scholarly journals Design Principles of a Responsive Pedagogical Model for Multimodal Skills of Oral Presentation

2021 ◽  
Vol 18 (1) ◽  
pp. 36-51
Author(s):  
Sze Seau Lee ◽  
Keyword(s):  
Oral Presentation ◽  
Design Principles ◽  
Technical Expertise ◽  
External Funding ◽  
Pedagogical Model ◽  
Practical Action ◽  
Pedagogical Innovations ◽  
Oral Presentations ◽  
Oral Skills ◽  
Explicit Discussion

Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and theoretical gap, the author designed a pedagogical model named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to respond appropriately and proactively to the gap in oral presentation pedagogy. A practical action research that was based on McNiff & Whitehead’s (2011) action-reflection cycle was implemented in a tertiary Malaysian classroom for 13 weeks contributed to five applicable and theoretically informed design principles of RMO2P which are based on the spirit of responsiveness. It is hoped that the explicit discussion on its design principles could inspire other teachers with no external funding and sophisticated technical expertise to embark on research for pedagogical improvement.

scholarly journals Improving The Oral Presentation Skills Of Accounting Students: An Experiment

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
David Christensen ◽  
Jeffrey Barnes ◽  
David Rees ◽  
Gerald Calvasina
Keyword(s):  
Communication Skills ◽  
Oral Presentation ◽  
Oral Communication ◽  
Accounting Students ◽  
Accounting Faculty ◽  
Accounting Professionals ◽  
Timely Feedback ◽  
Oral Presentations ◽  
Oral Skills ◽  
Accounting Graduates

Numerous surveys of accounting professionals have established the importance of communication skills for newly-hired accounting graduates, and challenge business schools to revise curricula accordingly. To determine if the oral skills of accounting students can be improved, two oral presentation assignments were given to students in six accounting classes at a small western university. The oral presentations were evaluated on ten oral communication skills recently judged by accounting professionals to be most important for new hires to possess. Feedback was provided after the first presentation. Results showed that oral presentation skills improved significantly after the first presentation. Accounting students can improve their oral presentation skills if the accounting faculty is committed to providing timely feedback.

scholarly journals The Use of NSVC and their Effects on SRL, Learning Strategies, and Oral Production

2015 ◽  
Vol 56 ◽  
pp. 22-34
Author(s):  
Ayyub Abdurrahman
Keyword(s):  
Learning Strategies ◽  
Oral Presentation ◽  
Native Speaker ◽  
Code Switching ◽  
Oral Production ◽  
Video Clips ◽  
Levels Of Use ◽  
Almost All ◽  
Oral Presentations ◽  
Oral Skills

This study investigated the use of Native-Speaker Video Clips (NSVC) to teach oral skills in English. A student with medium achievement in English was selected and given the treatment that comprised 12 weeks of recorded practice interspersed with 6 fortnightly oral presentations to the writer that were also recorded. The practice clips were analysed for the types of learning strategies employed, namely rehearsal, elaboration, and organization, and SRL which included meta-cognition, motivation and perseverance, while the oral production recordings were analysed for fluency, pronunciation, stressing, intonation and understanding. The findings showed that she adjusted the levels of use of almost all of HSRL factors following the feedbacks after each oral presentation except elaboration and organization factors, and those oral production skills were improved gradually. The findings revealed that it was purposeful to remove code-switching tendencies in the student.

Incorporating Drama into EFL Oral Presentations

2016 ◽  
Vol 5 (1) ◽  
pp. 23-37
Author(s):  
James Carpenter
Keyword(s):  
Foreign Language ◽  
Oral Presentation ◽  
Project Based Learning ◽  
Short Survey ◽  
Oral Presentations

Oral presentations are common in many English as a foreign language (EFL) classes. Because oral presentations entail multiple steps, they are ideal for project-based learning courses. Yet, it can be challenging for students to meaningfully collaborate on oral presentation projects using English. The use of drama in oral presentations allows students to explore more complex topics without being overwhelmed. A short survey of the literature related to oral presentations and project-based learning in EFL is presented in this article. Then, the basic discourse for oral presentations in English is discussed, followed by an expanded discussion about how drama can simplify this discourse for students. Finally, two examples of student presentations are presented.

Toward Eloquentia Perfecta in the History and Systems Course

1994 ◽  
Vol 21 (2) ◽  
pp. 91-93 ◽  
Author(s):  
C. James Goodwin
Keyword(s):  
Oral Presentation ◽  
Peer Feedback ◽  
Course Content ◽  
Oral Presentations

A technique for improving the quality of student oral presentations is described. Throughout the semester, students in my History and Systems course delivered minilectures covering specific course content. Peers evaluated their lectures, and students were tested on minilecture information. In a replication, the lectures were videotaped. Lecturers also wrote a paper that elaborated the content of their talks and self-evaluated their performance based on peer feedback and (in the replication) the videotape. The result was a distinct improvement over the typical oral presentation assignment.

scholarly journals Teachers’ oral presentation from students’ perspective

2013 ◽  
Vol 45 (2) ◽  
pp. 363-380
Author(s):  
Vera Radovic
Keyword(s):  
Oral Presentation ◽  
Teaching Method ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Negative Comments ◽  
Methodological Aspects ◽  
Oral Presentations ◽  
The Given ◽  
Teaching Element

The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

Engineering Students' Communication Apprehension and Competence in Technical Oral Presentations

2016 ◽  
pp. 371-383 ◽  
Author(s):  
Noor Raha Mohd Radzuan ◽  
Sarjit Kaur
Keyword(s):  
Oral Presentation ◽  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Undergraduate Research ◽  
Communication Competence ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
Oral Presentations

The demand for 21st century engineering graduates to be communicatively competent, particularly in English language, is increasing. Effective communication skills are one of the main competencies listed by the Malaysian Engineering Accreditation Council Policy with the expectation that all Malaysian engineering graduates will master it upon graduation. This involves skills in presenting information to technical and non technical audience through oral presentations. This chapter aims to examine engineering students' communication competence and their level of apprehension in delivering a technical oral presentation. Questionnaires, adapted from McCroskey's (1988) Self-Perceived Communication Competence and Richmond & McCroskey's (1988) Personal Report of Public Speaking Anxiety, were distributed to 193 final year Universiti Malaysia Pahang engineering students who were preparing for their Undergraduate Research presentation. The results of the study have direct and indirect implications to the teaching and learning of oral presentation skills among engineering undergraduates.

Effective Oral Presentation of Scientific and Technical Information

1975 ◽  
Vol 5 (3) ◽  
pp. 187-198 ◽  
Author(s):  
Herman A. Estrin ◽  
Edward J. Monahan
Keyword(s):  
Oral Presentation ◽  
Technical Information ◽  
Eye Contact ◽  
Science Students ◽  
Visual Aids ◽  
Scientific And Technical Information ◽  
Effective Use ◽  
Oral Presentations ◽  
The Voice

Prepared for engineering and science students, this article stresses the preparation for the talk, the judicious use of notes, and the effective use of visual aids. To deliver a talk effectively, students must know the elements of delivery: ample projection of the voice, natural movements, relevant gestures, and eye contact. Furthermore, students should be aware of such errors as the following: poor board work, lack of movement and enthusiasm, overuse of notes, monotonous voice, poor eye contact, repetition, and the use of slang and colloquialisms. To make effective oral presentations, one should develop an extensive vocabulary and should evaluate his delivery.

scholarly journals How CFO’s communicate financial information - A pedagogical task in theory and practice

2013 ◽  
Vol 3 (1) ◽  
pp. 162
Author(s):  
Krister Bredmar
Keyword(s):  
Social Context ◽  
Oral Presentation ◽  
Theory And Practice ◽  
Financial Information ◽  
Financial Reports ◽  
Web Based ◽  
The Core ◽  
The Social ◽  
Oral Presentations

An important result when communicating is to gain a deeper understanding and that meaning is created by the reciever of that which is communicated by the transmitter. This can in a way be described as the core of the pedagogical communication. The premise of this study is that the pedagogical communication can be understood and explained by means of the financial reports (1), oral presentation (2), using concepts and illustrations (3) and by the social context, the group where the communication takes place (4). The theoretical areas that form the basis of the first question in this study, how the communication can be designed, are based on these four areas. In a second part 111 CFOs in Swedish municipalities responded, via a web-based questionnaire, how they work with these areas. The result shows that they are largely working with several of the pedagogical areas, such as in the financial reports and oral presentations but that there are also areas such as the social context and the group's importance in the pedagogical communication that are not as developed. Although much is already working well, there are areas that can be developed to get the pedagogical communication of financial information to work even better.

scholarly journals Abstracts from Oral Presentations at the Society for Acute Medicine Spring Meeting 2015

2015 ◽  
Vol 14 (2) ◽  
pp. 61-64
Keyword(s):  
Oral Presentation ◽  
Acute Medicine ◽  
Spring Meeting ◽  
Oral Presentations

Over 200 abstracts were submitted for consideration of presentation at the spring meeting of the Society for Acute Medicine, which was held in the Marriott Hotel, Bristol, on 7-8th May 2015. The best of these were selected for oral presentation at a session held on the morning of the 8th May. The abstracts for these presentations are published here.

Sign in / Sign up

Export Citation Format

Share Document