Use Self- and Peer-Review to Reduce Communication Apprehension and Improve Speech Performance of Undergraduates
Gayle V. Davidson-Shivers, April D. Taylor, University of South Alabama, United States
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated the effects of type of reviewing (self or peer) on speech performance and communication apprehension of undergraduates (N = 183) in a public speaking course. Ten intact classes were randomly assigned to either self-review or peer-review treatment; with peer-review participants randomly assigned into 3-person groups. All received the same course content and notified that speeches would be video recorded. All received training on reviewing a speech via a DVD. Participants in both treatments could review a recorded speech through a Web link or a DVD in a computer lab. Comparison of PRCA-PSS pre- to posttest scores indicated that communication apprehension decreased for participants in both treatments, but no difference in posttest scores for either treatment. Comparison of performance from speech 1 to 3 showed significantly better evaluations for participants in the peer-review treatment than those in self-review treatment. Further details will be provided.
Davidson-Shivers, G.V. & Taylor, A.D. (2015). Use Self- and Peer-Review to Reduce Communication Apprehension and Improve Speech Performance of Undergraduates. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1182-1190). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)