This paper advocates for using critical intercultural and participatory pedagogy as the basis for an introductory communication course. Communication programs are often concerned with the basics -- teaching students to communicate effectively through writing and speaking. Yet the methods for teaching these two classic competencies diverge widely,…

Communication teachers have long been concerned with the development of students' oral communication competencies. Regrettably, public speaking remains one of the most feared communicative contexts. Though there has been extensive interest in cognitive/behavioral strategies for alleviating communication apprehension, there has been surprisingly…

This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their rationales for incorporating technology into their instructional practices in teaching oral communication…

Talk provides a foundation for how we learn language and advance as literate individuals. Talking helps us form thoughts, engages us in deeper learning with others, and plays a key part in how we learn to read and write. In this article, Accountable Talk®, which comes from researchers through the Institute for Learning (University of Pittsburgh),…

This paper aimed to reexamine current EFL oral communication teaching practices from the perspectives of teachers and A2 students at two universities, namely Prince of Songkla University (PSU), Thailand and University of Novi Sad (UNS), Serbia. The main objectives were: (1) to analyze current practices from the perspectives of teachers and…

Argues that the National Issues Forum model, adapted to the speech communication classroom, can prepare students to develop a style of thinking and communication appropriate for a true participatory democracy. (PD)

Impromptu student speeches can be based upon common objects. (RD)

This study presented a model which described and classified incoming students and recommended the type of instruction they should receive in the initial speech course. The sample population used was 104 university students in a basic speech course. Conclusions reached are: (1) There was a direct relationship between explicitness of instruction and…

Examines advantages, disadvantages, and preliminary assessments of the training model and the consulting/training (CONTRA) model approaches to providing oral communication instruction in Oral Communication across the Curriculum programs. Recommends the CONTRA model. (SR)

Describes the conceptual patterns approach to rhetorical invention, a way to help students become aware of and activate their thought patterns in composing speeches. (PD)

Describes the use of undergraduate teaching assistants in a basic communication course in order to provide a workable method for large numbers of entering students to learn about communication in small laboratory settings. (PD)

Argues that video can provide effective feedback in performance courses (in speech communication) by creating opportunities for students to take the role of observer, identify and emphasize specific skills, receive feedback simultaneously with performance, and make comparisons. (SR)

Woolbert is a seminal figure in the development of the contemporary speech field as a strong and independent discipline. This article examines his role as a transitional figure between the elocutionists and contemporary theorists. (PD)