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Document Type

Thesis - University Access Only

Award Date


Degree Name

Master of Science (MS)

Department / School

Communication Studies and Theatre

First Advisor

Joshua Westwick


Feedback is an essential part of the learning process, but previous studies have shown feedback is not always understood fully or utilized effectively by instructors. The current body of literature in this area has focused on feedback in a general sense, and written feedback has been studied far more extensively than oral feedback. This study examined oral feedback by looking at the relationship between student public speaking anxiety and the four dimensions of instructional feedback orientation in a university speech center. Results indicated a significant relationship between student public speaking anxiety and feedback confidentiality in the speech center, and a thematic analysis also revealed the types of feedback students report receiving from instructors in the speech center. The findings from this study provided valuable insights about student responses to feedback in the speech center and how instructors can best tailor feedback for students within the speech center setting.

Library of Congress Subject Headings

Speech anxiety
Public speaking
Speech -- Study and teaching (Higher)


Includes bibliographical references (pages 67-73)



Number of Pages



South Dakota State University



Rights Statement

In Copyright