Comparisons of Speech Anxiety in Basic Public Speaking Courses: Are Intensive or Traditional Semester Courses Better?

Autor/inn/en	Ashlock, Mary Z.; Brantley, William A.; Taylor, Katherine B.
Titel	Comparisons of Speech Anxiety in Basic Public Speaking Courses: Are Intensive or Traditional Semester Courses Better?
Quelle	In: Basic Communication Course Annual, 27 (2015), S.117-140, Artikel 13 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1546-2331
Schlagwörter	Anxiety; Public Speaking; Semester System; Summer Programs; Educational Environment; Academic Achievement; Undergraduate Students; Introductory Courses; Program Effectiveness; Program Length + Suchen Sie Ihr Suchwort? Angst; Vortrag; Semester; Semesterferien; Sommerkurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Einführungskurs
Abstract	Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental study was to determine whether students enrolled in intensive public speaking courses reported higher levels of communication apprehension, i.e., speech anxiety. Participants were 722 undergraduate students who completed the Personal Report of Public Speaking Anxiety instrument. The findings indicated that students enrolled in intensive public speaking courses had significant moderate communication apprehension scores compared to students enrolled in 15-week semester courses. It is argued that the study indicates that there are factors that should be explored in further research on intensive public speaking courses. (As Provided).
Anmerkungen	University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01