Some effects of instruction in feedback utilization on the fluency of college students’ speech

This study investigated the hypothesis that increases in non‐fluency among inexperienced student speakers confronted with adverse audience conditions are a function of cognitive uncertainty associated with the speakers’ inability to utilize feedback and to select appropriate communication strategies. A series of comparisons of the vocal patterns of instructed and uninstructed, inexperienced student speakers confirmed the predictions that instruction and consequent implementation of strategies reduced instances of certain nonfluencies and increased the speakers’ confidence.