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Effect of Videotape Playback and Teacher Comment on Anxiety During Subsequent Task Performance [microform] / Myles P. Breen and Roderick Diehl
Bib ID 5211214
Format BookBook, MicroformMicroform, OnlineOnline
Author
Breen, Myles P
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
7 p. 
Summary

Feedback by teacher comment, by television playback, and by self-analysis, singly, or together, reduced anxiety in subsequent performance as measured by nonfluencies in speech. Nonfluencies were counted in eight categories: the sounds, "ah,""um," or "uh;" correction; sentence incompletion; repetition; stutter; intruding incoherent sound; tongue slip; and omission. Performance in six treatment groups ranged from a low of 10.4 nonfluencies when there was videotape recording, teacher comment, and playback to a high of 37.1 nonfluencies when there was no videotape recording, no comment, and no playback. Since videotape playback without teacher comment resulted in almost double the nonfluencies (21.3) of those resulting from videotape playback with teacher comment, the conclusion was reached that a positive interaction between the two practices is to be desired. It is interesting that the mere presence of a television camera and recorder reduced student anxiety somewhat, perhaps, because of a "Hawthorne" effect. (MF)

Notes

ERIC Note: Paper presented at Annual Meeting of the Department of Audio-Visual Instruction, National Education Association (Detroit, Michigan, April 27 - May 1, 1970).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Articulation (Speech)  |  Behavior Change.  |  Feedback.  |  Microteaching.  |  Anxiety.  |  Speech.  |  Student Teacher Relationship.  |  Task Performance.  |  Videotape Recordings.
Other authors/contributors Diehl, Roderick, author
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