Oral Presentation Research Papers - Academia.edu (original) (raw)

This is a presentation analysing the use of a mixed panel to assess end of semester presentations by electrical and electronic engineering students, describing the advantages of a mixed panel for engaging students more thoroughly and... more

- by and +1
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- Electrical Engineering, Education, English for Specific Purposes, Teaching English as a Second Language

This study examines the filled pause um used by the English Department students of the State Islamic University of Malang during their oral presentations in the classroom. A filled pause such as um is a linguistic expression used to signal hesitation in its immediate context, with the primary function of bringing the listener’s attention to a particular kind of linkage of the upcoming utterance with the immediate discourse context. In achieving the purpose of the study, a total of twenty five oral presentations in English based on different topics were collected and analysed. By using Clark and Tree’s (2002) framework on the use of um, the study shows that the filled pause of um played different roles based on the speaker’s thoughts on feelings of uncertainty. Furthermore, it is also used in almost all positions of utterances, and each of which brings specific meanings. An um is used at the initial position of an utterance to show readiness to open a new sentence, topic, or point of a presentation, to express awkwardness, and to show respect to others. In the middle of an utterance, it is used to detect a problem, to struggle, to find upcoming words, and to restart a conversation. Finally, in the final position of the utterance, it is used as a result of agnosia and to close a presentation. Future research could make use of the findings from the present study to examine the use of filled pauses based on different characteristics among speakers to find out other different functions of filled pauses especially in EFL classroom presentations.

- by JOURNAL OF LANGUAGE AND COMMUNICATION UPM and +1
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- Classroom, Oral Presentation, Filled Pause, umm

The purpose of this study is to identify the causes of oral presentation difficulties encountered by the students at a polytechnic in Sarawak. It also examines the differences in the causes of difficulties in academic oral presentation faced by the engineering and commerce students. The total number of respondents who participated in this study was 223. Questionnaires and interviews were used to collect data from the respondents. The information gathered from the questionnaires was then analysed using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test). The interviews were then transcribed and coded. Based on the results, the main cause of oral presentation difficulties faced by the students was lack of practice. Moreover, the researcher found there were significant differences between engineering and commerce students in the causes of oral presentation difficulties such as psychological factors, lack of practice and role of teacher(s). For example, the engineering students were less prepared than the commerce students when dealing with oral presentations probably because engineering students focused more on their engineering subjects that involved engineering projects, which needed much of their time and efforts. It is hoped that the findings of this study would enable the lecturers to have a better understanding of how to prepare and train the students well in oral presentation skills before they enter the working world.

- by Marcus Gee-Whai Kho
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- Oral Presentation

Recently I have read an interesting article where it says: Any intelligent civilization on any planet will eventually have to rely exclusively on the energy of its parent star. People see the benefits of Sun for a long time. They warm and they take sunbathing. However the Sun can be treated as a source of energy too. As you have already noticed the subject of my presentation is Evaluation of 3 Types of Solar Cells. I have chosen to speak about this because solar energy is becoming more popular. In addition, I want to continue my studies in electrical engineering field. The purpose of this talk is to analyze 3 types of solar cells and to evaluate the benefits and disadvantages of each. I`ve divided my presentation into 5 parts.

- by Sanzhar Askaruly
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- Solar Cell, Thin film solar cells, Alternative Energy, Photovoltaic Solar Cells

The purpose of this study was to examine the effect of peer assessment on oral presentation of Iranian English nonmajor students. To this end, 52 students of Azad and State universities of Tabriz were selected as participants. Their ages ranged from 25 to 38. The peer assessment was incorporated into the experimental group's course to explore whether and to what extent their oral presentation skills may enhance. Data were obtained through a Likert scale questionnaire of peer assessment. Data were analyzed using SPSS Software. The results specified a statistically significant difference among the groups. The findings of the present study also suggest that, when assessment criteria are definitely established, peer assessment empowers students to evaluate the performance of their peers in a manner comparable to those of the teachers.

- by behzad rassekh
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- Psychology, Peer Assessment, ELT, Feedback

Speech Topic : Anime has educational value
Speech Type : Question in policy
General Purpose Statement : To persuade
Specific Purpose Statement : To persuade my audience to start watching anime as another
way of life learning and not just for entertainment.
Central Idea : Anime have educational value for the audience such as
exposing the audience to Japanese culture and language, and
enhance the critical thinking of the audience.

- by Nurlina Syahiirah
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- English, Speaking, Oral Presentation

Background It is claimed that role-playing is a teaching strategy that has several advantages for both the teacher and student. This study aimed to compare two educational methods (oral presentation, a traditional method that is known to be teacher-centered, versus role-playing which is a student-centered method). Methods This quasi-experimental study was performed between September 2013 and October 2014 in 95 medical students in Mashhad University of Medical Sciences. Role-playing and oral (plus Microsoft PowerPoint) presentation were done by one assistant professor. There were no changes in the educational content nor the classroom. Using random numbers, half of each group received one of the methods as the first class and vice versa. At the end of each session, the standard satisfaction evaluating questionnaire was filled by the students. Results During the one-year duration of this study, 95 students were evaluated, and 46 (60%) of them were female. The mean age was 22.5 ± 1 years, and 28 (87.5%) were single. Role-playing had a mean rank of 54.64, and oral presentation had 21.45 (P < 0.001). This difference was present based on gender as well (P < 0.001). The satisfaction score was significantly higher for role-playing (P < 0.001). Conclusions Role-playing can be much more helpful in education and needs to be incorporated into the lesson plans.

Atualmente as palestras científicas são um dos mais importantes meios de comunicação da academia. Apesar do "palanque" ser assustador, estudantes e cientistas devem ser capazes de apresentar palestras bem organizadas e planejadas, uma vez que a reputação do pesquisador poderá ser aumentada ou reduzida em decorrência das apresentações acadêmicas. Este artigo apresenta sugestões para a preparação e apresentação de um bom seminário científico.

- by Erivaldo Vieira
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- Oral Presentation

Many university students in Japan have only a limited amount of exposure to spoken English prior to entering university. However, for these students to succeed in the university environment, and in their future jobs, it is necessary for them to be able to express their ideas clearly in spoken English. Oral presentations provide teachers with a learner-centered activity that can be used in the language classroom as an effective tool for improving their students’ communicative competence. However, one of the drawbacks of using presentations in the language classroom is that students often find oral presentations extremely challenging. If oral presentations are not set up correctly, the difficulty of the tasks involved in presenting in front of others can take away from the pedagogical benefits of using presentations in the classroom. Because of this it is important that the language teacher understands the skills involved in giving presentations, and the potential difficulties oral presentations can present for second language (L2) learners. This paper outlines some of the benefits of implementing oral presentations in the L2 classroom as well as some of the difficulties involved in using presentations in university language classes in Japan. It then lays out a framework for implementing presentations in the classroom in a way that is beneficial for both the participants and the practitioners. It is hoped that the pedagogical ideas outlined in this paper, can help teachers in English as a Foreign Language (EFL) classes effectively employ oral presentations as a means of
improving their students’ English language abilities.

- by Gavin Brooks and +1
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- English for Academic Purposes, Materials development, Oral Presentation, English As a Second Language (ESL)
- by Ken Friedman
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- Humanities, Design, Publishing, Social Sciences

In speaking course, the teachers usually ask the students to present their projects in front of the class through an activity called Oral Presentation. However, many of students are afraid of public speaking due to the effect of self-confidence. This study is aimed to (1) describe general self-confidence among Indonesian EFL learners, (2) describe their academic achievement in oral presentation, and (3) find out the relationship between self-confidence and their academic achievement in oral presentation. Correlational design is used to investigate the existence or non existence of the relationship between the variables. The subjects of this study are 68 students at the second semester in English Department of one private university in Lamongan, Indonesia. Documentation and questionnaire are used as instruments to collect the data in this study. The findings reveal that (1) the students' general self-confidence is quite strong, (2) the students' academic achievement in the oral presentation is good, and (3) the two variables show high correlation. Therefore, the teachers are suggested to enforce activities that could increase students' self-confidence which in turn could decrease their anxiety in public speaking.

- by JEELS (Journal of English Education and Linguistics Studies) and +1
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- Self Confidence, Oral Presentation

ELC590 Informative Speech Preparation Outline Speech Topic : Baha'i Religion General Purpose Statement : To inform Specific Purpose Statement : To inform my audience about the three core assertions of Baha'i Religion. Central Idea : Baha'i faith consists of three core assertions which are the unity of mankind, the unity of God and the unity of Religion.

- by Nurlina Syahiirah
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- Religion, English language, English, Religious Studies

English has become the de facto language for communication in academia in many parts of the world, but language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature review is a systematic overview of the research on EAP oral monologues and EAP monologues that employ learning technology (LT). Three investigative aims were addressed in the research: linguistic description of the final oral presentation, the learning processes including learner attitudes toward the process, and LT for oral monologues. Major findings included linguistic and discourse differences among learners, experts, and native speakers; the need for specific guidelines and focused training; the role of multimodal resources; and the pedagogical affordances of the LT. Identified challenges, future research directions, and instructional suggestions are provided for instructors and researchers.

- by Beat Signer
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- Information Systems, Computer Science, Human Computer Interaction, Education

This work aims to convey the account of a seminary teaching-learning situation in a third grade public high school class of the state of São Paulo and the analysis of the generated data. It is an ethnographic-collaborative research with the general objective of analyzing the application of a seminary teaching proposal observing whether and how students appropriate themselves of the genre’s production in a final coursework project for the disciplines of sociology and philosophy. The specific objectives aimed to describe the explicit teaching activities of the seminary genre in Portuguese language, philosophy and sociology classes and identify the main differences between the seminaries produced before and after the teaching intervention, analyzing the possible impacts of the interventions proposed by the philosophy/sociology teacher and by the researcher, as Portuguese language teacher of the class, in the genre’s appropriation. To achieve these goals, we first made a review of the theory of orality and literacy, based on studies on the continuum between orality and literacy discussed in Brazil, mainly by Marcuschi (2001; 2010[2000]). Then, we analyzed official education documents, seeking guidelines on teaching orality and oral genres. For a better understanding of the study subject and orientation in the preparation of educational activities on the seminary, we relied on the theories of the Geneva Group (SCHENUWLY, 2011[2004]; DOLZ & SCHNEUWLY, 2011[2004]; SCHNEUWLY & DOLZ, 2011[2004]; DOLZ, NOVERRAZ & SCHNEUWLY, 2011[2004] and DE PIETRO & SCHNEUWLY, 2006) on orality, the seminary genre, modeling and teaching sequences. We also searched in the Multiliteracies Pedagogy (NLG 1996; COPE, KALANTZIS, 2009) a theoretical basis to perform the analysis of the appropriations made by the students. Therefore, we used the concept of Design brought by this pedagogy. In field research, we generated audio and video recordings and field notes, which formed the main material of analysis. In the data analysis, we observed the appropriation of the seminary genre based mainly on four teachable aspects, brought by the Geneva Group theory and complemented by multimodality theories: communicative situation, internal structure of the genre, linguistic characteristics and multimodality of the genre. We noticed, thus, that although the seminary is a common genre and known to students they still had some questions and showed inadequacies at the initial presentation, which we sought to correct and improve with educational activities. At the end of the project, we noted that students had appropriated themselves of some aspects worked on during the classes. Other aspects had a different appropriation than those initially planned. We also noted the necessity to review some teaching practices, as well as the urgency of a progressive and systematic work on orality that could lead the students to develop oral language skills needed for civic participation at the end of basic education.

- by Patrícia Freitas
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- Orality, Portuguese Language Teaching, Oral Presentation

The focus of this research is agreement between self- and teacher assessment through oral presentations and it confirms the expected results already familiar in the literature i.e. students, in general, assess themselves higher than teachers. Assessment rubric of 15 questions with a five-point Likert scale was used for both self- and teacher assessment was used. For the analysis, standard statistical techniques in MS Excel were used. The study shows that although the relationship between teacher assessment and self-assessment is weak, it is still statistically relevant and it shows significant difference, but when comparing teacher assessment results with self-assessment results for each teacher separately, some unexpected outcomes emerge. Out of five, only one teacher’s results confirm the well-known assumption – students assess themselves higher than teachers. However, all the others seem to be influenced by some factors and limitations that impose different results than the overall one.

Este PDF tiene como fin brindar algunos consejos útiles a aquellos estudiantes y docentes que vayan a presentar sus trabajos mediando el apoyo visual digital. Las recomendaciones contenidas no constituyen normas de cumplimiento obligatorio, pero sí una guía que busca contribuir para realizar buenas presentaciones o defensas de trabajos, sean investigaciones estudiantiles, trabajos académicos, proyectos de investigación, tesis, trabajos de grado, etc.

- by Daniel Oviedo Sotelo
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- Thesis, PowerPoint, Metodologia, Presentation Slides

Oral presentations have become part of many course assessments. During presentations, presenters use verbal and non-verbal cues. Learners Nonverbal cues are used either directly or indirectly by presenters to express their feelings towards the oral presentation. Some common nonverbal cues often used are kinesics and vocalic. Kinesics is derived from the word „kinesics‟ which means „movement‟ and refer to the hands, legs, body and facial movements. Vocalic is the study of voice and it is used to address a message for example like the tone of voice This study is done to explore the influence of kinesics and vocalic in ESL orang presentation among ESL learners. 30 undergraduates responded to a questionnaire about how they perceive the use of kinesics and vocalics in oral presentations. Findings revealed ESL learners used a variety of nonverbal cues in their presentation for different reasons in their presentations. The results of this study bear interesting pedagogical implications for classroom teaching and learning of ESL oral presentations.

- by Noor Hanim Rahmat, (Professor, Dr) and +1
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- Vocalic Analysis, Non Verbal Communication, Kinesics, Oral Presentation

Page 3 onwards: Text in single-spacing and margins -top and bottom, left and right -should be 1.25 inches wide, Calibri 11 point. Do not indent the first paragraph of each section. Indent the first line of subsequent paragraphs by ½ inch. Use the three-level headings in APA style: Centred Uppercase and Lowercase Heading Flush Left, Italicised, Uppercase and Lowercase Side Heading Indented, Italicised, lowercase paragraph heading ending with a period

- by Marcus Gee-Whai Kho
- •
- Oral Presentation

Despite the increasing recognition of the importance of active learning methods and initiatives aimed at promoting them, lecture-and presentation-based teaching remains the dominant instructional strategy in many fields. Major reasons for this include teachers' lack of time for preparing more engaging learning activities, as well as their lack of know-how and confidence in applying active learning methods. However, not all active learning methods demand much additional effort on the lecturer's part or require a significant time investment to learn. A case in point is gamification, at least at the basic level of introducing immediate feedback, extrinsic performance rewards, and a playful frame. Combining such lightweight gamification with traditional presentation does not require much time for preparation, but may help increase audience engagement. When teaching various game-related courses, we designed classroom presentations in the form of a quiz: before providing a new piece of information, a question about the current topic was asked, and the audience had a chance to answer. Correct answers were rewarded with points and the winners of the quiz received a prize. Our objective was to find out what level of engagement a gamified presentation could reach. We used the model of flow and a short questionnaire at the end of every presentation in order to collect feedback from a diverse assortment of students both at the university level and in continuing education. An analysis of the resulting data suggests that gamification led to participants being moderately engaged in the activity. Comparing the results across various demographic categories indicates that such factors as age, gender, nationality, and occupation have little to moderate effect on participants' engagement.

The goal of this study is to examine the potential of Pecha Kucha presentation style for English language learners who are prospective teachers of English. The participants were students enrolled in an advanced-level speaking course in the English language teaching department of a state university in Turkey between 2016 and 2018. Students were required to make presentations in Pecha Kucha format, a fast-paced, time-constrained presentation technique. As part of the study, 102 students completed an open-ended survey and a total of 12 students representing cohorts from each year participated in semi-structured focus group interviews. Thematic data analysis illustrated benefits of using the presentation style such as perceived development in speaking, self-confidence, time management and presentation skills, and drawbacks including an increase in anxiety, steep learning curve, and constraints due to the format. In addition, the findings showed that English language teacher candidates recognized the technique's potential and reported a high rate of intention to integrate it into their future language teaching pedagogies. The study is concluded with the discussion of implications for EFL learners, pre-service language teachers, and educators in higher education context.

Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students' responses indicate that instructors can implement instructional strategies that enhance students' preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners' communication skills with inclusive teaching strategies.

The main goal of the wastewater treatment is to allow human and municipal effluents to be disposed of without danger to human health or unacceptable damage to the natural environment (Natural Resources Management and Environment Department, 2013). Some degree of treatment must normally be provided to raw municipal wastewater before it can be used for secondary usage of agricultural or landscape irrigation purposes or for marine life (et al).
One of the effective technologies is Sequencing Batch Reactor, which is a modified activated sludge process, one of the widely used in wastewater treatment. The main feature differing it from the conventional activated sludge process is that in the SBR all operations occur in one tank, so the process is not continuous. According to EPA Victoria (2009), the SBR has 5 phases, which are permanently repeating, namely: Fill, React, Settle, Decant and Idle. SBR Process is illustrated:
Our objective is to propose viable conceptual design of the wastewater treatment plant for small community. Kazakhstan has little water resources, therefore the use of water requires investment in cleaning wastewater for secondary use. Other existing technologies are conventional, anaerobic and membrane bioreactor.

- by Sanzhar Askaruly and +1
- •
- Engineering, Water quality, Water and wastewater treatment, Wastewater Treatment

Oral Presentation is one of ways to develop the speaking ability. This study focuses on the impact of oral presentation toward speaking ability based on the student’s point of view in EFL classroom for higher education. The purpose of this study were to investigate the impact of oral presentation to the development of the students ability to speak English and know the student’s difficulties in doing oral presentation in EFL classroom for higher education. From the purpose of this study, the researcher formulates two research problems: (1) What are the impact of oral presentation to the student’s apeaking ability? And (2) What are the factors that make the student difficult to do oral presentation? In this study, the researcher used qualitative research method for collecting data. To obtain the qualitative data, the researcher gave questionnaires for 25 students in the English Department of Tidar University.

This study aims to see how to improve higher order thinking skills through oral presentations in learning English in the classroom. This research will be conducted at SMAN 12 Gowa and uses quantitative research with a pre-experimental approach. The population in this study were students of SMAN 12 Gowa. The sample of this research is the students of class IX IPA 2, totaling 28 students. Researchers will use speaking tests for pre-test and post-test to determine students' ability to analyze and think at a higher level in understanding the material being taught. The purpose of this study was to determine whether the use of Oral Presentation can improve higher order thinking skills. This research will be conducted at SMAN 12 Gowa. Located in Parigi District, Gowa Regency, South Sulawesi Province.

- by Ainun Mutmainnah
- •
- Oral Presentation, Higher Order Thingking skilss

Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students’ responses indicate that instructors can implement instructional strategies that enhance students’ preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners’ communication skills with inclusive teaching strategies.

This study investigates assessment within oral academic assessment tasks, specifically focusing on the criteria used by discipline specialists and comparing them with those used to assess performance on TOEFL iBT TM speaking tasks. Three pairs of tutors from three faculties took part in verbal report sessions where they watched, rated and discussed the performances of ten native and ten non-native students completing first-year university oral assessment tasks in their discipline. The verbal report sessions were audio recorded, transcribed and segmented into meaning-based units prior to thematic analysis. The features which emerged from the analysis were compared with those described within the TOEFL speaking rubrics. The analysis found that while there were some broad similarities in the focus there were also marked differences. Two of the three TOEFL strands (delivery and content) were well-represented in the academic tasks assessments rubrics and tutor discussion. However, the quality of the non-native students' language was only of concern when it was perceived as interfering with the student's ability to communicate. An additional focus in the assessment of university tasks was the use of academic skills, prompts and aids, non-verbal communication and engagement with the audience.

We examine the perceptions and oral presentation performances of UPM Civil Engineering students as regards the use of questions outside the question-and-answer round. The results yielded by 23 questionnaires and the analysis of 10 recorded
presentations show a low exploitation and limited rhetorical and syntactic interrogative patterns, which suggests the need for broadening repertoires and remodelling the genre towards a more interactive model.

- by Carmen Sancho Guinda
- •
- Pragmatics, ESP, Questions, Oral Presentation

Communication helps people understand one another and helps to remove misunderstandings. Communication bridges the gap between people to transfer information. Communication can be formal or informal. An oral presentation is one form of communication that people do to get their message across. Some are natural-born speakers, while others need help to become better at communication. There are many reasons why people fear public speaking. Some presenters have low self-esteem and feel that their lack of grammar skills will get in the way. Some are apprehensive about presenting in front of an audience because they feel adequate in terms of knowledge. They are afraid that their message will not get conveyed or they will get misunderstood. While these types of fear can be true, some manage to overcome the fear, while some remain apprehensive. This quantitative research is done to investigate the prevalence of oral presentation among learners of English as a second language. The instrument used is a survey. 56 respondents were purposively chosen to answer the survey. The survey has three main sections. Section A has items on the demographic profile. Section B has eight items on External factors and Section C includes seven items on internal factors. Findings in this study show that presenters feared oral presentations from internal and external factors. Generally, speakers' feeling of inadequacy has added to their fear of oral presentation. Findings have interesting pedagogical implications for the teaching and learning of oral presentations.

- by Noor Hanim Rahmat, (Professor, Dr) and +2
- •
- Oral Presentation

Teachers and educators are responsible in promoting effective teaching and learning to ensure intellectual development of the students. For that reason, being able to communicate well is essential for the students' academic and employability purpose. Hence, it is important for every learner to be equipped with good speaking skill. However, it is common for ESL speakers to experience speaking anxiety which hinders them to communicate well. This study, therefore, explores speaking anxiety that occurs during oral presentation through kinesics. Kinesics provides meaningful information to the listener/audience, in which messages are conveyed through the speakers' gesture, body movement and facial expression. It was found that speaking anxiety was shown by the speaker through kinesics during an oral presentation. Videos of speakers' presentation were recorded and narrated to obtain the findings. Results of this study provide useful implication towards ESL teaching and learning.

Originally written as a speech, this thesis was exposed in the class of Political Philosophy at the University of Milan in March 2018. This paper pays a brief tribute to Professor Stephen Hawking analyzing some interesting insights... more

- by Antonia Sofia Sabato
- •
- Physics, Philosophy, Political Philosophy, Cosmology (Physics)

Intonation is an important resource in the English language for structuring information and delineating paratone boundaries. This paper reports on a study which investigates the use of this resource by students of English during the delivery of academic oral presentations (monologues) in class. It compares Chinese students with European students of English to determine whether there are significant differences in a number of measures of vocal pitch range. Since Chinese is a tonal language, a hypothesis is that these students will encounter more difficulty in the deployment of intonation resources than their European counterparts leading to monologues which are flat and undifferentiated. The paper also compares the pitch range of the students with more experienced, charismatic presenters who are native speakers of the language to determine whether they use a wider, more expansive pitch range when delivering monologues. The results of the study are mixed and suggest that simple quantitative measures of pitch range are not sufficient to capture the complexity of intonation as a construct. Instead a holistic view of intonation needs to be taken in order to understand how the successful delivery of a monologue requires intonation to be deployed in a consistent and contrastive way regardless of the range of pitch used.

- by Peggy Mok
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- Oral Presentation

eSelf-assessment is an online learning model to enhance students' ability to think and analyze their own writing and oral presentation, and to deepen their understanding of how to improve their work by using their class teachers' feedback... more

- by Maamar Missoum
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- Assessment, Rubrics, Speaking, Oral Presentation

The use of rubrics can be an especially useful tool to align the teaching, learning and evaluation processes of oral presentation. Its validity is essential to assess academic performance and may be influenced by student self-regulation. The objective of the study was to determine the perception of validity and utility of a rubric for students of the Physical Education and Sports Sciences degree, as well as to identify the relationship between this perception, their academic performance and their self-regulation. 123 students participated in the study. The teacher of the subject provided the rubric to evaluate oral presentations. After oral presentations, students answered two questionnaires: one about the perception of the validity of the rubric and the other about self-regulation. In addition, their academic performance was recorded. The students positively assessed the rubric’s validity as a method of preparing and evaluating the oral presentation. Self-regulation presented a cle...

- by Anabell Fondón-Ludeña
- •
- Higher Education, Evaluation, Self Regulation, Learning

The current labor complexity requires not only technical knowledge, but also
soft skills - among the most outstanding are teamwork and leadership (CT-
06), effective communication (CT-08), planning and time management (CT-
12). The challenge of soft skills is to move from theoretical knowledge to
practice with active methodologies after the pressure of the Bologna Process.
The goal of this experimental session is to increase the soft skills of the
students with a dynamic session of two hours through an oral presentation
that improves the participation and motivation of the students. The session
has five parts: instructions and creation of teams, preparation, oral
presentation and feedback between peers. The good results in the improved
skills, the satisfaction and the recommendation of the students allow to extend
this dynamic to other groups.

- by Cristina Gaona
- •
- Soft Skills, Aprendizaje experiencial, Oral Presentation, Soft Skills training

As observing model videos can develop learners' speaking (e.g. pronunciation and word/sentence stress) and oral presentation skills, this study explores its effects on Japanese university students' performance with respect , in particular, to model videos of presentations. Two types of model videos were shown to 27 participants in two classes: in one class, more-proficient model videos were shown prior to less-proficient model videos; in the other, the order was reversed. In both cases, the videos were shown prior to the students' second and third presentations. To examine any observational learning effects, the first, second, and third presentation scores obtained through self-and peer evaluation were analyzed quantitatively, while student responses to open-ended questions were analyzed qualitatively using text mining. The results indicate that there was no significant effect of any factor on the self-evaluation scores. However, peer ratings show that the third presentation was rated significantly higher than the first for the class in which students watched the less-proficient model videos before the more-proficient. The findings indicate that the observation sequence of the model videos may affect the development of learners' performance, although the use of both more-proficient and less-proficient model videos in any order can improve learners' cognitive, linguistic, and presentation skills.

- by Takehiko Ito and +1
- •
- Active Learning, Teaching English As A Foreign Language, Audiovisual, Oral Presentation

The Science Threshold Learning Outcomes (TLOs) developed recently as part of the Learning and Teaching Academic Standards project, reinforce that the ability to develop evidence-based, well-reasoned arguments and to clearly communicate those arguments in a variety of communication modes, are key graduate attributes (Jones, Yates & Kelder, 2011). However, in practice, specific measurement of these skills is limited, particularly in oral presentations. This study describes the initial literature-based development of a rubric for the evaluation of scientific argument in oral presentations (Toulmin, 1958; Sampson, Grooms & Walker, 2009), and the reiterative, data-driven process of refinement of that rubric. The rubric reflects the established framework for the scientific argument, by including criteria for claim, evidence and reasoning, and evaluates these three components across standards that represent the variation within a mid-level undergraduate cohort. Using this rubric, we evalua...

Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self- and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in oral presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation. Keywords - Assessment, Oral Presentation, Peer-Assessment, Self-Assessment, Self-Regulated Learning.

- by Dilip Barad
- •
- Oral Presentation

Communication skills are essential in the business world as well as for the personal development. Archivists are facing changes of the archival profession and the roll of archives is changing in the eyes of the public. This thesis identifies the challenges of contemporary archival science and analyzes the possibilities of improving the archivists´ professional skills. The organised workshop was the basis for the study of communication skills in the archival community and it shows the need to organise similar events in order to enhance the professional skills of the archivists. This progress can be achieved through lifelong learning in response to the challenges of rapid changes in the profession. The workshop has shown that there is a need as well as interest for this type of content within the archival profession. This thesis also considers the context of the archives in today's world and the importance of opening up the profession to needs of users so it can accommodate future challenges. In addition to the research part, a theoretical framework for the inclusion of communication skills in the everyday life of the archival professionalist is given.

- by Laura Bezic
- •
- Communication, Public Speaking, Nonverbal Communication, Communication Skills