Critical perspectives on group consultations at communication centers: Communication accommodation theory, immediacy, and persuasion

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kimberly M. Cuny, Senior Academic Professional (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Communication centers provide assistance in the effort to enhance students’ speaking skills and they have been shown to be very effective as a resource and support across numerous campuses. The central purpose for any communication center continues to include “tutoring for students preparing oral presentations or for participation in group activities, interviews, discussions, or debates” (Hobgood, Sandin, Von Till, Preston, Burk, Neher, Wanca-Thibault, 2001, p. 3). Research has shown that centers successfully help students gain competence as well as reduce public speaking anxiety (Dwyer & Davidson, 2012; Hunt & Simonds, 2002). In order for communication centers to be successful, peer educators need to be able to effectively communicate with students regarding strength as well as areas that need improvement. Students’ perceptions of their peer educator can have a profound influence on student learning as well as how the students communicate with the peer educator.

Additional Information

Southern Discourse in the Center: A journal of multiliteracy and innovation. (21.1) 33-55
Language: English
Date: 2016
communication centers, speaking skills, peer educators, Communication Accommodation Theory (CAT)

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