Methodology course paper on the theme



Yüklə 320,03 Kb.
səhifə7/8
tarix14.06.2023
ölçüsü320,03 Kb.
#130096
1   2   3   4   5   6   7   8
DIYORA

CONCLUSION
The results of this study have several pedagogical implications. Developing students’ oral presentation competence has been considered of importance as it contributes to the knowledge, skills, and attitudes in informing, self-expressing, or persuading the audience. Oral presentation skill is not only included in the 21st-century skills, but also it is a required skill when students enter the workplace. In this instance, the presentation course should be designed in a way that can assist students in acquiring specific linguistic features, ranging from vocabulary, pronunciation, and grammar, that are essential for a successful presentation. Teacher feedback should be directed upon the construction of such knowledge, not merely on error correction. In the context of the B1 learners, they are shy and feel anxious when they attempt to speak English with others, especially foreigners. Thai students prefer to remain silent as they are afraid of making mistakes, mispronounce the words and/or laughed at by their friends. All these challenges, involving anxiety, fear of making mistakes, passivity, shyness, and lack of confidence, should be considered in teacher feedback.17
When students receive positive and constructive feedback, they will likely build self-confidence, which will consequently improve their English proficiency as well as speaking skills that will be perceptible in their presentation task. Nonetheless, there are limitations to be acknowledged. This study relied primarily on students’ scores and survey questionnaire data. It is believed that the addition of qualitative data would have offered more insights into the results. Although this study integrated model presentation videos into the course design, a specific analysis was not conducted on this particular treatment. It is assumed that students’ backgrounds, other than their fields of study, may have a role, yet they are not part of the variables of interest in this study. Thus, it is recommended that future studies use a mixed-methods approach that includes other educational backgrounds in the analysis. To sum up, the findings of this quantitative research indicate the importance of English proficiency over self confidence and teacher feedback on developing students’ English oral presentation skills. Within self confidence, two underlying factors are suggested, while teacher feedback is unidimensional. It is important to underline that the majority of the students involved in this study are at a low level of proficiency, which may have lead to self-confidence and teacher feedback not having significant effects as expected. More investigation to further explore this assumption is needed. 18
The last finding pointed out that English proficiency was the only significant predictor for students’ final English oral presentation, while self-confidence and teacher feedback were not. This finding was consistent in all students in both the Sciences and Technology, and Humanities and Social Science fields. Previous related studies have only examined how oral presentation could enhance proficiency. Hence, this finding sheds light on the direct effect of English proficiency on students’ English presentation performance. Nevertheless, this finding does not support studies suggesting predictive roles of self-confidence and teacher feedback on students’ oral presentation performance. In a comparative study between teacher and peer feedback, Murillo-Zamorano and Montanero found that teacher feedback could only improve students’ performance by 5%, half of peer feedback’s contribution. Moreover, the present study also performed mediation analyses to find whether English proficiency could be the mediator for self-confidence and teacher feedback to students’ presentation performance. The results did not reveal any potential mediators. The mediation results strengthen the indication that only English proficiency could explain students’ outcomes in an oral presentation. Finally, for the question, "Do self-confidence, teacher feedback, and English proficiency matter in developing students’ English oral presentation competence?", this study confirms that English proficiency is the most important element in developing oral presentation competence. It can be that higher proficiency students will likely present better and/or oral presentation can be integrated into class activity as a means to enhance proficiency. Moreover, having confidence and teacher feedback in a presentation course does not necessarily result in improvement in students’ presentation performance. It is suspected that self-confidence and teacher feedback may be attached to specific circumstances of contextual practice, including the types of feedback given to students. For instance, underline that teacher feedback should highlight the acquisition of communicative and oral presentation competence, in which error correction is not the primary objective. Additionally, even though significant differences across academic fields are not identified, the various results from the examinations of the three types of data in this study should express the effects of educational backgrounds and sample size.19

REFERENCE



  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. 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).

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

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

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

  9. 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.

  10. 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.

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

  12. 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.

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

  14. 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.


Yüklə 320,03 Kb.

Dostları ilə paylaş:
1   2   3   4   5   6   7   8




Verilənlər bazası müəlliflik hüququ ilə müdafiə olunur ©azkurs.org 2024
rəhbərliyinə müraciət

gir | qeydiyyatdan keç
    Ana səhifə


yükləyin