Preparation Meeting Opportunity: How Do College Students Prepare for Public Speeches?

Pearson, Judy C.; Child, Jeffrey T.; Kahl, David H.

doi:10.1080/01463370600878321

Cited by 24 publications

(18 citation statements)

References 24 publications

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“…The overall mean for student expected numerical grades was 86.10 (SD09.86) reflecting that across all survey experiment conditions, students anticipated receiving a ''B'' letter grade. This figure was consistent with Booth-Butterfield's (1989) study of grading in basic communication courses (M 086.8, SD04.7) and nearly identical to the average speech grades reported by Pearson et al (2006) in their study of speech preparation strategies among college students (M 086.10, SD 04.44).…”

Section: Resultssupporting

confidence: 91%

“…Menzel and Carrell (1994) found direct associations between preparation time, including rehearsal, and quality of speech performance while an inverse relationship was found between speech anxiety and performance effectiveness. Likewise, Pearson, Child, and Kahl (2006) reported a direct relationship between overall preparation time and the quality of classroom public speaking performance as measured by speech grades. Similarly, Daly, Vangelisti, and Weber (1995) found an inverse relationship between communication apprehension and effective speech preparation.…”

Section: Self-perceived Effectivenessmentioning

confidence: 97%

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Components of Students' Grade Expectations for Public Speaking Assignments

Larseingue

Sawyer²,

Finn

2012

Communication Education

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Although previous research has linked students' expected grades to numerous pedagogical variables, this factor has been all but ignored by instructional communication scholars. In the present study, 315 undergraduates were presented with grading scenarios representing differing combinations of course rigor, teacher immediacy, and student self-efficacy. For each scenario, students estimated the numerical grades they would expect to receive on basic course speaking assignments. Componential analysis (Kenny, 1994) was used to decompose expected speech scores into perceiver, target, and the unique reactions of individual respondents, which respectively accounted for 20.4%, 60.2%, and 19.4% of the variable of interest. Within the target effect, student perceptions of how they had prepared and performed in classroom speaking situations represented the largest single variance subcomponent (31.4%), followed by perceptions of course rigor (23.3%) and teacher immediacy (5.5%). Recommendations for future research and instructional practice are advanced.

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Section: Resultssupporting

confidence: 91%

Section: Self-perceived Effectivenessmentioning

confidence: 97%

Components of Students' Grade Expectations for Public Speaking Assignments

Larseingue

Sawyer²,

Finn

2012

Communication Education

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“…According to their logs, most students revised and reshot at least three times and some as many as seven. Thus, the activity helps address a weakness Pearson, Child, and Kahl (2006) identified in college students' speech preparation*they spend the least amount of time on ''revising, editing, and finetuning the speech . .…”

Section: Appraisalmentioning

confidence: 98%

Enhancing Peer Feedback and Speech Preparation: The Speech Video Activity

Opt¹

2012

Communication Teacher

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“…From the point of view of the learning process, public speaking is a good way to train and improve students' language skills. Pearson et al (2006) state that a student who has prior public speaking training or who was involved in a speech and debate organization will likely obtain a higher grade in the public speaking course. Students seem to become more effective communicators with training and practice.…”

Section: Public Speaking Performancementioning

confidence: 99%

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

Al-Tamimi¹

2014

IJLC

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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.

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Preparation Meeting Opportunity: How Do College Students Prepare for Public Speeches?

Cited by 24 publications

References 24 publications

Components of Students' Grade Expectations for Public Speaking Assignments

Components of Students' Grade Expectations for Public Speaking Assignments

Enhancing Peer Feedback and Speech Preparation: The Speech Video Activity

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

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