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ERIC Number: ED239317
Record Type: RIE
Publication Date: 1983-Nov-12
Pages: 28
Abstractor: N/A
Reference Count: 0
Providing Feedback on Student Speeches: The Research on Effective Oral and Written Feedback Strategies.
Book, Cassandra L.
The purpose of teacher feedback in the speech classroom is to inform the speaker of the audience's reaction to the speech, to make suggestions for improvement on future speeches, and to motivate the speaker to speak again or to enjoy speaking. To provide appropriate criticism, teachers need to understand the nature and the relative merits of various types of feedback: simultaneous, delayed, immediate, written, and oral. While studies indicate that simultaneous negative feedback by the audience has a deteriorating effect on speaker performance, work with verbal prompting through a transistorized ear plug has improved the speaking performance of graduate teaching assistants. Research suggests that audio and video recordings accompanied by positive feedback improve students' oral interpretation skills. Classroom experience suggests that students remember criticism when it is immediate and accompanied by written comments and that the most effective written commentary is atomistic and impersonal, and may be either positive or negative. Studies suggest that oral criticism should stress positive features to promote favorable attitudes toward speaking. Though this is perhaps the most helpful form of feedback, it may have a negative influence on the performance of succeeding speakers. (MM)
Publication Type: Information Analyses; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Audience Response
Note: Paper presented at the Annual Meeting of the Speech Communication Association (69th, Washington, DC, November 10-13, 1983).