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