Effects of Instructor Speech Rate on Student Affective Learning, Recall, and Perceptions of Nonverbal Immediacy, Credibility, and Clarity

Abstract

Although research indicates that speech rate affects perceptions of speaker credibility as well as persuasiveness and information recall, research has failed to address how instructor speech rate affects student perceptions and learning. This study randomly assigned basic communication course students to one of three speech rate conditions (slow, moderate, fast), using a videotaped lesson by an instructor. Findings revealed significant differences for credibility, affective leaning, and nonverbal immediacy, but did not reveal significant differences for recall or clarity. Implications for instructional practice and suggestions for future research are discussed.

Keywords:

• Affective Learning
• Clarity
• Credibility
• Immediacy
• Instructional Communication
• Recall
• Speech Rate

Notes

Note: Means with the same subscripts are significantly different.

A previous version of this paper was presented at the 2005 Central States Communication Association Convention, Kansas City, Missouri.

Additional information

Notes on contributors

Brent K. Simonds

Brent K. Simonds (EdD) is an assistant professor in the School of Communication at Illinios State University

Kevin R. Meyer

Kevin R. Meyer (MS, Illinois State University) is a doctoral student in the School of Communication at Illinois State University.

Margaret M. Quinlan

Margaret M. Quinlan (MS, Illinois State University) is a doctoral student in the School of Communication at Ohio University.

Stephen K. Hunt

Stephen K. Hunt (PhD) is an associate professor in the School of Communication at Illinois State University.