enhancing efl learners’ oral presentation skills through ... · subjects’ oral presentation...
TRANSCRIPT
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Enhancing EFL Learners’ Oral Presentation Skills through
Formative Feedback
Dr. Diana Al JahromiApril 3rd 2017
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I. Background of the problem?
ENGL 341 project writing course
Business students
Academic year: 2014-2015
Class size: +50 students
Assessment:
• 10% = oral presentation (Summative)
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ILOs
ATsTLAs
Constructive Alignment?
Reflection?
The problem?
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Consequence?
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Time for an intervention
Time for an action research
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To evaluate the effectiveness of
providing students with formative
feedback on the development of
their oral presentation skills
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Aim of the Action Research?
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Formative Feedback
Peer Feedback (PF)
Teacher Feedback (TF)
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Research Variables
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• Development of verbal and nonverbal oral presentation skills
Dependent
Variable
• Teacher Feedback (C1)
• Peer Feedback (C2)Independent
Variables
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Research Questions:
To what extent is formative feedback effective in
developing students’ oral presentation skills?
• Sub-questions:
• How effective is teacher feedback in developing students’ oral
presentation skills?
• How effective is peer feedback in developing students’ oral
presentation skills?
• What are students’ perceptions towards receiving either or both
types of formative feedback?
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Instrumentation:
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Pre-Cycle:
Analysis of Existing
Condition
Cycle 1:
Teacher Feedback
Cycle 2:
Peer Feedback
Summative Oral
Presentations
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Research Cycles & Timeline
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C1 TF Summative Assessment
C2 PF Summative Assessment
Previous experience & classroom observation
notes
Analysis of current students’ attitude towards
conducting oral presentations and their perception
of their skills and abilities:
• Pre-research questionnaire of attitude &
interviews
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Pre-Cycle:
Analysis of Existing Condition
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Pre-Research Questionnaire:
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The return rate was 97%
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Main Findings:
Increased anxiety
Lack of experience
Lack of confidence
Lack of practice provided by teachers
Lack of feedback provided by teachers
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I like giving oral presentations
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0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Strongly Agree Agree Neither Agree norDisagree
Disagree Strongly Disagree Not Applicable Unanswered
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Commencing Action Research
Blackboard announcement
Classroom announcement
Approval to participate in research
Signing consent forms
Introductory meeting with subjects
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Subjects:
26 ENGL 341 volunteering about-to-graduate
students
20 actively involved females
3 actively involved males
3 no show-ups
Mostly of low academic levels. Interesting!
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Research Ethics:
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Cycle 1:
Oral presentation in front of teacher
only
Teacher gives oral and written
feedback (rubrics)
Post-Questionnaire 1
Teacher interviews student
Cycle1:
Teacher Feedback
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Cycle 2:
Oral presentation in front of
volunteered peers
Peers give oral and written
feedback (rubrics)
Post-Questionnaire 2
Teacher interviews student
(evaluator and evaluated)
Cycle 2:
Peer Feedback
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Peer Feedback Rubric
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Finally, Summative Oral Presentations
Students presented their projects in front of the
whole class
Student received a summative grade using course
uniform rubrics
Some presentations of participating and non-
participating students were videotaped for comparison
purposes (consent first obtained)
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Post AR Questionnaire
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Additional Email Interviews: Overall experience as evaluators
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Findings Any Development?
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Preliminary results using observation notes and rubrics scores:
Exceptional development in subjects’ oral presentation
skills due to formative feedback
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Overall performance:
8.5
66.4
Oral Presentations 12014-2015
Oral Presentations 22013-2014
Oral Presentations 12013-2014
Average presentation grades
Average presentation grades
Comparison of average grades of different batches with the samples’ average grades
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35
0
2.5
5
7.5
10
12.5
Stronglydisagree
Quitedisagree
Slightlydisagree
Slightlyagree
Quite agree Stronglyagree
Did better in the final presentation because of feedback
Effect of formative feedback on the final summative oral presentation
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Effect of Formative Feedback on Verbal and Non-Verbal Oral Skills:
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So, …
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Level of Anxiety?
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Strongly disagree 36%
Quite disagree 14%
Slightly disagree29%
Slightly agree21%
Strongly agree0%
Felt relaxed during my 1st presentation
Students' level of anxiety during the 1st presentation (79%)
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Slightly disagree14%
Slightly agree7%
Quite agree36%
Strongly agree43%
Felt relaxed during 2nd presentation
Students' level of anxiety during the 2nd presentation (14%)
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Perceptions on Teacher Feedback (TF) vs. Student Feedback
(SF)?
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1
1
12
1
1
5
6
Strongly disagree
Quite disagree
Slightly disagree
Slightly agree
Quite agree
Strongly agree
TF considered when preparing final presentation
PF considered when preparing final presentation
Feedback considered when preparing for the final presentations
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TF or PF?
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2 2
12
1 2
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5
0
4.5
9
13.5
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Stronglydisagree
Quitedisagree
Slightlydisagree
Slightly agree Quite agree Stronglyagree
Did well because of Peer Feedback
Did well because of Teacher Feedback
TF more valued..
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Quite agree21%
Strongly agree79%
Teacher feedback helped me improve my oral presentation skills
Students' perception of the effect of teacher feedback on their OPS
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In summary..
• Formative feedback developed students’ OPSs.
• Students found teacher feedback more beneficial
• Most students did not get offended by peers’ feedback
• Switching roles between assessed and assessor
lessened hostility and increased harmony and
constructive feedback
• Videotapes provided additional guidance, possibly
leading to “self evaluation”
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Similar to initial disposition?
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ILOs
ATsTLAs
Constructive Alignment?
Reflection in & on action
Carry out similar actions during the following semesters
Introduce the findings to other ENGL 341 teachers and encourage them to consider carrying out similar procedures
Introduce the element of self-evaluation
Consider providing these types of feedback before the midterm break instead of the end of the semester (e.g. presentations on Part 1 of the project)
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Pedagogical Implications?
Formative feedback is key to effective teaching and learning
At least one feedback type should be provided (Shute, 2007)
Teacher feedback is significantly appreciated and valued
Revisiting old teaching methods and adopting new ones is important
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Future Research
Reliability of PF scores vs TF ones
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Formative Feedback
Peer Feedback (PF)
Teacher Feedback (TF)
Self Feedback (SF)
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Thank you for your attention
Dr. Diana Al Jahromi
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