Abstract

This article examines the pedagogical role of a self-guided oral communication studio within a writing and communication center in an institution of higher education, analyzing its relationship to traditional instructor-led consultations. Drawing on usage data, demographic and academic profiles, consultation topics, and discussion threads, the study compares studio sessions with one-on-one consultations to assess their distinct functions. Findings suggest that studio sessions offer flexible, low-pressure environments for iterative practice and feedback, particularly benefiting students who may be hesitant to seek in-person support. The study shows that rather than replace consultations, the studio supplements them and enhances the center’s visibility among diverse student populations.

Keywords: AI-moderated tools, PitchVantage software, Oral Communication, Consultations, One-on-one sessions

How to Cite:

Kallestinova, E., (2026) “Amplifying Every Voice With Inclusive Pedagogies Using Oral Communication Studio”, Communication Center Journal 11(1). doi: https://doi.org//ccj.2901