been discussed widely. At times, the descriptions of what performance objectives should contain have been confusing. Few complete examples of performance objectives in speech communication have been published. High school speech communication teachers who face the task of writing performance objectives immediately need samples of these objectives to use or to modify for their particular situations. This paper presents samples of complete performance objectives which may be used in the first semester of a high school introductory speech communication course. These objectives do not constitute a unified, complete course of study. They provide the teacher with practical suggestions for creating his own objectives.

Effects of videotape on attendance and attitude in the fundamentals of speech communication course

Students who videotaped oral assignments to be played back for class had better class attendance, became more favorable toward the use of videotape in the classroom, and evaluated the instructor and course more favorably than those doing the assignments “live” for the class.

An interpersonal approach to the basic course

In response to growing interest in “interpersonal communication,” this essay suggests an interpersonal approach to the basic speech communication course that integrates elements of humanistic and transactional psychology, George A. Kelly's psychology of personality, and dialogical philosophy. This approach distinguishes interpersonal communication from both public speaking and sensitivity training.

The relationship between willingness to manipulate others and success in two different types of basic speech communication courses

The relationship between willingness to manipulate others and success in two different types of basic speech communication courses

General systems theory: Application to the design of speech communication courses

General systems theory: Application to the design of speech communication courses

Counselors' attitudes toward scheduling students into speech communication courses at the high school level

Counselors' attitudes toward scheduling students into speech communication courses at the high school level