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Enhancing speaker credibility in business communication using critical visual literacy
Author
Tan, Daisy Li Na
Supervisor
Renandya, Willy A.
Jones, Sally Ann
Abstract
The impetus for this study came from the absence of theory for the feedback component of the communication model used in a Business Communication module at a public university in Singapore. To address this gap, the theory of critical literacy and an adapted critical visual literacy framework synthesized from two theories, informed the design of two self-assessment tools which were proposed as self-feedback to enhance students’ speaker credibility. Forty-eight English as a Second Language (ESL) undergraduate business students were assigned to three groups: Group 1 served as a control group, Group 2 received Critical Visual Literacy Checklist (CVLC) Part 1 containing 5 non-verbal cues, while Group 3 received CVLC Part 1 and Part 2, containing 5 reflective questions. Six participants from each group were later interviewed in focus groups. After treatments, all three groups’ presentations were peer and instructor-assessed using a Speaker Credibility Survey containing 7 items on a 1-7 semantic differential scale. Although results show no significant effect on the use of the self-assessment tools on participants’ enhanced speaker credibility, qualitative findings indicate the usefulness of CVLC Part 1. Results also show that there were gender differences in terms of how the participants positioned themselves for “power” and through “presentation skills”. Lastly, results from focus group interviews indicate that participants showed awareness of redesign and were aware of their own speaker credibility, issues of confidence and anxiety, and gender differences in public speaking.
Date Issued
2023
Call Number
HF5718.2.S55 Tan