Pecha Kucha Research Papers - Academia.edu (original) (raw)

2025

In construction and building engineering, professionals must communicate complex technical information using a combination of textual, visual, and oral modalities. However, English for Specific Purposes (ESP) assessment in this field has traditionally focused on linguistic accuracy rather than multimodal competencies. This presentation explores an ESP course designed for construction and engineering students, focusing on the integration of multimodal literacy and assessment strategies that mirror real-world professional communication (Palmour, 2024; Kress, 2010).
Drawing from the ESP curriculum implemented at Universidad Politécnica de Madrid, this study examines the use of multimodal assessment tools such as digital portfolios, technical report writing, oral project presentations, and site simulation tasks. Students are evaluated not only on linguistic proficiency but also on their ability to effectively integrate technical drawings, schematics, and visual aids into their communication (Palmour, 2024; Royce, 2002). The assessment model includes rubric-based evaluation, self-assessment, and peer feedback, ensuring a comprehensive approach to measuring students’ abilities in multimodal professional communication.
This presentation will discuss the challenges and benefits of implementing multimodal assessment in ESP for construction and engineering, including how digital tools and AI-assisted assessment can enhance student engagement and learning outcomes (Jewitt, 2008). The findings contribute to the growing need for field-specific assessment models in LSP education, ensuring that students are equipped with the communication skills required for success in the global construction industry.

2025

Memoria ID-0107. Ayudas de la Universidad de Salamanca para la innovacion docente, curso 2014-2015.

2025, International Journal Of Innovative Science And Research Technology

The inadequate integration of skill-based education into lifelong learning pathways presents a significant obstacle to career advancement and adaptability in today's rapidly evolving job market. This study examined the central role of skillbased education and its influence on the development of lifelong learning and career advancement. In the contemporary period characterised by rapid progress in technology and economy, it is essential for people to consistently learn and use developing talents. This study evaluated the impact of skill-based education programmes on people' ability to adapt, develop, and advance in their professional endeavours. The research used a quantitative research design, with a sample of 50 participants, mostly composed of students and educators. Participants were administered a self-structured questionnaire to collect primary quantitative data, which was then analysed using correlation and regression analysis. The statistical software SPSS by IBM was utilised for data analysis. The sampling technique used in this investigation was convenience sampling. The study results found positive correlation between Skill based education and Technological and Economic advancement (p =0.000). The study found Skill based education positively contribute the lifelong Learning. To better appreciate the value of skill-based education programmes in fostering lifelong learning and career advancement in a variety of settings, it would be helpful to do more research into a selection of these programmes and the sectors and areas in which they have had the most impact.

2025

Memoria ID-0107. Ayudas de la Universidad de Salamanca para la innovacion docente, curso 2014-2015.

2025

En este trabajo se presenta una experiencia de divulgación técnica abierta al público en la que los estudiantes de titulaciones TIC presentan trabajos de clase en formato PechaKucha. El principal objetivo de esta actividad ha sido que los estudiantes puedan exponer a un público amplio los interesantes trabajos realizados en diferentes asignaturas, dando así a conocer estas asignaturas a futuros estudiantes y poniendo en práctica su competencia como oradores. Los autores consideran que la experiencia puede ser útil como actividad extracurricular de divulgación y que resulta interesante y motivadora para estudiantes y profesores.

2025, ERjEE

: In the present day, English has become a crucial language that individuals must acquire proficiency in.
It has been extensively taught as a second language in many locations throughout the globe for a considerable
period of time. In the Indonesian context,the tertiary students seem to still lack of English skills despite prolonged
duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary
students for the best outcomes possible. Completed at a university in West Java. An experimental study using a
mixed methods research design was conducted to investigate whether Dialogic Teaching strategy works well to
improve English speaking skills. In particular, this paper will focus on only presenting the results of qualitative
data analysis, revealing the students’ perceptions of the implementation of Dialogic Teaching in a speaking class
through the use of focus group discussion involving six participants of low, medium and high speaking skills in
English. Upon the completion of qualitative analysis, some findings were found, including: (1) students being
more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in
presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom
activity; and (6) students aspiring to have outdoor learning activities.
Keywords: dialogic teaching; perception; speaking class; speaking skills; tertiary education

2024

Основними вимогами, що висуваються до сучасних підходів до викладання іноземних мов, є комунікативна орієнтованість, професійна спрямованість, активна творча діяльність студентів, робота з різними іншомовними джерелами та використання... more

2024, International Journal of Innovative Science and Research Technology

The main focus of this article is to addresses issues about the pecha kucha approach in the university English classes. It is intended here to describe the impact of the of the new presentation format in the new modern University English classrooms. In order to attain the aim of this article, we conducted a bibliographic study that pays a special attention on the advantages and disadvantages of pecha kucha in university classroom. Under advantage section we can find some important features such as the pedagogical benefits, the teacherstudent roles, and last but not the least, the use of technology. On the other side, the drawback section explains the three main limitations such as time constraint, content restriction, and excessive number of rehearsals. In this new decade there is a burning desire among teachers in helping students to be technologically skilled. Through the use of pecha kucha students not only acquire the necessary tech skills but also it builds in them a critical thinking. The study concludes that there are more advantages than disadvantages in using pecha kucha in the university English classes. Moreover, the study also highlights that one possible solution to mitigate the time constraint problem is to allow the flexibility at the moment of action.

2024, Seeing across Disciplines: The Book of Selected Readings 2022

A challenge exists to engage college students in online learning courses in a meaningful way. To achieve engagement, a course used visual edutainment themes to introduce weekly objectives in the course. This paper provides an overview of the approach and the theoretical basis for this strategy. Visual edutainment can produce learner interaction; improve retention; help provide meaningful, motivational, and memorable learning experiences; engage learners; and decrease the cognitive load of a learning experience. Suggestions for other applications and a synopsis of the Pecha Kucha (PK) style of presenting are also included. We found that using edutainment themes to engage online learners is well received and using PK Create as a tool for students to develop Pecha Kucha presentations is a simple approach.

2024

Memoria ID-0207. Ayudas de la Universidad de Salamanca para la innovacion docente, curso 2017-2018.

2024, English for Specific Purposes

ESP students need to develop their multimodal literacy to become literate in today’s professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20
slides, which are automatically advanced every 20 s. PK presentations entail a complex format that requires speakers to choose how to convey content, design suitable visuals, and engage audiences. The dataset for the study consists of 7 PK presentations delivered during a social event at an architecture conference. Adopting a multimodal discourse
analysis lens, we analyse this set of PK presentations in terms of rhetorical structure and the way in which intersemiotic relations unfolded (synchronisation between speech and visuals and the modal density of slides). The analysis demonstrates that PK presentations entail an intricate multimodal composition consisting of three moves in which professional and personal narratives intertwine. The examination of intersemiotic relations reveals how speech and visuals interplay effectively to transmit meaning and engage the audience. The results of this study provide critical information to design a researchinformed
pedagogy to enhance ESP students’ multimodal literacy.

2024, PKN Nishinomiya, Kōnan University

A pechakucha presentation allows only 20 seconds to describe each of 20 slides, so this slideshow consists of mostly photos by the author of beautiful sites in Kyōto that those planning to visit can search for online. Kyōto Buddhist temples, Shintō shrines, and the great festivals like the Gion Matsuri hark back to the Heian Period (794-1185). Festivals and community events in Kyōto reenact that period, with elaborate costumes that can be seen in the last several slides. The temples and shrines are each organized by season from spring to changing leaves in autumn, or winter snow. Many of the photos are of strolling gardens attached to the religious sites that visitors often miss.

2024, 7th UICELL UHAMKA International Conference on ELT and CALL

This phenomenological study explores the lived experiences of adult English as a Foreign Language (EFL) learners integrating PowerPoint presentations into their classroom oral presentations. Data was collected from undergraduate students from Bangladesh and USA from semi-structured interviews. Following Braun and Clarke's (2006) thematic analysis, data were analyzed. The findings showed that the use of PowerPoint presentations was found to foster learners' autonomy and personalized learning. In addition, adult EFL learners employed various strategies to navigate the challenges. The study offers a detailed perspective on how PowerPoint supports the presentation of oral content, the obstacles learners encounter, and their strategic solutions to optimize learning, thereby promoting autonomy and personalized education. This research will contribute to a more comprehensive understanding of EFL learning and offers practical implications for utilizing PowerPoint effectively in EFL classrooms. Further research is recommended to extend this exploration into diverse EFL contexts and demographic groups.
Cite: Noor, L. (2024). Effectiveness of learners' integration of technology in learning: A phenomenological study investigating autonomy and personalized learning. In 7th UICELL UHAMKA International Conference on ELT and CALL (pp. 206–217). https://journal.uhamka.ac.id/index.php/uicell/article/view/14089/424

2024, XLinguae

The significance of speaking English gained momentum in every walk of life due to its massive use in the global market. However, using technology makes it more interesting and exciting for students to excel in speaking skills. It can be optimized to help improve students' speaking skills as the Internet is accessible to most students in the 21st century. Considering the significance of English-speaking skills and the likelihood of improving them using digital technology, the researchers used Flipgrid asynchronously with the synchronously-used CEFR speaking rubrics to improve the undergraduates' English-speaking skills. In this study, the researchers used short presentations to hone the experimental group's English-speaking skills, for which they employed the synthesis of blended learning and bichronous learning. To be precise, the blend of traditional learning and digital learning (Blended learning) with the blend of synchronous and asynchronous learning (Bichronous Learning) was employed in improving the speaking skills of the undergraduates in this research. This study was conducted based on quantitative research by collecting and analyzing numerical data of a couple of research groups, the control group (n 1 =11) and the experimental group (n 2 =18), through Paired t-test, as the sample is small, i.e., n < 30. This research also used a closed-ended post-test questionnaire to elicit the students' responses on the asynchronous use of Flipgrid and synchronous use of CEFR Speaking rubrics in assessing their speaking skills. The findings of this study encapsulate the considerable improvement of the undergraduates' English-speaking skills by proving that the Calculated t >Tabulated t (Tab t 0.05 with 17 d.o.f is 1.740). As a result, the Null Hypothesis (H 0) was rejected, and the Alternative Hypothesis (H 1) was accepted. This way, the Speaking assessment training proved productive.

2024

Prior to starting his PhD in 2004, he worked as a Design and Production Engineer for Aselsan Inc. over four years. His research interests are high pressure material science and engineering design, especially as it relate to educational... more

2024, 2011 ASEE Annual Conference & Exposition Proceedings

In an effort to improve oral communication skills in engineering students, Muskingum University, a traditional liberal arts institution, tested the PechaKucha presentation style. In this style, students were required to present their design and/or research projects in 6 minutes and forty seconds. The presentation included 20 slides with duration of 20 seconds each. This style was used in two different courses with different kinds of projects. Senior students presented their research project for the Electromagnetics course, and sophomore students used the style to present their design projects in Statics and Dynamics course. After the presentations, students were required to answer a questionnaire were they compared their experience using PechaKucha style with traditional Power Point presentations. Details of the assessment tool and results of the student's questionnaire are presented and explained in detail.

2024, ELS journal on interdisciplinary studies in humanities

AZWAR FADLAN, 2017. Factors Causing Language Anxiety of EFL Students in Classroom Presentation. PPs UNM (supervised by Mansur Akil and Sahril). The purpose of this study was to identify : (1) Types of foreign language anxiety experienced by the students during proposal and result presentation seminar at Graduate Program of State University of Makassar (2) factors causing language anxiety of EFL students in speaking during proposal and result presentation seminar. This research applied qualitative descriptive research method. This research was carried out at Graduate Program of State University of Makassar. The subject of this study were six students majoring in English who conducted a presentation seminar. They are all selected by using purposive sampling. The researcher observed and interviewed all G-class students conducting presentation seminar from February to April to identify types of anxiety experienced by the students and the factors causing foreign language anxiety in a presentation seminar. The researcher made observations using video recording devices and field notes. Video recording was used to record student activities and appearances in presentation seminar. In the meantime, field notes are used to obtain the more accurate data. Based on the result, there were three types of anxiety experienced by the students when doing presentation using English, namely anxiety related to positive (facilitative anxiety), anxiety related to negative or destructive (debilitative anxiety) and anxiety which was not related to any of them. The researcher called it as non-effecting anxiety. As for some factors causing the students feel anxious in their speaking ability, generally they divided into two main factors, namely internal and external factors, but in the case of this study, the researcher found only internal factors, namely fear of making mistakes, fear of facing questions from participants, fear of failing the exam, inability to use the appropriate vocabulary when explaining the presentation material, fear of being the center of attention or lack of self-confidence, inadequate in using English proficiently, lack of preparation and practice, poor of pronunciation, inferior feelings, and lack of presentation experience.

2023, Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

One of the most innovative genres in today’s business communication is the product pitch (PP), mainly characterised by its multisemiotic nature (Daly & Davy, 2016), which makes it essential to take a multimodal approach to the analysis and teaching of this genre (Tamarit & Skorczynska, 2014; Valeiras-Jurado, 2017). However, despite the increasing importance of this oral genre in the business field, little research has been conducted on the teaching of PPs to business ESP students. The purpose of this paper is therefore to present an innovative pedagogical model consisting of a learner-led genre-based pedagogy based on a teaching-learning cycle that fosters critical thinking and multimodal awareness (AUTHOR, 2019). Following the four stages of the cycle proposed, and with the constant scaffolding of the lecturer in the initial stages, a group of tertiary business students were requested to decode the multimodal ensembles of a YouTube PP to subsequently create their own PPs. These sam...

2023, CiiEM 2023

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

2023

The paper focuses on some cognitive and cultural aspects of metaphors for basic emotions in English and Bulgarian, applying a corpus-based method. Examples from on-line corpora of contemporary British and American as well as phraseological dictionaries have been used. The concept of basic emotion is defined while trying to illustrate it with examples from both English and Bulgarian. Metaphors of happiness, sadness, anger, fear and joy etc. are analysed as examples of emotions which are most commonly referred to as basic. The approach is based on former research by Lakoff, Johnson and Kövecses. The paper discusses metaphorical schemas in English and Bulgarian metaphorical expressions. Generally, in both languages the same schemas are present in cognitive metaphors for basic emotions such as THE CONTAINER SCHEMA, THE VERTICALITY SCHEMA, THE FORCE SCHEMA, ONTOLOGICAL SCHEMA etc. There are some differences on the level of linguistic metaphors that correspond to common conceptual metapho...

2023, ESP TODAY

Gaze and facial expression are non-verbal communicative modes that help presenters to reinforce their verbal messages and perform communicative functions to meet oral presentation goals. However, there are limited studies on how gaze and facial expression are used in engineering student presentations, especially in areas related to their occurrence, frequency, and duration incurred during delivery. This case study used multimodal discourse analysis and coding statistics to compare the ways gaze and facial expression were used by two engineering students who scored the highest and lowest marks in an engineering presentation assessment. The findings showed the high-performing presenter used comparatively lesser gaze fixation shifts and longer durations of direct and sustained gaze at the audience during her delivery when compared to the low-performing presenter. Serious and smiling facial expressions were used predominantly throughout the presentation by the high-performing presenter, as compared to the low-performing presenter who used mostly neutral facial expressions. It was concluded that the high-performing presenter used gaze and facial expression more successfully to perform communicative functions to emphasise co-occurring verbal messages, evaluate and promote her product, foster a competent impression, and establish rapport with the audience.

2023, INTED2019 Proceedings

Effective oral communication is one of the most demanded student outcomes in the labour market, especially for degree students on International Business. Although this outcome is usually evaluated in several subjects along the curriculum, it is barely worked neither inside nor outside the classroom, mainly due to lack of time and to unavailability of proper learning methodologies. The PIMECOE project, an innovation and educational improvement project on this matter, has developed a self-learning methodology on the Effective Oral Communication student outcome, in which auto-diagnosis tests, selflearning tools and peer assessments are conveniently combined to enhance the proficiency level of the students in an autonomous way. As part of this project, and after some previous successful pilot studies, we have run this methodology with International Bussiness' students within the "Learning instruments and techniques" subject during the first semester of the 2018/2019 academic year at the Universitat de València. After carrying out a quantitative analysis of the results, we have found generalised improvements on the proficiency level of the oral communication outcome of the participant students. Satisfaction surveys suggest that the application of this methodology has really helped the student to become conscious of unrealised weaknesses and therefore to boost their oral skills.

2023, Yearbook of Department Mass Communications

This article aims to provide information for successful presentation. It is based on the results of a study conducted and published for the Yearbook 2018 of the Department of Mass Communications, NBU. As a result of the data collected, it... more

2023, English Review: Journal of English Education

This article reports on a study aimed at exploring and examining English language teachers" skills in questioning to enhance students" verbal repsonses in EFL (English as a Foreign language) classes. This was a qualitative case study, employing discourse analysis, conducted in one junior high school in a town in Central Java Province, Indonesia. The research participants were two Indonesian teachers of English language. They taught Year Eight students in the academic year of 2015/2016. The data were collected from audio-video recordings, transcripts of the lessons, classroom observations notes, and teachers" interviews. The transcriptions were analysed by using Wu"s taxonomy of questioning strategies (1993) as it gave a detailed categorization of teachers" questions to stimulate students" verbal responses. The findings showed that the teachers used mostly four questioning strategies. The first teacher often applied decomposition strategy where the initial question was elaborated into some questions, while the second teacher tended to use repetition strategy. This study has shown that teachers" questioning skills is crucial to successfully make students engaged in the classroom interaction, enhance students" verbal responses, and lead to the comprehension of the lesson. Therefore, it is suggested that teachers should be more aware of their questioning skills to assist students achieve better proficiency in the English language.

2023, Pedagogy : Journal of English Language Teaching

The objective of this research is to show the improvement of the students’ speaking performance using Pecha Kucha presentation method among the tenth graders of SMA Muhammadiyah East Lampung. The research method used in this research is a Classroom Action Research (CAR) which is used to solve the students’ problem in speaking performance. The subjects of this research are X MIA students of SMA Muhammadiyah Pekalongan East Lampung in the academic year of 2017/2018. The research instruments used to collect the data in this research are test, observation and documentation. The result of this research shows that the implementation of Pecha Kucha presentation method is successful since the criteria of success are achieved. The first criterion is 70% of the students could pass the target score ≥ 70 based on the KKM. The finding shows that 77.78% of the students had already achieved the target score. Besides, the second criterion is the students who became more active in the learning proc...

2023

ABSTRAK Tujuan penelitian ini adalah untuk mengetahui (1) tipe kecemasan berbahasa asing yang dialami oleh siswa saat melaksanakan presentasi dalam seminar proposal dan hasil di Program Pascasarjana Universitas Negeri Makassar (2) faktor-faktor yang menyebabkan kecemasan berbahasa asing pada siswa pada saat presentasi seminar proposal dan hasil. Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Penelitian ini dilaksanakan di Program Pascasarjana Universitas Negeri Makassar. Subjek penelitian ini adalah enam siswa jurusan bahasa Inggris yang melaksanakan seminar presentasi. Mereka semua dipilih dengan menggunakan purposive sampling. Peneliti mengamati dan mewawancarai semua siswa kelas G yang melakukan presentasi dalam seminar dari bulan Februari sampai dengan bulan April untuk mengidentifikasi tipe kecemasan yang dialami oleh siswa dan faktor yang menyebabkan kecemasan berbahasa asing saat presentasi dalam seminar. Peneliti melakukan pengamatan dengan menggunakan a...

2023

This study analysed the multimodal interactive discourse of one English-medium instruction (EMI) lecturer to engage students in a digital environment. It examined the first live online class given to a group of international students living in different countries. A methodology based on the multimodal (inter)action analysis approach was followed to study how interaction unfolded and was promoted and managed. Results showed the complexity of classroom interaction in this digital environment, the importance of lecturer waiting time, the high modal density and functional diversity of the follow-up/ feedback stage and the most frequent discourse functions expressed during the interaction. The results will be of interest to designers of EMI training courses concerned with student engagement in virtual settings. Some suggestions are given regarding the need to know how to foster EMI lecturers' awareness of multimodal interactive discourse.

2023, Lingua Cultura

The research aimed to discuss the need for a learning tool that was capable of presenting audio and visual aids to accommodate students in learning writing. It was urgently needed as a logical consequence of the COVID-19 pandemic, which disallowed face-to-face learning to be conducted. The research was conducted at the Department of English Education, Faculty of Teachers Training and Education, Universitas Muhammadiyah Parepare, by utilizing a questionnaire to explore the characteristics of ideal writing material restricted to visual aids. The research was participated by the second and fourth-semester learners as the population and recruited the samples based on simple random sampling. Every individual in the population had an equal chance to be chosen as a sample. There were 30 undergraduate students who enrolled in basic writing and advanced writing courses who became the subject of the research. Based on the research findings, eight characteristics of good audio visuals are reco...

2023, Lecture Notes in Computer Science

The design of a conversational virtual agent that assists professors and students in giving in-class oral presentations is described, along with preliminary evaluation results. The life-sized agent is integrated with PowerPoint presentation software and can deliver presentations in conjunction with a human presenter using appropriate verbal and nonverbal behavior. Results from evaluation studies in two courses-business and professional speaking, and computer science research methods-indicate that the agent is widely accepted in the classroom by students, and can serve to increase engagement in presentations given both by professors and students.

2023, Journal of Teaching and Learning With Technology

Two experiments compared student reaction to and memory of peer presentations using either a fast-paced, images only format (Pecha Kucha) or a traditional PowerPoint presentation. In experiment 1, students saw a prerecorded 5-minute PowerPoint, 10-minute PowerPoint, or 5-minute Pecha Kucha presentation. Students rated the presentation and wrote down main points. One week later students completed an on-line survey. There were no recall differences, but a visual purpose rating was higher for Pecha Kucha. In experiment 2, students watched two presentations (10-minute PowerPoint and 5-minute Pecha Kucha) in a counterbalanced within-subjects design (same procedures used). Although students rated the Pecha Kucha presentation more positively, there were no recall differences. Results suggest Pecha Kucha is a useful student presentation style that maintains similar levels of retention.

2022, Lecture Notes in Computer Science

2022, Dec. 4-6, 2017 London (UK) ICEEET-2017, ICABES-2017, ICCATE-2017, ICLSSE-17 & LBMCSR-2017

Oral communication skills are applied in everyday doctor-patient dialogue, communication between medical specialists as well as in formal presentation of a highly specialized theme at various professional meetings. PowerPoint presentations on various medical topics prepared and presented by students are a suitable method in achieving educational objectives set by education providers. The structure, content, and manner of presentations were evaluated by the teacher during presentations using an evaluation sheet, and students were then awarded grades. For many years it was believed by our teachers that students prefer to choose medical topics by themselves. During the last academic year an investigation was carried out to find out if this hypothesis was right. Two groups of fourteen first-year students were involved in the investigation. While students from the first group (G1) had a free choice of medical topics for their presentations, students from the second group (G2) could choose a topic from a list of preselected themes arising from their curriculum. At the end of the semester all participating students filled out questionnaires with scaling and open questions. The obtained data revealed that both presenters and audience students preferred topics related to the curriculum and achieved better grades in presentations.

2022, La innovación docente como misión del profesorado. Actas del IV congreso internacional sobre aprendizaje, innovación y competitividad, CINAIC 2017, 2017, ISBN 978-84-16723-41-6, págs. 651-656

Resumen-La aplicación del enfoque didáctico Flipped Classroom (aula invertida) depende en gran medida de las técnicas y herramientas utilizadas en su implementación. En este trabajo se ha orientado la aplicación de la didáctica Flipped al aprovechamiento del estudio del alumno de educación superior fuera del aula con el objetivo de preparar y realizar presentaciones en clase. Se discute la utilidad de dos técnicas importantes y actuales para presentar: Elevator Pitch y Pecha Kucha. También se muestran algunas reglas y consejos sencillos en relación a la preparación de presentaciones y las ventajas e inconvenientes de aplicaciones usuales para la realización de presentaciones (PowerPoint, Prezi…). Los resultados de la aplicación de Elevator Pitch y Pecha Kucha muestran un interés evidente de los alumnos y un aprovechamiento importante del material a presentar. Se facilita una mayor y más profunda comprensión de la materia de estudio, debido a la adecuación de la exposición a las reglas impuestas, debiendo el alumno centrarse en lo más importante para conseguir una presentación más eficiente y más efectiva. La dinámica Flipped Learning se ve, por tanto, potenciada, facilitando la asimilación, reforzando el aprendizaje, y facilitando las competencias de expresión oral, síntesis, análisis, y transmisión.

2022, Revista Española de Educación Física y Deportes

2018 report form Innovation and Technology Teaching Observatory (ODITE) position event-based learning (ABE) in new forms of teaching, learning and assessment, to guide educators and policy makers top ten (Sharples & al., 2014). ABE use preparation, celebration and post-review of an event as central concept of the learning process, therefore it will be the guide of students learning process (Gonzalo, 2018). This study set out a Pechakucha event proposal as way of teaching-learning process, in order to know the impact over students, which had been using ABE methodology. Representative sample (25 students) was taken from all participants (80 students, 30 relatives y 15 teachers) in order to know the impact and viability of the proposal. Students take on several roles at different phases setting out and all teaching community (relatives and teachers) take part on it. Inquire opinion (Mañas, 2005) shows a positive disposal (> 80%) to this kind of methodologies. On this way, we think that the use of it should be a good option for developing Physical Education contents.

2022

: Whole Language Approach (WLA) is the approach to learn language that focus on the real communication, reading and writing in the fun learning environment context (Richard and Rodgers 2001). The teachers of WLA believe that the students should learn the materials in unity. This study involved 102 of 3 153 rd to 5 year grade students of Smart Ekselensia High School, Bogor, Indonesia. The public English speaking activity has been held for 6 months. The public speaking can be in form of storytelling, general speech, and religious speech. Before the students performed the public speaking, they had to prepare the material such as a story or a book summary. Instrument used to obtain the data were questionnaires and interviews aimed at gathering statistical data and open responses about what students think and feel about the public speaking activity. Based on the ﬁndings, basically students can improve their four language skills although it still cannot be seen directly. According to th...

2022, English Review: Journal of English Education

Abstract: This paper concerned about how criteria of mediator applied in role of the teacher in EFL class and what the most dominant criteria of mediator done by the teacher in EFL class. It was limited to analyze the role of teacher as mediator based on Feuerstein’s Mediated Learning Experience criteria (1980) in Xiongyong et al ., (2012). The method was qualitative research by using techniques structured observation and questionnaire that the process of teaching and learning was recorded by video then it was transcribed to identify the existence of criteria of mediator in the class. It also used observation worksheet to show the existence of criteria of mediator during three times observation. Based on the findings of the research, the teacher applied all criteria of mediator well which shared intention was the most dominant criteria that was done by the teacher in the class with percentage 87%. It means that the teacher made instructions clearly during the learning so that the s...

2022, Occasional Papers in the Development of English Education

The present research sought to determine the effectiveness of PechaKucha technique in developing Arish Faculty of Education English majors' presentation skills. The participants of the research were 30 second year students and the quasi experimental one group pretest post test design was used. A pre-post observation checklist, reflection reports, and four PechaKucha sessions on presentation skills were administered to the participants. Results showed that PechaKucha had a huge effect size (6.63) in developing English majors' presentation skills, and students enjoyed using it in their presentations.

2022, English Review: Journal of English Education

Abstract: This classroom-based research investigates how interaction and individual performance by means of classroom learning participation has contributed the undergraduate students’ oral skill improvement. This study observes six speaking course meetings which involves 27 sophomore undergraduate English education. Data collected through classroom activities involving students’ performance analysis, observation and oral test technique. Data analyzed through Carr and Kemmis’ classroom action research model examination in two phases. The findings prove that during the interaction and individual-based performance investigation, some students’ oral skill performance increase in the point level. The improvement gains from .25 to .50 points as shown in the second phase. The average score gained in the first phase is 68.30 and 71.12 in the second phase, which indicate that the average achievement is 9.7%. Overall, out of 27 participants, there are 74% or 20 participants gaining an improv...

2022, English Review: Journal of English Education

English language skills here mean the development of the main parts or elements of the language which include speaking, listening, reading, and writing. English language subject has different educational tools that are likely suited with it. Smartphone and internet usage have actively influence daily life, even for children and adolescents. In learning activity, smartphone is a tool to help students connected to be online. A qualitative approach was pursued in this study. Then, the data collection technique used in this study is a survey by using questionnaires. As result, the research shows that most students spend much time to access the social network, some students access internet for dictionary and games, and only a few students access internet for education purposes. In short, the students rather to use smartphone for other thing than education. Therefore, English language learning should be focused on leading language teaching by using English resources from smartphone and internet, as media, which closed to students. By using smartphone and internet, it is expected that either teacher or students become more active and creative to explore their knowledge through media. Pedagogically, there is an urgent need for teachers to implement smartphone-based language learning in order to engage students to be critics with material and its content. So, it enables students to build and enhance a technology awareness of smartphone and internet usage on English language learning in classroom.

2022, Dec. 4-6, 2017 London (UK) ICEEET-2017, ICABES-2017, ICCATE-2017, ICLSSE-17 & LBMCSR-2017

2022, English Review: Journal of English Education

Self-efficacy is influential in determining someone's future competence. Identifying self-efficacy towards pre-service teachers provides significant information about how competent they are in applying theoretical concepts of teaching in the real school. It also becomes reflection for the institution on the quality of courses related to TEFL carried out in the implemented curriculum. Accordingly, this study aims to investigate pre-service EFL teachers' self-efficacy during the teaching practicum. This is a qualitative study involving 27 EFL teacher candidates who conducted teaching performance in some different schools. To collect the data, online Likert scale questionnaire was disseminated to the informants. The responses were interpreted through percentage and analyzed descriptively. The results indicated that generally the pre-service teachers' self-efficacy in terms of teaching skill, constructing and applying lesson plan, assessment, and classroom management, was qu...

2022

This research aimed to the result of hypothesis showing that the used of greeting word for society of Desa Bunga Tanjung affected by the outside of greeting word. This research purpose to describe the form and using of greeting word for nuclear family and family expanded. The theory that using on this research are (1.) Chaer and Leoni (2010) about the meaning of sociolinguistics, (2.) Syafyahya (2000) about greeting word, (3.) Chaer (1998) about the meaning of greeting word. The types of research is qualitative research with descriptive method. The collecting data doing with direct observation on research areas and questionnaire about form and using of greeting word. The result of this research are; First, form of greeting word for relatives family, (1) apak, (2) amak, (3) acik, uda, (4) call the name (5) anah, (6) ane, (7) call the name. Second, form of greeting word for nuclear family, (1) greeting for ayah, (2) greeting for ibu, (3) greeting for suami, (4) greeting for istri, (5)...

2022

Surface acoustic wave devices are increasingly used as sensors, especially because they can be batteryless, wireless and packageless. With these features they become particularly interesting in the field of flexible electronics for the monitoring of the human body parameters. By combining a thinned lithium niobate Z-cut substrate to ultrathin and stretchable antennas, a remote temperature measurement has been demonstrated. The addition of two protective layers to obtain a packageless structure seems promising to achieve wireless temperature measurements on the skin.

2022, PROFILE: Issues in Teachers' …

This paper aims to find out the views of 26 pre-service and 8 in-service English teachers in Hong Kong about the information technology courses in their teacher education programmes. The findings of the study show that while both software... more

2022, English Review: Journal of English Education

2022, Open Access Books Network

2022

This paper focuses on the views of twenty-six pre-service and eight in-service English teachers in Hong Kong concerning the information technology courses in their teacher education programmes. The findings of the study show that while both software applications and technological integration in teaching are highlighted in the course outline, the instructor focused more on the application aspect, with the technology integration being less emphasised. Another important finding is that PowerPoint was still the most commonly used application in teaching. Likewise, usually the involved pre-service and in-service teachers just simply used different computer applications as alternatives to traditional teaching resources. This may reflect the fact that the information technology courses are not adequate to prepare teachers to teach with it.

2022

Federman (2004)’s interpretation of McLuhan’s statement “the medium is the message” encourages us to notice changes that accompany a new medium, in order to shape its development and effective use. This approach has informed the development and delivery of a Year 1 undergraduate module called Emerging Technologies to 250350 students across eight different degree subjects in a United Kingdom Business School. Our students use personal digital technologies such as mobile phones, MP3 players and digital cameras; and use these to consume (and produce) social media at video sites, message boards, photo sites, and linked through social networking services to sustain and extend networks of interpersonal relations. Our expectations confirmed by Selwyn(2009) is that many students will have some proficiency in the use of social media but may not yet be critical consumers, or see them as relevant to either their study or their future career. Digital literacy is embedded within the curriculum an...

2022

Federman (2004)'s interpretation of McLuhan's statement “the medium is the message” encourages us to notice changes that accompany a new medium, in order to shape its development and effective use. This approach has informed the development and delivery of a Year 1 undergraduate module called Emerging Technologies to 250-350 students across eight different degree subjects in a United Kingdom Business School.

2022

Interest in Languages for Specific Purposes (LSP) courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a definition, and describing issues affecting it today, such as course design and needs analysis, context, student and teacher characteristics, materials, and expected directions for the future.