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Use Self- and Peer-Review to Reduce Communication Apprehension and Improve Speech Performance of Undergraduates
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, , 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

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Abstract

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.

Citation

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). Retrieved December 9, 2019 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

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References

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