Interpersonal and Small Group Communication Commons^™

Static And Dynamic Interplay Among Communication Apprehension, Communicative Self-Efficacy, And Willingness To Communicate In The Communication Course, Georgeta M. Hodis, Flaviu A. Hodis

Basic Communication Course Annual

This research offers an in-depth analysis of both static (cross-sectional) and dynamic (longitudinal) relations among communication apprehension, communicative self-efficacy, and willingness to communicate pertaining to the public speaking context. Using longitudinal data from undergraduate students enrolled in a semester-long basic communication course (BCC) focusing on public speaking, the study sheds light on the complex patterns of interrelationships among the three constructs and on the differences arising when regarding them from a static versus dynamic standpoint. The research reveals important findings that have salient implications for instruction in the BCC and are informative for theory-development and general pedagogical practice in the …

Assessment Of E-Textbook Usage In A Large Public Speaking Program, Marlina M. Davidson, Karen Kangas Dwyer

Basic Communication Course Annual

This study examined student usage of an e-textbook in a large multi-section basic pubic speaking course that fulfills the oral communication general education requirement at a large state university in the Midwest. The results collected from students surveys (n=598) indicated that they are not yet using e-textbooks across other university classes, they prefer printed textbooks to e-textbooks, they perceive advantages of e-textbooks to be cost, weight, ability to quickly find topics and conveniences, while they perceive advantages of printed textbooks to be the ability to highlight and take notes, ease of reading, and keeping the printed text-book for future reference. …

Assessing Student Public Speaking Competence In The Hybrid Basic Communication Course, Kristen Leblanc Farris, Marian L. Houser, Crystal D. Wotipka

Basic Communication Course Annual

Public speaking remains one of the most sought-after skill sets by employers. However, a method to accurately assess these public speaking skills has long been debated by educators and scholars alike (Morreale, Hugenberg, & Worley, 2006). This study sought to ex-amine the assessment tools used to demonstrate student learning of public speaking skills in the hybrid orientation of the basic communication course. Statistical analyses were conducted to determine the validity of two assessment instruments (Informative Presentation Assessment Form and Persuasive Presentation Assessment Form) measuring student public speaking competency. Results established concurrent validity of the two assessment instruments used to measure …

A New Hybrid: Students’ Extensions Of Integrated Communication Content, Amy L. Housley Gaffney, Brandi N. Frisby

Basic Communication Course Annual

Using Bandura’s (1977) self-efficacy theory, this study examined student perceptions of changes in efficacy and affect toward a variety of communication skills (e.g., interpersonal, writing, visual, public speaking, group collaboration) over a sequence of two hybrid basic course classes. As part of a larger assessment initiative, both quantitative and qualitative data from the first course (n = 793) and the second course (n = 273) were analyzed. Students reported greater affect and efficacy during the second course when compared to the first course. Specifically, students reported six affective changes including expanded knowledge, enhanced collaborative skills, increased openness and acceptance, heightened …

Facing With Non-Nativeness While Teaching: Enacting Voices Of International Teaching Assistants Of Basic Communication Courses, Arata Miyazaki, Kaori Yamada

Basic Communication Course Annual

This paper presents our voices as international teaching assistants (ITAs) of public speaking courses at American universities and discusses how non-native English speaker identity, or non-nativeness is displayed, developed, and negotiated through our inter-actions with both native and other non-native speakers. Regarding our companionship as ITAs of public speaking as a subject of study, we engage in narrative co-construction about our survival in graduate programs. We argue that non-nativeness is not monolithic but is more relational and multilayered than it tends to be assumed. Obtaining a teaching position was an epiphany for our relationship, changing the perceptions about and attitude …

Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking, Luke Lefebvre

Basic Communication Course Annual

This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (n =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.

Author Biographies

Basic Communication Course Annual

No abstract provided.

Index Of Titles And Authors, Volumes 1-24

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 25

Basic Communication Course Annual

Full issue (377 pages, 14.2 MB)

Speech Center Support Services, The Basic Course, And Oral Communication Assessment, Karen Kangas Dwyer, Marlina M. Davidson

Basic Communication Course Annual

This study examines the role a speech center plays in supporting university-wide oral communication assessment. Specifically, this study queries student usage of speech center support services and perceived changes in public speaking anxiety, public speaking confidence, and public speaking skills. The findings indicate that students who report more visits to the speech center also perceive that using the speech center helped reduce their speech anxiety and increase their confidence in public speaking. In addition, those who report it “helpful” to self-evaluate recordings of their in-class speeches also report a greater reduction in speech anxiety, a greater increase in confidence, and …

Adding Glamour To Theory: Experiencing Theory In The Basic Course In Interpersonal Communication, Thomas Joseph Socha

Communication & Theatre Arts Faculty Publications

Focusing on the use of popular magazines in interpersonal communication instruction, this paper argues that such magazines can provide a rich source for application and criticism of interpersonal communication processes in everyday life. The first section of the paper reviews research and criticism dealing with the content of magazine articles that offer advice on interpersonal relationships and related topics, noting that such research and criticism are rare in the field. The second section provides a framework for integrating popular literature into the interpersonal course by discussing three methods of integration: critique application, discussion application, and role-play application. The third section …

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.

Editor's Page, Stephen K. Hunt, Joseph P. Mazer

Basic Communication Course Annual

Without question, the popularity of the basic course in communication continues to grow, further entrenching it as a staple of the communication discipline. As several basic course scholars have persuasively noted, in the last 20 years, more and more colleges and universities in the United States have been charged with the daunting task of establishing an introductory course in communication as a central feature of general education curriculum.

Given the popularity of the course and increasing pressures on basic course instructors/directors to document the effectiveness of the course, basic communication course scholarship is more important now than ever. For more …

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

Students’ Attributions Of Instructor Credibility As A Function Of Instructors’ Out-Of-Class Support, Adam C. Jones, Paul Schrodt

Basic Communication Course Annual

This investigation examined the impact that instructor out-of-class support (OCS) and sex differences have on students’ perceptions of instructor credibility. Participants (N = 634) were randomly assigned to one of six experimental conditions manipulating the degree to which an instructor responds with a highly supportive, moderately supportive, or non-supportive message following a hypothetically stressful situation. Multivariate analyses revealed a two-way interaction effect of instructor OCS by student sex on perceptions of instructor credibility. Significant and meaningful main effects for instructor OCS on all three dimensions of credibility (i.e., competence, trustworthiness, and caring) were also obtained, with students attributing more credibility …

Trends In Communicative Self-Efficacy: A Comparative Analysis, Georgeta M. Hodis, Flaviu A. Hodis

Basic Communication Course Annual

This study integrates findings from the motivation-achievement and communication literature to underline the salient role that (communicative) self-efficacy beliefs play in academic settings. Additionally, this research shows that communicative self-efficacy beliefs can be accurately assessed by using a measure of self-perceived communication competence (SPCC). Using longitudinal data from 705 undergraduate students, the study shows that participants’ communicative self-efficacy beliefs increased linearly during the semester in which they were enrolled in a basic communication course. Finally, findings from this research indicate that the magnitude of change in self-efficacy was linked to the context of communication as well as attuned to the …

Developing Student-To-Student Connectedness: An Examination Of Instructors’ Humor, Nonverbal Immediacy, And Self-Disclosure In Public Speaking Courses, Robert J. Sidelinger, Brandi N. Frisby, Audra L. Mcmullen, Jennifer Heisler

Basic Communication Course Annual

Students often do not look forward to enrolling in public speaking courses, and therefore, it is warranted to examine opportunities to develop a supportive peer communication climate in what is typically seen as an anxiety inducing course. The present study collected data at three points in a semester (first day, mid-semester, and end-semester) to determine if initial perceptions of student-to-student connectedness and instructors’ communication behaviors (humor, nonverbal immediacy, and self-disclosure) lead to positive increases in student-to-student connectedness over the course of a semester in public speaking classes. Changes in perceptions of student-to-student connectedness at mid- and end-semester were predicted by …

I Need Help: Help Seeking Behaviors, Communication Anxiety And Communication Center Usage, C. Leigh Nelson, Toni S. Whitfield, Michelle Moreau

Basic Communication Course Annual

A web-based survey of 357 respondents enrolled in basic communication courses was conducted to examine communication center usage, communication apprehension, and help seeking behaviors. There was no significant difference between students who attended the communication center and those who did not in their communication apprehension and help seeking behaviors. There were significant correlations between help seeking behaviors and communication apprehension. Demographics, communication apprehension, and communication center usage and awareness predicted multiple types of help seeking behaviors.

Conflicting Advice On Oral Citations In Top Public Speaking Texts, Katherine N. Kinnick, Emily Holler

Basic Communication Course Annual

Learning to develop and deliver effective oral citations is an important speechmaking skill that helps to enhance the credibility of the speaker, the persuasiveness of the source, and reduce unintentional plagiarism. A content analysis of oral citation guidelines in the most widely-used public speaking textbooks reveals that they take different approaches to the topic of oral citations. The texts differ on the bibliographic elements that should be included in an oral citation, when an oral citation is necessary, and how oral citations should be introduced. In some cases, examples of citations in student speeches and chapter text do not follow …

Driveway Moments: Developing Syllabi According To Kenneth Burke, Kristen Lynn Majocha

Basic Communication Course Annual

Have you ever remained parked in your car in order to hear the end of a song or a news story? This is called a driveway moment (Pine, 2007). Kenneth Burke refers to this fulfilling of our desires, the desire for the conclusion, as an “appetite” that humans have for form (Burke, 1931). Songs have form, movies have form, literature has form. As teachers of the Basic Communication Course, we should recognize this appetite for form and incorporate form into our syllabi. Form in the way Kenneth Burke describes—form that has one part leading to the anticipation of another part—is …

Author Biographies

Basic Communication Course Annual

No abstract provided.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Index Of Titles And Authors, Volumes 1-23

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 24

Basic Communication Course Annual

Full issue (298 pages, 12.1 MB)

Index Of Titles And Authors, Volumes 1-22

Basic Communication Course Annual

No abstract provided.