This article describes the nature and assessment of the first interact
ive videotape instruction (IVI) program for coping with speech fright.
Formative evaluations indicate that students enjoyed the IVI program.
One-way analyses of variance indicate that the IVI program was as eff
ective on speech fright and recall measures as lecture/linear videotap
e instruction by two outstanding public speaking instructors. Furtherm
ore, students in the IVI condition achieved significantly higher immed
iate and delayed cognitive test scores and significantly greater reduc
tion in speech fright over a four-week period than did students in the
control group. Implications for cost-effective application of IVI in
public speaking classes to help students cope with speech fright and s
uggestions for future research on IVI in oral communication are discus
sed.