Undergraduate Students' Emotional Response and Characteristics of Receptiveness as a Lecture Voice to Hoarse and Normal Reading Voice

Abstract

The purpose of this study is to identify undergraduate students' emotional response and characteristics of receptiveness as a lecture voice to hoarse and normal reading voice. A hoarse voice sample was collected from a 30 year-old female with functional voice disorder and normal voice sample was collected from a female with same age without voice problems. After listening the voice samples, undergraduate students filled out the adjective checklist and responded to the questionnaire about their feelings as a lecture voice. The results showed that the students had negative emotions to hoarse voice and preferred normal voice to a hoarse voice as a lecture voice. Also, these results pointed out that professors' voice quality in class is important and prevention and care of voice problem(s) are necessary.

University Students' Response Characteristics to Hoarse and Normal Lecture Voice in Multimedia Class

“…But scores related to unfavorable lecture voice characteristics were significantly higher when listening to a hoarse lecture voice sample. The study findings are similar to those of Song(2015) on the response characteristics to hoarse voice and normal voice by utilizing voice reading samples of two females with mutually different sound quality [5]. In addition, these findings are similar to those of Song(2016) on the response characteristics from 20 female university students only in one department to hoarse and normal lecture voice samples by same professor [7].…”

“…As a result, the investigated university students chose positive adjectives to the normal reading voice sample with significant difference while choosing negative adjectives to the hoarse reading voice sample with significant difference. In the questionnaire under assumption that each reading voice sample was lecture voice, the university students scored the normal reading voice higher in the question item on preferable lecture voice characteristics with statistical significance; whereas they scored the hoarse reading voice significantly higher in the question item on unfavorable lecture voice characteristics [5]. The voice samples of this study, however, were not from the same person; and not actual lecture voice but the reading of a paragraph for voice evaluation.…”

“…The adjective checklist used in this study was the similar as that used in the studies by Shin & Lee(2009) and also by Song(2015Song( , 2016) with some modifications [5,6,7]. Twenty five adjectives with clear positive and negative feelings were respectively organized and randomly presented.…”

“…Subjects were asked to listen to the hoarse and normal lecture voice samples and check each adjective which matched the feelings which arose when they listened. And 10 items each on feeling, intelligibility, prosody, loudness, and speech rate of the lecture voice were organized with some modifications of Song's questionnaire in order to make a questionnaire with a total of 20 questions [5,7]( Appendix 1). The preferred lecture voice was characterized to be bright, confident, clean and pleasant, delightful, enthusiastic, soft and kind, intelligible, dynamic in tone levels, loud and appropriate speed.…”

“…The results showed that after listening the sample with voice problems, they displayed higher anxiety, and lower understanding, affinity and positivity, compared to listening the sample with normal voice, and there was more social distance with the speaker [4]. Song(2015) investigated university students' emotional response after letting them listen to hoarse and normal reading voice samples and compared the characteristics on how they responded to them if the samples were assumed as a lecture voice. As a result, the investigated university students chose positive adjectives to the normal reading voice sample with significant difference while choosing negative adjectives to the hoarse reading voice sample with significant difference.…”