A Practical Plan for Teaching Oral Communication in the Business Communication Course

ABCA Bulletin ◽  
1977 ◽  
Vol 40 (4) ◽  
pp. 9-11
Author(s):  
Pernell Hayes Hewing
Keyword(s):  
Oral Communication ◽  
Business Communication ◽  
Communication Course

Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance

2019 ◽  
Vol 82 (4) ◽  
pp. 440-457
Author(s):  
Thomas M. Cavanagh ◽  
Christopher Leeds ◽  
Janet M. Peters
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Oral Communication ◽  
Business Communication ◽  
Vicarious Experience ◽  
Business Majors ◽  
Verbal Persuasion ◽  
Course Performance ◽  
Grade Point ◽  
Communication Course

In order for students to effectively transfer oral communication skills from academic to professional settings, they must have high oral communication self-efficacy. We significantly increased oral communication self-efficacy in a sample of 97 undergraduate business majors by incorporating enactive mastery, vicarious experience, verbal persuasion, and physiological arousal into a business communication course. Self-efficacy was positively and significantly correlated with course performance, and increases in self-efficacy were positively and significantly correlated with changes in overall grade point average. By targeting self-efficacy, instructors can improve students’ oral communication skills and help them transfer these skills from academic to professional settings.

Content of the Business Communication Course: An Analysis of Coverage

1999 ◽  
Vol 62 (4) ◽  
pp. 33-40 ◽  
Author(s):  
William J. Wardrope ◽  
Marsha L. Bayless
Keyword(s):  
United States ◽  
Communication Theory ◽  
Oral Communication ◽  
Business Communication ◽  
Good News ◽  
Written Communication ◽  
Sentence Structure ◽  
Communication Course ◽  
Positive Message ◽  
Perceived Importance

This study examined 229 responses from members of the Association for Business Communication (United States) who rated the importance of 30 business commu nication concepts. The concepts were divided into six categories: communication theory, written communication, oral communication, employment communica tion, technology, and current business communication issues. Respondents also reported the amount of class coverage they provided for each topic. Of the 30 con cepts, 23 were rated as moderately or greatly important. Gaps occurred in some categories between their perceived importance and their actual class coverage. The five most important concepts centered on written communication and were ranked as follows ( from highest to lowest ): Use correct grammar and sentence structure, write memoranda, write persuasive news, write good news/positive message let ters, and write reports.

scholarly journals Regional Business Education Issues: South Texas Employers And Faculty Rate Communication And Technology Skills

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Ashley Bennington
Keyword(s):  
Communication Skill ◽  
Oral Communication ◽  
Business Communication ◽  
South Texas ◽  
Faculty Members ◽  
Technology Skills ◽  
Communication Course ◽  
Regional University ◽  
Stakeholder Needs ◽  
Communication And Technology

Business communication courses teach written and oral communication skills with an emphasis on using technology. With a goal of meeting stakeholder needs, this study asks 221 South Texas employers and 212 faculty members of a regional university to rate employees’ and students’ communication skill competencies. The survey asked 12 questions—four about written competencies, five on verbal, and three on technology skills. Employers consistently rated employees higher than faculty rated students.  The ratings offer implications for the business communication course: Employers and faculty are satisfied with technology skills, but basic grammar and punctuation need improvement.

Multimedia as a Teaching Tool in Business Communication Course Delivery

1997 ◽  
Vol 60 (2) ◽  
pp. 51-66 ◽  
Author(s):  
David Liu ◽  
Linda Beamer
Keyword(s):  
Software Design ◽  
Business Communication ◽  
Course Delivery ◽  
Teaching Tool ◽  
Multimedia Software ◽  
Communication Course ◽  
Course Content ◽  
Communication Program ◽  
Design Program ◽  
Time Required

The two authors created a multimedia intercultural business communication program. Multimedia is an effective instructional tool because of its ability to capture the attention of the learner and offer interactivity so the learner con trols the learning process. An appeal is made to the learner's imagination. Two constraints are the computer requirements to operate it and the length of time required to learn a multimedia software design program. The course content is described and the seven steps in developing the multimedia hypertext are detailed. The authors recommend the process with advice about what charac teristics the authors of multimedia programs need to develop.

Teaching Large Sections of a Business Communication Course

2017 ◽  
Vol 80 (1) ◽  
pp. 114-129
Author(s):  
Carol Wright
Keyword(s):  
Student Learning ◽  
Business Communication ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Face To Face ◽  
Large Sections ◽  
Large Face

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

Résumé Writing in Russia and the Newly Independent States

2006 ◽  
Vol 69 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Betsy Bowen ◽  
David Alan Sapp ◽  
Nelly Sargsyan
Keyword(s):  
Oral Communication ◽  
Business Communication ◽  
Cultural Norms ◽  
Material Hardship ◽  
Business Writing ◽  
Historical Factors ◽  
Independent States ◽  
Newly Independent States

This article examines the teaching of résumé writing at one university in Russia and several institutions in the Newly Independent States (NIS). The authors explore challenges including variable cultural norms for written versus oral communication, severe financial and material hardship in the educational sector, cultural discomfort with the norms of U.S. business writing, issues related to the transition from Soviet-style socialism to Western-style capitalism, and other historical factors that shape expectations for business communication in Russia and the NIS. Recommendations to business writing and communication faculty conclude the article.

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