Exploring the elements of communicator image through reflective practice

This Teaching Paper introduces five core exercises designed to strengthen public speaking performance through structured and reflective practice. Focusing on voice modulation, eye contact, gesture control, storytelling, and pause and pace, each exercise provides clear objectives, instructions, and practical tips that can be adapted for coaching sessions or group workshops. The exercises target common communication challenges such as monotone delivery, weak audience engagement, and lack of control over pacing or gestures. Drawing on principles of experiential learning and deliberate practice, the paper demonstrates how these drills help coachees build confidence, authenticity, and persuasive presence. A case study featuring a non-profit leader illustrates how systematic training can transform delivery quality and leadership impact.

This study seeks to explore the levels of self-assurance exhibited by students when engaged in public speaking following their participation in public speaking courses. The primary research questions addressed in this study are as follows: (1) What is the degree of self-confidence observed in students after completing the public speaking course? and (2) What are the difficulties encountered by students, and how do they navigate these challenges? The research employs a narrative approach, gathering data through interviews conducted with five students who have undergone public speaking courses. The collected data are subjected to analysis using three techniques, specifically data condensation, data presentation, and drawing conclusions as proposed by Miles, Huberman, and Saldana. The findings of this investigation reveal various emotions experienced by students during public speaking, including stiffness, a sense of being inarticulate, complexity, unhappiness, insecurity, nervousness, and embarrassment. Nevertheless, some participants reported improved self-assurance and enhanced confidence after completing the public speaking course. Participants also encountered challenges during public speaking, such as unclear speech, confusion, self-doubt, stage fright, difficulties in controlling expressions, and limited vocabulary. However, they devised their own strategies to overcome these challenges, such as staying calm, adopting positive thinking, practicing more, self-convincing, disregarding negative feedback, thorough topic preparation, refreshing themselves by washing their face, and offering prayers before speaking publicly. Based on the data analysis, it can be concluded that the majority of students continue to grapple with low self-confidence when speaking in public, even after completing their public speaking coursework. This study contributes valuable insights to the pedagogical process of teaching and learning public speaking within the English department.

Oral presentation skill is an asset for graduates. A graduate with good oral presentation skills has a better chance in career advancement and promotion rather than one who does not. Thus, it is vital for university students to have exposure to oral communication strategies for them to become good presenters. The purpose of this study was to identify the communication strategies used by undergraduate students while delivering oral presentations in an oral communication skills course. The strategies used were mapped against the grades they obtained for the course to gauge the strategies used by students who scored an A (good presenters) versus those who scored a B (average presenters). Presenting to an audience may generate anxiety and concern that the presentation might not be delivered effectively. Good presenters have found ways to overcome or cope with this concern. Thus, the Oral Communication Strategies Inventory (OCSI) developed by Nakatani (Mod Lang J 90:151–168, 2006) was used to access strategies that the students used for coping while delivering their oral presentations. The OCS inventory included eight categories of strategies for coping while speaking and seven categories of strategies for coping while listening. However, for the purpose of this paper, only speaking strategies were analyzed. The respondents were 100 engineering students enrolled in a communication skills course. Results of the data analysis revealed that the good presenters employed more oral communication strategies than the average presenters. The better students had more frequently used social affective, fluency-oriented, and nonverbal strategies for coping with speaking problems. The average students, on the other hand, do utilize social affective and nonverbal strategies but on a much lesser degree. The findings suggest that average presenters should be made aware of the mentioned skills and be accustomed to them in order to enhance their oral presentation skills. As such, introducing the oral communication strategies to the students could help them improve their oral communication delivery.

Speaking ability is one of the integral language components in English language acquisition. This ability is a challenging one to master for ESL learners, as it involves several linguistic and non-linguistic features in presenting ideas and it is frequently associated with anxiety. Public speaking anxiety is a common issue faced by students learning a second language. Feelings such as stage fright and nervousness could contribute to their anxiety in communicating using the target language. Additionally, the classroom environment, the presence of the instructor and peer pressure could also be factors which pose a threat for students, particularly in public speaking settings. The present study aims to investigate whether public speaking anxiety can be alleviated through the use of online platforms and/ or video blogs. The creation of personal video blogs could potentially help learners by providing a safe and non-threatening learning environment in which to practise their public speaking skills. This study also aims to identify the factors that influence the use of video blogs as a public speaking platform. A mixed-method approach is designed to examine the effects of using video blogs. A set of questionnaires and semi-structured interviews were applied to groups of tertiary level ESL learners. Quantitative and qualitative approaches to data analysis were carried out and the results indicate that the use of video blogs does bring significant positive outcomes in reducing public speaking anxiety among ESL learners.

Communication apprehension (CA) intervention techniques are systematic, empirically grounded methods employed in a variety of settings to reduce communication‐related anxiety, most commonly in public speaking contexts, where many speakers experience → stage fright. Communication scholars have developed, adapted, and tested a variety of effective methods to treat → speech anxiety due to its pervasive nature and deleterious effects. Although most contemporary CA theories view → communication apprehension as being a multidimensional construct comprised of interrelated cognitive, affective/physiological, and behavioral components, different interventions emphasize one component over the others. That is, some theorists viewed speech anxiety as stemming primarily from thoughts, internal dialogue, and/or images associated with public speaking (e.g., Ellis 2001). Others emphasized the physiological consequences of autonomic nervous system activation. And still others underscored the lack of public speaking skills as the primary reason people experience speech anxiety (e.g., Kelly 1997). Thus, treatments are typically categorized as cognitive, affective, or behavioral in nature, and instructors and counselors employ either one or a combination of the treatments outlined below.

ABSTRACTThe purpose of this study was to compare student growth in public speaking and hybrid introductory communication skills courses on four outcomes: public speaking anxiety, self-perceived communication competence, intercultural effectiveness, and connected classroom climate. This study also sought to find out whether there were differences in the achievement of outcomes and growth in each outcome by sex and ethnicity. Data from 908 participants utilized a within-subjects and between-subjects repeat measures design. Results showed that public speaking and hybrid communication courses reduced public speaking anxiety and increased self-perceived communication competence and connected classroom climate a similar amount, but did not significantly increase intercultural effectiveness for students overall. Small effects were found for sex on all outcomes and for ethnicity on two outcomes.

This study sets out to examine the predictors of success in Public Speaking (PS) within digital contexts, referred to as digital oratory (DO), by evaluating the impact of an English Digital Oratory (EDO) course on high school students' PS competence.Specifically, it investigates how English as a Foreign Language (EFL) proficiency, prior PS experience, and intelligence is associated with PS performance in DO.DO encompasses traditional PS skills while integrating competencies required for virtual engagement and the effective use of digital tools.The study involved a quasi-experimental design, with pre-and post-tests, and a sample of 100 Romanian EFL high school students who attended a six-month EDO course on Google Classroom.Relevant theories, such as educational, EFL, emotional and psychological development, talent and giftedness, and multimedia integration informed our curriculum, framed in Fink's Taxonomy of Significant Learning.The intervention featured synchronous sessions, peer evaluations, flipped classroom methodology, digital technologies, and interactive and learner-centered activities.We measured PS performance before and after the course using Schreiber's (2012) Public Speaking Competence Rubric and our results demonstrated a significant improvement in both expert-evaluated and self-reported PS competence.Intelligence primarily is associated with content-related skills, whereas EFL proficiency and prior PS experience had an impact on overall PS competence.Our findings substantiate the fact that EDO instruction should be an integral part of communication education.The research offers valuable insights into replicable efficient digital oratory instruction in EFL, suitable for students with diverse linguistic and cognitive features.

Stage fright, also known as stage fright or fear of public speaking, is a recognized phenomenon that affects many people in different contexts. This research focuses on analyzing how stage fright becomes a communication barrier in the educational field, specifically in the classroom. The methodology used is mixed research under the Quantitative and Qualitative approach, data collection was carried out through interviews and survey. The results indicate that stage fright has a significant impact on students’ communication in the classroom. Those who experience stage fright tend to avoid actively participating in discussions, oral presentations, and other activities that require speaking in front of their peers. This negatively affects their learning by missing opportunities to express ideas, ask questions and participate in discussions. Factors that contribute to stage fright in the educational context are identified, such as fear of judgment and negative evaluation, lack of confidence in communication skills, and peer pressure. These factors create anxiety and stress, further hindering students’ ability to communicate effectively. As a result of the research, strategies are proposed to address stage fright and promote effective communication in the classroom. These include relaxation techniques and stress management, creating a supportive and trusting environment, designing activities that promote active participation by all students, and training teachers in managing stage fright.

Helping computing students acquire the skills employers require is fraught with problems. Students often do not see teaching these skills as a legitimate element of a computing curriculum. This chapter argues that part of the reason for this is a psychological resistance to self-exploration and self-evaluation and not the rational argument it appears to be. Furthermore, self-awareness is a pre-requisite for transformational learning which is pre-requisite for students being able to achieve their full potential. This chapter discusses the causes of student resistance to engaging fully in activities designed to improve their employability skills. It then discusses the concept of transformational learning as a common objective of higher education and preparation for employment. Finally, it presents the deployment of a skills inventory to introduce students to the concepts of self-evaluation and self-awareness which overcomes their natural ambivalence. Results have been encouraging and the student response positive.KeywordsPersonal reflectionPersonal developmentTransformational learningSkills developmentSkills inventory

This article examines how to engage students in making transformative change through reflective practice. Transformational learning is a term that describes the process by which a person ponders on what they are learning. This leads them to contemplate their belief systems from personal experience, critical reflection, and rational discourse that help them to identify, assess, and reformulate key assumptions on which their perspectives are constructed. Reflective practice can help a person to expand existing points of view, establish new points of view, transform a point of view, or become aware of the impact that bias can have on one's view of groups unlike oneself.

Stage fright is a common barrier that prevents speakers from delivering persuasive and impactful presentations. This Teaching Paper introduces practical strategies for overcoming anxiety and building confidence in public speaking. Techniques are categorized into preparation, mental conditioning, physical relaxation, in-the-moment practices, and post-speech reflection. By systematically applying these approaches, speakers can reduce stress, maintain composure, and increase their effectiveness. Designed for non-profit leaders, volunteers, and emerging advocates, this resource combines theoretical grounding with actionable steps, helping communicators enhance confidence and deliver messages that resonate with diverse audiences.

Participedia is a collaborative, digital learning tool for the co-production of knowledge about new forms of citizen participation across the world ( www.participedia.net ). In this paper, we analyse using the platform as a learning resource for adult learners who are democracy practitioners and for undergraduate students. We examine Participedia’s role in advancing transformative civic and democratic learning, and situate our analysis in the current context of democracy and civic space under strain globally. We argue that this pedagogy is crucial in the face of democratic erosion, growing inequality, increased polarization and the rise of right-wing populism. We discuss how Participedia’s multiple channels for learner engagement (e.g., critical case study analysis, self-directed research, reflective writing, case study development based on lived experience, collaborative fellowships) support critical and reflective democratic practice. We show how the Participedia platform contributes to transformative learning outcomes, in particular around social action, active citizenship, participation and democracy.

Purpose This study examines the impact of structured research mentor training, based on the CIMER programme, on mentors' practices and identities in higher education, focusing on transformative learning as experienced by mentors and observed by mentees (Illeris, 2014). Design/methodology/approach Semi-structured interviews were conducted with ten Mentor Academy alumni and nine of their mentees. Inductive thematic analysis (Braun and Clarke, 2006) was used to identify broader themes based on participants' insights. Findings The analysis revealed that research mentor training supported identity development through cognitive, emotional and social learning dimensions (Illeris, 2007). Mentors gained tools and structure, deepened self-awareness, and adopted more intentional, reflective practices. They became more emotionally available and attentive to mentees' needs, while mentees reported feeling valued and supported. Reciprocal learning and community building were central, fostering a growth mindset (Dweck, 2006). Findings also speak to conceptual questions about the nature of mentor identity and its relationship to academic roles. Practical implications Findings emphasize that structured research mentor training fosters cognitive, emotional, and social learning (Illeris, 2007, 2014). Mentoring should be positioned as a developmental, identity-forming academic practice (McAlpine and Åkerlind, 2010), supported by ongoing reflection and community. Recognizing it as scholarly work can strengthen institutional culture and mentor commitment (Maxwell et al., 2024). Originality/value Beyond improving mentoring practices, findings highlight mentor training as a site of evolving academic identity. The findings contribute novel insights into the underexplored intersection of research mentoring and identity formation, positioning mentoring not only as a professional skill but also as a dynamic space where academic roles and self-conceptions are redefined.

The training of teachers has traditionally been connected with the transmission of the subject matter and the lesson techniques, and in most instances, it was believed to regard the delivery of the subject as opposed to the general growth of the teacher as a reflective and adaptable worker. However, due to dynamism of education now that is characterized by technology and different classes and transformation of expectations of the society, there is the need to revisit the traditional models of teacher education. The paper shall also focus on the way the traditional approaches to teacher preparation have shifted to a more transformative approach that is aimed at critical thinking, reflective learning and student-centered pedagogy. The current paper aims at discussing how the contemporary teacher education system can be altered to embrace the experiential learning, collaboration learning and reflective practice in an attempt to equip future teachers to be better equipped in addressing the complex classroom realities. It underlines the importance of the teacher building that implies not only the knowledge of subject matter but also the possibility to establish inclusive learning environment, address the needs of diverse learners, and stimulate critical thinking among students. It is a paper founded on the existing theoretical perspectives on the field of teacher education, teacher development, and transformative learning as a means of analyzing the new trends in teacher education. In addition, the research article discusses the responsiveness and responsiveness of educators through creative pedagogical practices such as project-based learning, mentorship models, technology-enhanced teaching practices, among others. The importance of ongoing professional learning as well as ethical responsibility and development of reflective teaching identities is also highlighted. Teacher education institutions have the opportunity to design courses that promote creativity, questioning, and professional responsibility in future teachers by exceeding the conventional delivery of lectures. The results indicate that teacher preparation transformation must be systematic in terms of curriculum design, assessment procedures and institutional support mechanisms. Globalization of learning between schools and universities, adding hands-on experiences of learning, and promoting critical thinking are also key towards equipping teachers with the knowledge of how to manage modern learning challenges. Finally, the transformation of teacher preparation through transformative practice can be used to help generate more effective teaching, student learning outcomes, and long-term educational development.

Jack Mezirow’s Transformative Learning Theory highlights critical reflection and rational discourse as essential for adult learning. This study examines the culturally shaped reflective practices of 15 Chinese tutoring industry leaders as they navigated the dual crises of COVID-19 and the national ban on after-school subject tutoring. Using a multiple-case study approach, the research identified two culturally grounded strategies that supported leaders’ reflective processes: (1) the use of metaphors and analogies and (2) the integration of historical and philosophical wisdom. Leaders employed metaphors to reinterpret challenges creatively and drew on Confucian, Taoist, Buddhist teachings, and ancient war strategies to make sense of uncertainty. Through these culturally informed reflections, they modified or expanded their frames of reference, fostering resilience in times of crisis. The findings emphasize the importance of cultural influences in transformative learning and advocate for incorporating cultural products to support meaningful reflection in non-Western contexts.