Purpose This paper aims to describe the development and execution of the video cover letter exercise. This learning innovation challenges students to develop a concise, targeted marketing message using video technologies and tools. Design/methodology/approach In the first full semester of mandatory implementation, a pre-test/post-test design using McCroskey's measure of communication apprehension (CA) examined the effects of the exercise in reducing students' levels of CA. There were 200 students in the course, of which 139 completed both the pre-test and post-test measure survey. The measure captures overall levels of CA and more specifically examines anxiety associated with oral communication in group discussions, dyads, group meetings and public speaking. Findings Paired sample t-tests revealed that the CA was significantly reduced overall and more specifically in settings related to group discussions and public speaking. The tool provides an effective and efficient means for assessing basic oral communication skills. It also advances oral communication skills by significantly reducing levels of CA in undergraduate business students. Originality/value Oral communication skills are consistently ranked toward the top of faculty, student and recruiter lists of requisite skills for successful business graduates (Maes et al., 1997) and marketing majors more specifically (Nicholson et al., 2005). It is not surprising then that oral communication skills are also typically included as one of the most commonly assessed learning outcomes in college of business programs (Martell, 2007). Unfortunately, decreasing resources, growing class sizes and diverse course formats (e.g. online, face-to-face and blended) create ever growing challenges to effective development and assessment of oral communication skills in our marketing and business student populations.

中文翻译：

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视频求职信：口语交流能力的嵌入式评估

目的本文旨在描述视频求职信练习的开发和执行。这种学习创新要求学生使用视频技术和工具来开发简洁，有针对性的营销信息。设计/方法/方法在强制实施的第一个完整学期中，使用McCroskey交流理解力（CA）的测验前/测验设计检验了该练习对降低学生的CA水平的影响。该课程有200名学生，其中139名完成了测试前和测试后的措施调查。该措施涵盖了CA的总体水平，更具体地讲是在小组讨论，双峰，小组会议和公开演讲中检查与口头沟通相关的焦虑。结果配对样本t检验显示，CA总体上显着降低，更具体地说，是在与小组讨论和公众演讲相关的环境中。该工具为评估基本的口头交流技能提供了有效的手段。它还通过显着降低本科商科学生的CA水平来提高口头交流技能。独创性/价值口头交流技巧一直是成功的商科毕业生（Maes等，1997）和市场营销专业（Nicholson等，2005）的教师，学生和招聘人员必备技能排行榜的首位。毫不奇怪，在商务课程中，口头交流技巧通常也被列为最常评估的学习成果之一（Martell，2007年）。很遗憾，