Performance‐based assessment of high school speech instruction

Rubin, Rebecca B.; Welch, Susan; Buerkel, Rick A.

doi:10.1080/03634529509378995

Cited by 16 publications

(6 citation statements)

References 17 publications

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“…This evidence is supported by Rubin, Welch, and Buerkel (1995), that high school students' communication skills improved over a semester particularly in areas where they received instruction. Research also suggests that the instruction students receive in a public speaking course makes a difference in students' CA.…”

Section: Communication Apprehensionsupporting

confidence: 69%

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Al-Tamimi¹

2014

IJLC

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The purpose of this study was to investigate the effect of public speaking instruction on improving students' communicative competence and reducing their communication apprehension in a foreign language setting. Participants in this study were 60 Yemeni English majors at the college of education of the Hadhramout University, Yemen. Objectives and research questions focused on determining whether public speaking instruction makes a difference for students who receive instruction as opposed to students who do not on two concepts: public speech performance and communication apprehension in speaking English. Results of the study illustrate that learners' public speech performance improved and low communication apprehension was shown after one term of instruction and practice of public speaking in favour of the experimental group. In line with previous research, the current study confirms that public speaking instruction has a positive effect on improving students' public speech performance and reducing communication apprehension of English language learners. The study also provides insightful perspective into second language pedagogy and presents suggestions for future research.

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Section: Communication Apprehensionsupporting

confidence: 69%

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Al-Tamimi¹

2014

IJLC

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“…As a result of the large need for assessment strategies and tools, CAT produced several publications on assessing oral communication skills for students of all ages in the decades that followed. In July of 1990, a conference on communication assessment was held and produced recommended criteria for the assessment of oral communication skills (Rubin, Welch, & Buerkel, 1995;Speech Communication Association, 1993).…”

Section: Assessment Of Learning Outcomes In Communicationmentioning

confidence: 99%

Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills

2006

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This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.

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“…Generally, smartphone apps for ESL learning refer to any language learning and teaching tools run on smartphones. They provide learners with specific benefits, including but not limited to dictionaries, translation, listening, reading, grammar, speaking, and writing [41,42]. According to Rouse [43], an app is a clipped word for application, which means software that is meant to operate on a mobile device, such as a smartphone, tablet, or computer.…”

Section: Tools Such As Smartphone Apps In Esl Learningmentioning

confidence: 99%

English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

Naparan,

Bacasmot

2024

AJESS

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This study determined the mediating role of smartphone apps in ESL learning on the relationship between English language problems and students' communication competence. Using an adapted survey questionnaire implemented electronically through Google Forms, the data was gathered from the senior high students enrolled in the 1st-semester academic year 2023 – 2024 at three private academic institutions in Davao City. A descriptive-correlational design was utilized. Mean, Pearson r, Linear Regression Analysis, and Medgraph using Sobel z-test were used for the data analysis. Results revealed that students' English language problems were moderate (x̄=2.85). Students' communication competence was high (x̄=3.59), and their use of smartphone apps in ESL learning was high (x̄=4.15). There was a significant negative relationship between English language problems and communication competence (r=-.186, p<0.001) and a significant positive relationship between smartphone app use in ESL learning and communication competence (r=.328, p<0.001). However, the negative relationship between English language problems and smartphone apps use in ESL learning (r=-.034, p=.518) was not statistically significant. Furthermore, Medgraph and Sobel's z-test revealed that smartphone app use in ESL learning had no significant effect on the relationship between English language problems and communication competence (z= -.643, p>0.01). This study contributed significant insight to the discussion of the ubiquitous role of smartphone apps in ESL learning and its implications for communication competence.

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Performance‐based assessment of high school speech instruction

Cited by 16 publications

References 17 publications

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Public Speaking Instruction: Abridge to Improve English Speaking Competence and Reducing Communication Apprehension

Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills

English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

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