The Role of Videotaped Feedback in the Instruction of Public Speaking: A quantitative synthesis of published empirical research

John Bourhis
Mike Allen

Abstract

This article summarizes published experimental studies dealing with the use of video taping to provide feedback to students in public speaking courses. Meta analytic procedures were used to summarize twelve published studies. Results of the analysis indicate that the use of videotaping to provide feedback to students in public speaking courses results in better content of student speeches, greater acquisition of public speaking skills, better performance on objective tests, and more positive attitudes toward the course in public speaking. In addition to these positive effects, no statistically significant increase in anxiety is experienced by students when video technology is utilized in the classroom to provide feedback to students in public speaking courses.

Keywords

APA Citation

Bourhis, J., & Allen, M. (1998). The role of videotaped feedback in the instruction of public speaking: A quantitative synthesis of published empirical research. Communication Research Reports, 15, 256-261.

About the Study

Links to Article https://www.researchgate.net/profile/Mike_Allen3/publication/254264521_The_role_of_videotaped_feedback_in_the_instruction_of_public_speaking_A_quantitative_synthesis_of_published_empirical_research/links/543d20720cf2c432f7425103/The-role-of-videotaped-feedback-in-the-instruction-of-public-speaking-A-quantitative-synthesis-of-published-empirical-research.pdf
http://10.1080/08824099809362121
Mode Technology-enhanced
Publication Type Report
In Publication Communication Research Reports
Type of Research Quantitative
Research Design Meta-analysis
Intervention/Areas of Study
Level of Analysis
Specific Populations Examined
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest Instructional effectiveness
Student Sample Size 0-99
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