Abstract
This study addresses the challenges of effectively teaching communication theories to undergraduate students by highlighting the gap between the need for developing higher-order, transferrable knowledge and the learning needs of novice learners. To bridge this gap, it introduces a novel five-step model integrating motivation, direct instruction, revisiting, assessing, and invention steps into the teaching process. Assessment results from two semesters were compared to evaluate the efficacy of this model, showing significant improvements in students’ comprehension of communication theories, ability to theorize communication phenomena, and proficiency in formulating research questions based on theoretical insights. These findings suggest the potential of the proposed model to enhance educational practices in theory-heavy courses.
DOI
10.31446/JCP.2025.1.02
Author ORCID Identifier
Weixu Lu: 0000-0002-3794-3606 
Recommended Citation
Lu, W. (2025). Theorizing with purpose: A five-step approach to motivate and guide students in communication theory courses. Journal of Communication Pedagogy, 9, 2–17. https://doi.org/10.31446/JCP.2025.1.02
