ERIC Number: ED427351
Record Type: RIE
Publication Date: 1997
Use of Constructed Speech To Improve Classroom Performance.
Glascott, Kathleen P.; Burriss, Larry L.
The purpose of this study was to explore the effects on college students of audiotaping classroom assignments. As part of their course requirements, students were asked to submit both a hard copy of their work plus an audiotape containing their assignments. During a 3-year period, 231 undergraduate education majors enrolled in 12 courses at 3 universities were asked to complete an open-ended questionnaire which described the taping experience. Qualitative analysis of questionnaire data generated 23 descriptive categories. A majority of the student responses indicated a positive taping experience. Students indicated taping contributed to academic, cognitive, and affective learning. Several categories suggested talking out loud onto a tape recorder provided students better opportunity to organize their work. Students were better able to detect and correct technical errors such as problems with grammar, sentence structure, and word meaning. Comprehension and internalization of material was improved. Students reported taping as a positive experience which facilitated their ability to interpret and "make meaning." In addition, students' comments suggested taping assignments provided a better vehicle for emotional expression. (Contains a table of data and 14 references.) (Author/CR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A