Voice and Communication Training Program Improves Performance of University Students in Oral Presentations

Rosa, Deborah Cristine Bonetti; Lopes, Leonardo Wanderley; Lopes-Herrera, Simone Aparecida

doi:10.1590/2317-1782/20232022146en

Deborah Cristine Bonetti Rosa

study design

data collection

analysis, and interpretation

writing

Faculdade de Odontologia de Bauru – FOB, Universidade de São Paulo – USP - Bauru (SP), Brasil.

https://orcid.org/0000-0002-8753-9011

Leonardo Wanderley Lopes

data reanalysis

writing

final revision

Universidade Federal da Paraíba – UFPB - João Pessoa (PB), Brasil.

https://orcid.org/0000-0001-9041-7114

Simone Aparecida Lopes-Herrera

study design supervision

methodological design

data interpretation

writing

Faculdade de Odontologia de Bauru – FOB, Universidade de São Paulo – USP - Bauru (SP), Brasil.

https://orcid.org/0000-0002-1892-0871

Conflict of interests: nothing to declare.

Correspondence address: Departamento de Fonoaudiologia, Faculdade de Odontologia de Bauru – FOB, Universidade de São Paulo – USP Al. Dr. Octávio Pinheiro Brisolla, 9-7 5, Bauru (SP), Brasil, CEP: 17012-901. E-mail: lopesimone@usp.br

Figures (1)
Tables (17)

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Figure 1
Intervention program taxonomy

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Nome completo: Data de Nascimento: Nº USP: Endereço: Bairro: Cidade: UF: Telefone: ( ) Celular: ( ) E-mail: Curso: Ano de Graduação: Pode vir realizar a pesquisa no horário noturno (19-21h) com frequência de uma vez por semana em oito encontros, na xxxxxxxxxxxxxx, em dia a combinar? ( ) Sim ( ) Não Qual dia da semana de sua preferência para a realização da pesquisa? ( ) Segunda ( ) Terça ( ) Quarta ( ) Quinta ( ) Sexta Principais dificuldades nas apresentações: ( ) Nervosismo ( ) Ansiedade ( ) Insegurança ( ) Timidez ( ) Não conseguir transmitir/expressar o que quero falar ( ) Medo de esquecer ou errar ( ) Vergonha de falar em público ( ) Falar com clareza ( ) Projetar corretamente a minha voz ( ) Em saber qual a melhor postura ( ) Outros Se assinalar outros, descrever aqui: Esta dificuldade é ou foi notada por quem? (pode marcar mais de uma opção): ( ) por você mesmo ( ) professor da faculdade ( ) outro professor ( ) colegas de classe ( ) amigos de outros locais ( ) família ( )outros/quem:

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Frequência Sempre Frequentemente Às vezes Raramente Nunca (a) Vocabulário (b) Gramática (c) Pronúncia (d) Entonação (e) pausas (f) Média de tempo

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Frequência Sempre Frequentemente Ás vezes Raramente Nunca (a) Articulação (b) Loudness (c) Fazer contato visual com todos os presentes (d) Sorrir quando apropriado (e) Postura adequada (f) Capacidade de manter o interesse da audiência (g) Controle Emocional

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Aspectos Pontos a considerar Nota Planejamento Evidência de preparação cuidadosa. Objetivos Clareza: adequados à audiência ou ao assunto. Conteúdo Alcance, relevância, adequação, conhecimento, pesquisa e domínio do assunto. Abordagem Mensagem, embasamento e reiteração, variedade e humor. Organização Coerência, clareza e condução. Recursos visuais Propriedade, clareza e condução. Forma de apresentar Ritmo, entusiasmo, contato visual, fala audível, entonação, autoconfiança e linguagem corporal. Linguagem Clareza, acuidade, fluência, adequação, pronúncia e sinalização. Geral Clareza da mensagem. Alcançou os objetivos? É interessante? Agradável/ informativo? Instigante?

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Escala para Auto-Avalíação ao Falar em PúblicoTradução e adaptação para o português: Crippa JAS, Osório F, Graett FG,Zuardi AW, Pinho M, Busano GF, Chaves M, Loureiro SR (2004)Por favor, imagine as coisas que você costuma pensar sobre si mesmo, quando se encontra em alguma situação em que tenha que falar em público. Tendo em mente essas situações, até que ponto você concorda com as afirmações a seguir? Por favor, dê uma nota de O (se você discorda totalmente) a 5 (se você concorda inteiramente com a afirmação) 1. 0 que tenho a perder? Vale a pena tentar 0 1 2 3 4 5 2. Sou um fracasso 0 1 2 3 4 5 3. Esta é uma situação difícil, mas posso dar conta dela 0 1 2 3 4 5 4. Um fracasso nesta situação seria mais uma prova de minha incompetência 0 1 2 3 4 5 5. Mesmo que não dê certo, não é o fim do mundo 0 1 2 3 4 5 6. Posso dar conta de tudo 0 1 2 3 4 5 7. Qualquer coisa que eu disser vai parecer bobagem 0 1 2 3 4 5 8. Acho que vou me dar mal de qualquer jeito 0 1 2 3 4 5 9. Em vez de me preocupar, poderia me concentrar no que quero dizer 0 1 2 3 4 5 10. Eu me sinto desajeitado e tolo, certamente eles vão notar 0 1 2 3 4 5

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Aspectos Pontos a considerar Nota Planejamento Evidência de preparação cuidadosa. Objetivos Clareza: adequados à audiência ou ao assunto. Conteúdo Alcance, relevância, adequação, conhecimento, pesquisa e domínio do assunto. Abordagem Mensagem, embasamento e reiteração, variedade e humor. Organização Coerência, clareza e condução. Recursos visuais Propriedade, clareza e condução. Forma de apresentar Ritmo, entusiasmo, contato visual, fala audível, entonação, autoconfiança e linguagem corporal. Linguagem Clareza, acuidade, fluência, adequação, pronúncia e sinalização. Geral Clareza da mensagem. Alcançou os objetivos? É interessante? Agradável/ informativo? Instigante?

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Chart 1
Description of the activities and topics covered in the “High-Performance Communication Training”

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Table 1
Comparison of the qualitative components according to the moment of evaluation by the evaluators

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Table 2
Comparison of the quantitative components according to the moment of evaluation by the evaluators

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Table 3
Comparison of positive and negative self-affirmations according to the students' moment of self-assessment

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Table 4
Comparison of quantitative components according to the moment of student self-assessment.

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Full name: Date of birth: USP Nº: Address: District: City: UF: Telephone: ( ) Cellphone: ( ) E-mail: Course: Graduation year: Can you join us for the research in the evening (19-21h), once a week for eight meetings, at xxxxxxxxxxxxxxxxxx, on a day to be arranged? ( ) Yes ( ) No On which day of the week would you prefer to take the survey? ( ) Monday ( ) Tuesday ( ) Wednesday ( ) Thursday ( ) Friday Please point out your main difficulties in presentations: ( ) Nervousness ( ) Anxiety ( ) Insecurity ( ) Shyness ( ) Not being able to convey/express what I want to say ( ) Fear of forgetting or making mistakes ( ) Ashamed of public speaking ( ) Speaking clearly ( ) Projecting my voice correctly ( ) Not knowing the best posture ( ) Other If you point out any others, please describe them here: Who has noticed this difficulty? ( ) yourself ( ) a professor ( ) another teacher ( ) classmates ( ) other friends ( ) family ( )others/who:

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Frequency Always Often Sometimes Rarely Never (a) Vocabulary (b) Grammar (c) Pronunciation (d) Intonation (e) Pauses (f) Average time

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Frequency Always Often Sometimes Rarely Never (a) Articulation (b) Loudness (c) Make eye contact with everyone present (d) Smiling when suitable (e) Adequate posture (f) Ability to keep audience interest (g) Emotional control

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Elements Points for consideration Score Planning Evidence of careful preparation. Objectives Clarity: suitability to the audience or theme. Content Scope, relevance, suitability, knowledge, research, and mastery of the subject. Approach Message, basis, reiteration, variety, and humor. Organization Coherence, clarity, and management. Visual resources Authority, clarity, and management. Form of presentation Rithm, enthusiasm, eye contact, audible articulation, intonation, self-confidence, and body language. Language Clarity, acuity, fluency, appropriateness, pronunciation, and signaling. General Clarity of message. Did it reach the objectives? Is it interesting? Pleasant/informative? Thought-provoking?

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Escala para Auto-Avalíação ao Falar em PúblicoTradução e adaptação para o português: Crippa JAS, Osório F, Graett FG,Zuardi AW, Pinho M, Busano GF, Chaves M, Loureiro SR (2004) Por favor, imagine as coisas que você costuma pensar sobre si mesmo, quando se encontra em alguma situação em que tenha que falar em público. Tendo em mente essas situações, até que ponto você concorda com as afirmações a seguir? Por favor, dê uma nota de O (se você discorda totalmente) a 5 (se você concorda inteiramente com a afirmação) 1. 0 que tenho a perder? Vale a pena tentar 0 1 2 3 4 5 2. Sou um fracasso 0 1 2 3 4 5 3. Esta é uma situação difícil, mas posso dar conta dela 0 1 2 3 4 5 4. Um fracasso nesta situação seria mais uma prova de minha incompetência 0 1 2 3 4 5 5. Mesmo que não dê certo, não é o fim do mundo 0 1 2 3 4 5 6. Posso dar conta de tudo 0 1 2 3 4 5 7. Qualquer coisa que eu disser vai parecer bobagem 0 1 2 3 4 5 8. Acho que vou me dar mal de qualquer jeito 0 1 2 3 4 5 9. Em vez de me preocupar, poderia me concentrar no que quero dizer 0 1 2 3 4 5 10. Eu me sinto desajeitado e tolo, certamente eles vão notar 0 1 2 3 4 5

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Elements Points for consideration Score Planning Evidence of careful preparation. Objectives Clarity: suitability to the audience or theme. Content Scope, relevance, suitability, knowledge, research, and mastery of the subject. Approach Message, basis, reiteration, variety, and humor. Organization Coherence, clarity, and management. Visual resources Authority, clarity, and management. Form of presentation Rithm, enthusiasm, eye contact, audible articulation, intonation, self-confidence, and body language. Language Clarity, acuity, fluency, appropriateness, pronunciation, and signaling. General Clarity of message. Did it reach the objectives? Is it interesting? Pleasant/informative? Thought-provoking?

Session	Objective	Content	Techniques and Procedures
1 (Extra)	Explaining the research and sign the terms.	Informed Consent Form (ICF), Term of Commitment, and details of the research.	Performed one month before the intervention for the participants to prepare.
2	Performing the initial assessment (pre-intervention).	First oral presentation on the theme chosen by each participant to the examiners and other participants.	Assessment. Application of the “Oral Presentation Assessment Form – OPF”, self-assessment form, and Public Speaking Self-Assessment Scale.
2	Performing the initial assessment (pre-intervention).		Each participant had five minutes to conclude the presentation.
3	Developing skills related to the preparation of a presentation. Covering the history of Neurolinguistic Programming, thus discussing some of the theoretical references on which the training is based.	How to search the theme for presentation properly. How to prepare the presentation. How to use audiovisual resources in a presentation and the importance of mastering the content. The history of NLP.	Indirect approach: pedagogical intervention.
3			Neuro-linguistic programming.
4	Teaching how to set goals better and reach results. Explaining the NLP proposal for communication.	NLP tools: good goal formulation – GGF and NLP assumptions.	Indirect approach: pedagogical intervention.
			Neuro-linguistic programming.
			On this day the participants were asked to write their goals with the training.
5	Briefing on the communication concept and elements of body language, such as facial expressions, gestures, and posture. In addition to social skills and paralinguistic components, which are the vocal components that modulate a message.	Communication, verbal and non-verbal language.	Direct approach: body intervention; use of the body to simulate situations; mime.
			Indirect approach: pedagogical intervention.
	Providing knowledge on these skills and facing the fear of public speaking.		Therapeutic intervention: Two activities were carried out on this day to work on elements of body language and public speaking highlighting its communicative importance.
6	Increasing knowledge. Addressing the concepts involved in voice projection. Sharing exercises and techniques to improve voice projection in presentations.	Voice projection: body communication, relaxing, breathing, voice, and articulation.	Indirect approach: pedagogical intervention. Explaining the theoretical background.
6			Direct approach: MPT intervention – hearing; vocal, musculoskeletal, somatosensory, and respiratory functions: stretching/relaxation of the cervical region, pectoral girdle, and body; exercises for the semi-occluded vocal tract and articulation. Vocal improvement and expressiveness exercises.
7	Briefing on how to establish a relationship with the public. Explain the types of public according to the NLP and how the content of a presentation should be presented to each one of them. Recognizing the profiles and indicating the prevalence of profiles in the group.	Rapport: how to empathize with the public. Representational systems: how to identify them, what are the features and organizational and learning styles of each group.	Indirect approach: pedagogical intervention and therapeutic interaction.
			Neuro-linguistic programming:
			Applying the Representational Systems Test.
8	Explaining the relationship between body and mind and providing a larger emotional awareness for better controlling emotions in stressful situations. Showing the importance of choosing words and the role of linguistics.	How to manage emotions and the power of language. It is worth highlighting that the content about emotions was addressed throughout the training. The first sessions approached concepts of emotion, feelings, and self-awareness for the participants to develop their skills throughout the training.	Indirect approach: pedagogical intervention and therapeutic interaction.
			Direct approach: stretching and relaxation.
			Neuro-linguistic programming: dynamics about emotions.
9	Performing the final assessment (post-intervention).	Second oral presentation of the theme chosen by each participant to the examiners and other participants.	Assessment. Applying the “Oral Presentation Assessment Form – OPF”, self-assessment form, and Public Speaking Self-Assessment Scale.
9	Performing the final assessment (post-intervention).		Each participant had five minutes to conclude the presentation.
10 (Extra)	Performance feedback.	Pre- and post-intervention results.	The form contains the individual results for each participant to learn their progress.
10 (Extra)	Performance feedback.	The participants had no contact with the forms filled by the other participants and received their forms via e-mail after the feedback.

Qualitative components	Before					After					p-value
Qualitative components	Mean	SD	P25	Median	P75	Mean	SD	P25	Median	P75	p-value
Vocabulary	3.39	0.54	3.00	3.00	4.00	3.92	0.27	4.00	4.00	4.00	<0.001*
Grammar	3.55	0.55	3.00	4.00	4.00	3.92	0.27	4.00	4.00	4.00	<0.001*
Pronoun	3.50	0.60	3.00	4.00	4.00	4.20	0.00	4.00	4.00	4.00	<0.001*
Intonation	3.16	0.59	3.00	3.00	4.00	3.95	0.22	4.00	4.00	4.00	<0.001*
Pauses	2.47	0.68	2.00	2.00	3.00	3.82	0.39	4.00	4.00	4.00	<0.001*
Average time	2.74	0.64	2.00	3.00	3.00	3.87	0.34	4.00	4.00	4.00	<0.001*
Articulation	2.55	0.64	2.00	3.00	3.00	3.79	0.41	4.00	4.00	4.00	<0.001*
Vocal Loudness	3.26	0.79	3.00	3.00	4.00	3.89	0.38	4.00	4.00	4.00	<0.001*
Eye contact	2.26	0.76	2.00	2.00	3.00	3.55	0.55	3.00	4.00	4.00	<0.001*
Smiling when suitable	2.26	0.76	2.00	2.00	3.00	3.79	0.41	4.00	4.00	4.00	<0.001*
Adequate posture	2.21	0.70	2.00	2.00	3.00	3.79	0.41	4.00	4.00	4.00	<0.001*
Keeping the audience	2.53	0.76	2.00	2.00	3.00	3.74	0.44	3.00	4.00	4.00	<0.001*
Emotional control	2.82	0.69	2.00	3.00	3.00	3.79	0.41	4.00	4.00	4.00	<0.001 ^* * p<0.05

Quantitative components	Before					After					p-value
Quantitative components	Mean	SD	P25	Median	P75	Mean	SD	P25	Median	P75	p-value
Planning	8.11	1.09	7.33	8.42	9.00	9.60	0.59	9.50	9.67	10.00	<0.001*
Objective	7.98	1.02	7.33	8.17	8.75	9.53	0.46	9.33	9.67	9.83	<0.001*
Content	8.00	1.02	7.46	8.08	8.83	9.47	0.56	9.29	9.67	9.83	<0.001*
Approach	7.35	1.07	6.63	7.17	7.88	9.28	0.53	8.96	9.33	9.67	<0.001*
Organization	7.73	1.04	6.96	7.83	8.50	9.44	0.59	9.13	9.54	10.00	<0.001 ^* * p<0.05
Visual Resource	8.01	1.04	7.33	8.08	8.88	9.62	0.57	9.50	9.83	10.00	<0.001*
Ways of presenting	7.11	1.03	6.33	7.17	7.67	9.07	0.53	8.73	9.00	9.54	<0.001*
Language	7.58	0.89	7.00	7.67	8.17	9.31	0.41	8.83	9.33	9.67	<0.001*
General	7.71	0.98	7.00	7.83	8.17	9.23	0.48	8.96	9.33	9.58	<0.001*

Self-affirmations	Before			After			P
Self-affirmations	Mean	Median	SD	Mean	Median	SD
SSPS-P	15.9	16.5	4.9	20.9	22	2.9	<0.001 ^* * p<0.05
SSPS-N	10.6	10.5	6.7	6.3	5	4.7	<0.001*

Quantitative components	Before					After					p-value
Quantitative components	Mean	SD	P25	Median	P75	Mean	SD	P25	Median	P75	p-value
Planning	7.02	1.98	6.00	7.00	8.25	8.53	1.04	8.00	8.00	9.62	99
Content	7.35	1.63	6.75	8.00	8.2	8.44	0.80	8.00	8.00	9.00	<0.001 ^* * p<0.05
Approach	6.13	2.14	5.00	6.00	8.00	7.66	1.14	7.00	8.00	9.00	<0.001*
Organization	6.19	1.75	5.00	6.00	7.00	8.06	1.16	7.00	8.00	9.00	<0.001*
Visual Resource	6.71	2.24	5.00	7.00	8.00	8.53	1.15	8.00	9.00	9.25	<0.001*
Form of presentation	5.25	2.01	4.00	6.00	7.00	7.60	1.20	7.00	7.00	9.00	<0.001*
Emotional Control	5.17	2.64	3.00	5.00	8.00	7.77	1.41	7.00	8.00	9.00	<0.001*
Language	6.03	1.76	5.00	6.00	7.00	8.11	1.09	7.00	8.00	9.00	<0.001*
General	6.27	1.73	5.75	7.00	7.25	8.30	0.90	8.00	8.00	9.00	<0.001*

[1] Conflict of interests: nothing to declare.

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Voice and Communication Training Program Improves Performance of University Students in Oral Presentations

Abstract

Purpose

Methods

Results

Conclusion