This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (n =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.
"Effect of Goal-setting and Self-generated Feedback on Student Speechmaking,"
Basic Communication Course Annual: Vol. 25
, Article 13.
Available at: https://ecommons.udayton.edu/bcca/vol25/iss1/13