Methodology course paper on the theme

INTERNET RESOURCES

1. https://www.actfl.org

2. https://www.newsdle.com

3. https://cyberleninka.ru

4. https://textinspector.com

5. https://www.researchgate.net

6. https://preply.com

7. https://www.ijsrp.org

8. https://sanako.com

9. https://www.googleadservices.com

10. https://www.cambridge.org

1^ Al Jahromi, D. (2020). Can teacher and peer formative feedback enhance L2 university students’ oral presentation skills?. In S. Hidri. (Ed.), Changing language assessment (pp. 95-131). Palgrave Macmillan.

2^ Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: A cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095-1110.

3^ Bolívar-Cruz, A., & Verano-Tacoronte, D. (2018). Self-assessment of the oral presentation competence: Effects of gender and student’s performance. Studies in Educational Evaluation, 59, 94-101.

4^ Brooks, G., & Wilson, J. (2014). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19(1), 199-212.

5^ De Grez, L. (2009). Optimizing the instructional environment to learn presentation skills [Unpublished doctoral dissertation]. Ghent University.

6^ Fisher, D., & Frey, N. (2018). Developing oral language skills in middle school English learners. Reading & Writing Quarterly, 34(1), 29-46.

7^ González-Betancor, S. M., Bolívar-Cruz, A., & Verano-Tacoronte, D. (2019). Self-assessment accuracy in higher education: The influence of gender and performance of university students. Active Learning in Higher Education, 20(2), 101-114.

8^ Gürler, I. (2015). Correlation between self-confidence and speaking skill of English language teaching and English language and literature preparatory students. Current Research in Social Science, 1(2), 14-19.

9^ Haughney, K., Wakeman, S., & Hart, L. (2020). Quality of feedback in higher education: A Review of literature. Education Sciences, 10(3).

10^ Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393–416.

11^ Al Jahromi, D. (2020). Can teacher and peer formative feedback enhance L2 university students’ oral presentation skills?. In S. Hidri. (Ed.), Changing language assessment (pp. 95-131). Palgrave Macmillan.

12^ Amirian, S. M. R., & Tavakoli, E. (2016). Academic oral presentation self-efficacy: A cross-sectional interdisciplinary comparative study. Higher Education Research & Development, 35(6), 1095-1110

13^ Bolívar-Cruz, A., & Verano-Tacoronte, D. (2018). Self-assessment of the oral presentation competence: Effects of gender and student’s performance. Studies in Educational Evaluation, 59, 94-101.

14^ Brooks, G., & Wilson, J. (2014). Using oral presentations to improve students’ English language skills. Kwansei Gakuin University Humanities Review, 19(1), 199-212

15^ Cooper, D. (2005). Assessing what we have taught: The challenges faced with the assessment of oral presentation skills. In A Brew & C. Asmar, Research and development in higher education: Education in a changing world (pp. 124-132).

16^ DuPre, C., & Williams, K. (2011). Undergraduates’ perceptions of employer expectations. Journal of Career and Technical Education, 26(1), 8-19.

17^ Cooper, D. (2005). Assessing what we have taught: The challenges faced with the assessment of oral presentation skills. In A Brew & C. Asmar, Research and development in higher education: Education in a changing world (pp. 124-132).

18^ Mika, S. (2006). Peer-and instructor assessment of oral presentations in Japanese university EFL classrooms: A pilot study. Waseda Global Forum, 3, 99-107.

19^ Murillo-Zamorano, L. R., & Montanero, M. (2018). Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education, 43(1), 138-150.