ERIC Number: ED268605
Record Type: RIE
Publication Date: 1985-Nov-10
Reference Count: 0
A Grounded Ethnographic Inquiry into Teacher Oral Feedback.
Preston, Twila L.; Todd-Mancillas, William R.
A study explored (1) the types of teacher oral feedback statements student speakers identify as helpful in improving their speeches, and (2) the types of oral feedback they identify as making them feel either good or bad about their speaking abilities. The student speakers--two female graduate students and a female graduate teaching assistant--were given one week to prepare an informative speech. The speeches were then videotaped, along with the instructor's oral critiques. While viewing the tapes, the students identified statements they perceived as helpful in improving their speaking ability and those that either increased or decreased their self-esteem. Students most frequently identified as helpful the feedback that was directed toward them personally and which focused on specific features of the speeches. They perceived complimentary feedback as promoting good feelings about their speaking abilities, but of limited usefulness in helping them learn how to improve their skills. Critical statements were sometimes perceived as promoting negative feelings; however, in some cases, these statements were perceived as enhancing self-esteem. This was most likely to occur when the critical comments were accompanied by positive nonverbal immediacy behaviors, such as smiles and reassuring gazes. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (71st, Denver, CO, November 7-10, 1985).