Abstract
This study examines how mediated instruction affects public speaking anxiety (PSA), self-efficacy, and motivation. Grounded in social cognitive and multimedia learning theories, 137 students viewed or listened to a brief lecture on PSA control. Results showed significant improvements in self-efficacy, reduced PSA, and increased motivation, with no significant differences between audio-only and audio-video formats. These findings suggest that audio-only instruction can be as effective as video-based content, offering an accessible alternative for diverse learners. The study highlights the value of brief, mediated interventions for improving public speaking outcomes in both traditional and online learning environments.
Recommended Citation
Gregg, Peter B.
(2025)
"Is Seeing Believing? Comparing Students’ Mediated Social Learning About Public Speaking Anxiety Using Audio-Only or Audio-Visual Instruction,"
Basic Communication Course Annual: Vol. 37, Article 11.
Available at:
https://ecommons.udayton.edu/bcca/vol37/iss1/11
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons