STUDENTS’ MOTIVATION, CHALLENGES AND EXPERIENCES IN DESIGNING VIDEO PRESENTATIONS VS. DELIVERING ORAL PRESENTATIONS IN AN ESP COURSE FOR SOCIAL SCIENCES

Neda Radosavlevikj

DOI Number
https://doi.org/10.22190/JTESAP230205018R
First page
255
Last page
265

Abstract


This paper has two primary goals: 1) to help students understand the effectiveness of using videos; and 2) to promote students’ motivation, interactivity, creativity and communication by designing their own video. The study was conducted at South East European University (SEEU) with 14 students. They were ethnic Albanian students, between 18 and 20 years old, who come from linguistically and culturally diverse backgrounds, but who were all enrolled in the ESP course for Social Sciences 1. Students were given the task of selecting a topic that is professionally linked to their field of study. They were then instructed to deliver an oral presentation in class according to established criteria from rubrics, and to produce the same presentation at home by using a video with self-evaluation rubrics. I conducted a survey comparing the motivation, experiences and challenges students faced while delievering an oral presentation in class vs. video-recorded presentations made at home.

The preliminary research findings showed that most of the students were motivated to create their own videos because they were not limited by time or place: the asynchronous learning allows students to access materials, and to practice their skills, at any time that works for them. The majority of the students found this pilot project very interesting and engaging because it helped them develop their communication skills as well as to become more autonomous in learning English.


Keywords

motivation, video-recorded presentations, asynchronous learning, communication skills, creative abilities, autonomous learning

Full Text:

PDF

References


Abidin,M.J.Z. &Morat, B.N. (2011). The use of Video in ESL Teaching and Learning: Youtube’s Potential as a resource. DP.Jilid 11, Bil.2/2011

Alessi, S.M.,& Trollip, S. R. (2001). Multimedia for learning: methods and development (3rded.) Needdham Heights, MA: Allyn& Bacon.

Andrews, J., & Higson, H. (2008, December). Graduate Employability, ‗Soft Skills‘ Versus ‗Hard‘ Business Knowledge: A European Study. Higher Education in Europe, 4, 411-422. https://doi.org/10.1080/03797720802522627

Aryadoust, V. (2015, August).Self- and Peer Assessments of Oral Presentations by First-Year University Students. Educational Assessment, 20(3), 199-225. http://dx.doi.org/10.1080/10627197.2015.1061989

Brink, K. E., &Costigan, R. D. (2015, March 15). Oral Communication Skills: Are the Priorities of the Workplace and AACSB-Accredited Business Programs Aligned?. Academy of Management Learning & Education, 14(2), 205-221. https://doi.org/10.5465/amle.2013.0044

Botella, C., Hofmann, S. G., &Moscovitch, D. A. (2004, June 3). A Self-Applied, Internet-Based Intervention for Fear of Public Speaking. Journal of Clinical Psychology, 60(8), 821-830. https://doi.org/10.1002/jclp.20040

Burt, M. (1999).Using videos with adult English language learners. Retrieved on 24 August 2010 from http://www.ericdigests.org/2000 2/videos.htm

Campbell, K. S., Mothersbaugh, D., Brammer, C., & Taylor, T. (2001, September 1). Peer VersusSelf Assessment of Oral Business Presentation Performance. Business Communication Quarterly, 64(3), 23-40. https://doi.org/10.1177%2F108056990106400303

Chan, V. (2011). Teaching oral communication in undergraduate science: Are we doing enough and doing it right?. Journal of Learning Design, 3, 71-79. http://dx.doi.org/10.5204/jld.v4i3.82

Conrad,R-M & Donaldson, A. (2011).Engaging the Online Learner.San Francisco: Jossey-Bass.

Dagada, R &Mungai, P (2013). Learning Management System Implementation Framework for Higher Education: International Journal of e-Education, e-Business, e-Management, e-Learning, Vol3, No2, 151-154

Dam, Leni (1994): How Do We Recognise an Autonomous Classroom? Die NeuerenSprachen, 93/5, 503-527.

Davis, H. C. & Fill, K. (2007). Embedding blended learning in a university’s teaching culture: Experiences and reflections. British Journal of Educational Technology, 38(5), 817-828.

Deeley, S. J. (2014). Summative co-assessment:A deep learning approach to enhancing employability skills and attributes. Active Learning in Higher Education, 15(1), 39-51. https://doi.org/10.1177%2F1469787413514649

Gardner, C. T., Milne, M. J., Stringer, C. P., & Whiting, R. H. (2005, January 01). Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance. Accounting Education, 14(3), 313-336. https://doi.org/10.1080/06939280500077269

Ginkel, S. v., Gulikers, J. T., Biemans, H. J., & Mulder, M. (2017a, December). The impact of the feedback source on developing oral presentation competence. Studies in Higher Education, 42(9), 1671-1685. http://dx.doi.org/10.1080/03075079.2015.1117064

Ginkel, S. v., Gulikers, J., Biemans, H., & Mulder, M. (2017b). Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?. Assessment & Evaluation in Higher Education, 42(6), 953-966. https://doi.org/10.1080/02602938.2016.1212984

Hamilton, E. R. (2012). Video as a Metaphorical Eye: Images of Positionality, Pedagogy, and Practice. COLLEGE TEACHING, 60(1), 10-16. https://doi.org/10.1080/87567555.2011.604803

Hattie, J., & Timperley, H. (2007, March 1). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102%2F003465430298487

Heron, M. (2019).Making the case for oracy skills in higher education: practices and opportunities. Journal of University Teaching & Learning Practice, 16(2), 1-18.

Kerby, D., & Jeff, R. (2009). Develop Oral Presentation Skills Through Accounting Curriculum Design and Course-Embedded Assessment. JOURNAL OF EDUCATION FOR BUSINESS, 85(3), 172-179. https://doi.org/10.1080/08832320903252389

Kovac, M. M., &Sirkovic, N. (2017, February 10). Attitudes towards Communication Skills among Engineering Students. English Language Teaching, 10(3), 111-117. http://doi.org/10.5539/elt.v10n3p111

Murillo-Zamoranoa, L. R., &Montanero, M. (2018). Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education, 43(1), 138-150. https://doi.org/10.1080/02602938.2017.1303032

Murphy, K., & Barry, S. (2016). Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations. Assessment & Evaluation in Higher Education, 41(2), 213-227. https://doi.org/10.1080/02602938.2014.996206

Nikolic, S., Stirling, D., &Ros, M. (2018). Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering. European Journal of Engineering Education, 43(4), 538-551. https://doi.org/10.1080/03043797.2017.1298569

Rivera, R. &Guiza, M. (2017), “Flipped classroom to Support Blended Learning Teaching”, Universidad Autonoma de Baja California.

Williams, R.T. & Lutes, P. (2007), Using video in the ESL classroom. Takamatsu University Journal, 48, 1-13.

Yamkate, K., &Intratat, C. (2012, December).Using Video Recordings to Facilitate Student Development of Oral Presentation Skills. Language Education in Asia, 3(2), 146-158. https://doi.org/10.5746/LEiA/12/V3/I2/A03/Yamkate_Intratat

Yoo, M. S., Son, Y. J., Kim, Y. S., & Park, J. H. (2009, August). Video-based self-assessment: implementation and evaluation in an undergraduate nursing course. Nurse Education Today, 29(6), 585-589. https://doi.org/10.1016/j.nedt.2008.12.008




DOI: https://doi.org/10.22190/JTESAP230205018R

Refbacks

  • There are currently no refbacks.


ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)