Introduction
This reflection paper examines my personal development in communication competencies before and after completing an introductory speech course. As an undergraduate student studying communication, particularly in the context of public speaking and interpersonal interactions, the course provided a structured opportunity to enhance skills such as clarity, audience engagement, and non-verbal cues. The purpose of this essay is to introspectively analyse my initial abilities, the transformative experiences during the course, and the specific new behaviours I have adopted. Drawing on scholarly insights, I will demonstrate critical thinking by evaluating how these changes align with established theories in communication studies. The discussion will focus on key areas of improvement, supported by examples from my experiences, while maintaining a logical flow from pre-course self-assessment to post-course reflections. This structure enables a comprehensive understanding of my growth, highlighting the applicability of course learnings to real-world scenarios.
Communication Competencies Before the Course
Prior to enrolling in the Introduction to Speech course, my communication competencies were limited, primarily shaped by informal experiences rather than formal training. I often struggled with public speaking, experiencing anxiety that manifested in hurried speech patterns and minimal audience interaction. For instance, in group discussions or presentations during previous modules, I tended to focus excessively on content delivery without considering listener feedback, leading to disengaged audiences. This aligns with broader research on communication apprehension, which Beebe and Beebe (2015) describe as a common barrier where individuals prioritise self-concern over relational dynamics.
Critically reflecting on this period, I recognise that my competencies were at a basic level, lacking depth in areas such as active listening and adaptability. According to Hargie (2011), effective communication involves not only transmitting information but also interpreting non-verbal signals and adjusting messages accordingly. Before the course, I rarely employed these skills; for example, in casual conversations, I would interrupt others or fail to paraphrase their points, resulting in misunderstandings. This introspection reveals a key limitation: my approach was egocentric, with little awareness of how cultural or contextual factors influenced interactions. However, this pre-course state provided a baseline for growth, as identifying these weaknesses motivated my engagement with the module. Indeed, such self-awareness is a foundational step in competency development, as noted in scholarly work on reflective practice in education.
Furthermore, my written communication, while adequate for academic purposes, lacked the persuasive elements often required in speech contexts. I relied on straightforward narratives without rhetorical devices, which limited my ability to influence or persuade. This was evident in feedback from earlier assignments, where tutors commented on the need for stronger structure and engagement. In essence, my pre-course competencies reflected a sound but unrefined understanding of communication principles, with room for enhancement through targeted instruction.
Experiences During the Course and Key Learnings
The Introduction to Speech course served as a pivotal intervention, introducing practical exercises and theoretical frameworks that challenged my existing competencies. Structured around weekly speeches, peer reviews, and lectures on topics like ethos, pathos, and logos, the module encouraged active participation. One transformative experience was the impromptu speaking task, where I had to deliver a two-minute talk on a random topic. Initially daunting, this exercise forced me to organise thoughts quickly, improving my adaptability—a skill Hargie (2011) emphasises as crucial for competent communicators in dynamic environments.
Throughout the course, I engaged with concepts from communication theory, such as the transactional model, which views interaction as a mutual process rather than a one-way transmission (Beebe and Beebe, 2015). Applying this, I learned to incorporate audience analysis into my preparations, asking questions like “What does the audience already know?” This shifted my focus from self-centred delivery to relational engagement. For example, during a persuasive speech assignment on environmental sustainability, I adapted my language to suit a diverse classroom audience, using inclusive pronouns and real-life analogies to foster connection. This not only reduced my anxiety but also enhanced message reception, as evidenced by positive peer feedback.
Critically, the course highlighted limitations in my non-verbal communication, such as poor eye contact and static body language. Through video-recorded sessions, I observed these issues firsthand, prompting deliberate practice. Wood (2016) argues that non-verbal cues account for a significant portion of meaning in interactions, and addressing this gap allowed me to develop a more holistic competency set. However, challenges persisted; for instance, time management in speeches occasionally led to rushed conclusions, indicating that while progress was made, full mastery requires ongoing effort. Overall, these experiences fostered a critical approach, enabling me to evaluate and refine my skills in light of academic evidence.
Communication Competencies After the Course and New Found Behaviors
Post-course, my communication competencies have evolved markedly, demonstrating improved confidence and effectiveness. I now approach public speaking with a strategic mindset, incorporating preparation techniques like outlining and rehearsal, which have reduced anxiety and enhanced clarity. This aligns with research by Wood (2016), who notes that structured practice builds communicative resilience. A specific new behaviour is the use of pauses for emphasis, allowing audiences to absorb information— a technique I adopted after course feedback sessions. For instance, in a recent group project presentation, I intentionally paused after key points, resulting in better audience retention and questions that showed engagement.
Another newfound behaviour is active listening, where I now paraphrase others’ statements to confirm understanding, reducing miscommunications. Before the course, I might have nodded passively; now, I respond with phrases like “What I hear you saying is…” This reflects Hargie’s (2011) model of skilled interpersonal communication, which stresses feedback loops. In practical terms, this has improved my interactions in team settings, such as study groups, where collaborative problem-solving is essential. Furthermore, I have integrated cultural sensitivity into my communication, recognising diverse perspectives—a direct outcome of course discussions on inclusive rhetoric. For example, when debating topics with international peers, I now tailor examples to avoid ethnocentric biases, promoting mutual respect.
Critically evaluating these changes, while my competencies are stronger, they are not without limitations. In high-stress scenarios, old habits like filler words occasionally resurface, suggesting the need for continued practice. Nevertheless, these behaviours illustrate a shift towards scholarly-informed communication, with evidence of problem-solving in real-time interactions.
Conclusion
In summary, this reflection highlights a significant transformation in my communication competencies from before to after the Introduction to Speech course. Initially marked by anxiety and limited engagement, my skills have progressed through course experiences to include adaptive strategies and active listening. Specific newfound behaviours, such as strategic pausing and paraphrasing, underscore this growth, supported by theories from Beebe and Beebe (2015), Hargie (2011), and Wood (2016). The implications extend beyond academia, enhancing employability in fields requiring effective interaction. Ultimately, this introspective process reaffirms the value of critical self-assessment in personal development, encouraging ongoing refinement of communication abilities.
References
- Beebe, S. A. and Beebe, S. J. (2015) Public speaking: An audience-centered approach. 9th edn. Pearson.
- Hargie, O. (2011) Skilled interpersonal communication: Research, theory and practice. 5th edn. Routledge.
- Wood, J. T. (2016) Communication mosaics: An introduction to the field of communication. 8th edn. Cengage Learning.
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