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

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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.

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Annotation

Results of a meta-analysis of 12 studies suggests that videotaping student speeches to provide feedback results in improved content, speaking skills, test performance and attitude towards public speaking. Additionally, though there was a small increase in anxiety for students being videotaped, the increase in anxiety was statistically insignificant. The authors suggest that results “provide empirical support for attempts to acquire and integrate this technology in the classroom” (p. 260).

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