Public speaking disfluencies: A review of habit reversal training and research

Luiselli, James K.

doi:10.1002/jaba.948

Cited by 8 publications

(5 citation statements)

References 19 publications

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“…First, to have a successful foreign language teaching in the classroom must not any focus on the hierachical formal aspects of the language, in addition teachers need to seek for the information why the nonnative speakers often experience the speech disfluencies while they are speaking (Alghonaim, 2021;Pawlik & Perrin, 2020). This means that teaching the formal aspect of the language mentioned in the curriculum is not sufficed (Skidmore & Moore, 2022;Luiselli, 2022). It means that teachers need needs to go beyond the study only the grammatical aspect of the language.…”

Section: Introductionmentioning

confidence: 99%

The Speaking Disfluencies in the University Students’ Classroom Conversation

Siahaan

Situmeang²,

Siahaan³

2023

IJMABER

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The main topic as the research focus in this study deals with the investigation of the category of the speaking disfluencies of the students of the English Study Program. To explore the types of the speaking disfluency produced by the students of the English Study Program of FKIP Universitas HKBP Nommensen Pematangsiantar in their classroom conversationThe design of this research is categorized to a qualitative design. The technique of the data collection is by participant observation. By this technique the researcher functions as the key instrument in the data collection. In collecting the data the researcher is acting as a substitute lecturer giving a subject in Interpersonal Speaking The results of the study present an analysis of data on the types of speech impediments produced by students of the English Study Program at the University of HKBP Nommensen Pematangsiantar FKIP in their speeches in speaking class. And find analysis data on how each type of speech disfluency is used by students of the English Language Study Program at the HKBP Nommensen University FKIPThe students of English program FKIP Nommensen University use all of the type’s disfluency such as Filler or Repairs, Repetition, Hesitation and False Starts. They use Fillers or Repair while they are having a speech in front of their classroom and occurs every five to eight words.

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Section: Introductionmentioning

confidence: 99%

The Speaking Disfluencies in the University Students’ Classroom Conversation

Siahaan

Situmeang²,

Siahaan³

2023

IJMABER

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“…Within behavior analysis, public speaking research has focused on the use of vocal‐verbal speech disfluencies (e.g., “um,” “er,” “ah”; Luiselli, 2022). Speech disfluencies such as “um,” “so,” and “like” could affect the fluency of the speaker's vocal‐verbal behavior.…”

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confidence: 99%

Um, so, like, do speech disfluencies matter? A parametric evaluation of filler sounds and words

Laske,

DiGennaro Reed

2024

J of App Behav Analysis

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This study evaluated how speech disfluencies affect perceived speaker effectiveness. Speeches with filler sounds and filler words at different rates of disfluencies (i.e., 0, 2, 5, and 12 per minute) were created and evaluated by a crowdsourcing service for survey‐based research for the speaker's public speaking performance. Increased disfluencies, particularly filler sounds, significantly affected perceptions across most categories, notably at higher rates of filler sounds (i.e., 12 per minute). A low, but nonzero, rate of disfluencies (5 per minute) did not adversely affect perceived effectiveness. These findings suggest that although reducing filler sounds is crucial for optimizing perceived speaking effectiveness, a rate of five or fewer disfluencies per minute may be acceptable.

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“…Awareness training (AT) typically involves response description and response detection (Luiselli, 2022;Montes et al, 2019Montes et al, , 2021Ortiz et al, 2022;Spieler & Miltenberger, 2017). In response description, a speaker is provided definitions and examples of speech disfluencies (e.g., "um," "so," "like").…”

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confidence: 99%

“…To date, no study has examined the combined effects of an intervention to improve public speaking performance, reduce speech disfluencies, and examine the effects of both on audience perceptions of effective public speaking. The current study attempted to replicate and improve the training provided by Laske and DiGennaro Reed (2022) while also adding established AT procedures (Luiselli, 2022). Specifically, the current study (a) evaluated the effects of speech outlines on the efficacy of remote video‐based BST, (b) evaluated the additive effects of remote video‐based AT procedures on speech disfluencies, and (c) examined ratings of perceived speaker effectiveness by an external rater following both remote video‐based BST and AT.…”

mentioning

confidence: 99%

The efficacy of remote video‐based behavioral skills training and awareness training on public speaking performance

Laske,

DiGennaro Reed,

Braren

2023

J of App Behav Analysis

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This study evaluated the efficacy of (a) remote video‐based behavioral skills training (BST) with added speech outlines on teaching public speaking behaviors and (b) remote video‐based awareness training (AT) on speech‐disfluency rates. A multiple‐baseline design across speech behaviors was used to evaluate the training. Remote video‐based BST and AT were effective at teaching public speaking behaviors and reducing speech disfluencies, respectively, for both participants. In addition, performance generalized to increased audience size. Although expert ratings of perceived public speaking effectiveness improved following BST, the ratings did not improve and some worsened following AT. Both participants reported satisfaction with video‐based BST and AT. One participant reported greater comfort, confidence, overall ability, and less anxiety as a public speaker following BST. Both participants reported greater improvements in those categories following AT. Our results suggest that public speaking behaviors can be taught using remote video‐based BST and speech disfluencies can be reduced using remote video‐based AT.

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Public speaking disfluencies: A review of habit reversal training and research

Cited by 8 publications

References 19 publications

The Speaking Disfluencies in the University Students’ Classroom Conversation

The Speaking Disfluencies in the University Students’ Classroom Conversation

Um, so, like, do speech disfluencies matter? A parametric evaluation of filler sounds and words

The efficacy of remote video‐based behavioral skills training and awareness training on public speaking performance

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