Online Oral Discussion No. 4 & 5

2020 ◽  
Author(s):  
Bauke Oudega ◽  
Eliora Ron
Keyword(s):  
Oral Discussion

Online Oral Discussion Session No. 7

2020 ◽  
Author(s):  
Kh.I. Bobodzhanova ◽  
Guillermo Mateos Budiño ◽  
Ricardo Amils ◽  
José Manuel Martínez Lozano ◽  
Sofía de Francisco de Polanco
Keyword(s):  
Discussion Session ◽  
Oral Discussion

Influence of Oral Discussion on Written Argument

2002 ◽  
pp. 155-176
Author(s):  
Alina Reznitskaya ◽  
Richard C. Anderson ◽  
Brian McNurlen ◽  
Kim Nguyen-Jahiel ◽  
Anthi Archodidou ◽  
...  
Keyword(s):  
Oral Discussion

Influence of Oral Discussion on Written Argument

2001 ◽  
Vol 32 (2-3) ◽  
pp. 155-175 ◽  
Author(s):  
Alina Reznitskaya ◽  
Richard C. Anderson ◽  
Brian McNurlen ◽  
Kim Nguyen-Jahiel ◽  
Anthi Archodidou ◽  
...  
Keyword(s):  
Oral Discussion

The development of EAP oral discussion ability

2001 ◽  
pp. 347-359 ◽  
Author(s):  
Peter Robinson ◽  
Gregory Strong ◽  
Jennifer Whittle ◽  
Shuichi Nobe
Keyword(s):  
Oral Discussion

A many-facet Rasch analysis of the second language group oral discussion task

2003 ◽  
Vol 20 (1) ◽  
pp. 89-110 ◽  
Author(s):  
William J. Bonk ◽  
Gary J. Ockey
Keyword(s):  
Second Language ◽  
Rasch Analysis ◽  
Language Group ◽  
Oral Discussion

Influence of Oral Discussion on Written Argument

2001 ◽  
Vol 32 (2) ◽  
pp. 155-175 ◽  
Author(s):  
Alina Reznitskaya ◽  
Richard Anderson ◽  
Brian McNurlen ◽  
Kim Nguyen-Jahiel ◽  
Anthi Archodidou ◽  
...  
Keyword(s):  
Oral Discussion

scholarly journals Effectiveness of structured handouts lectures and oral discussion on the performance of science students in the basic biochemistry course

2021 ◽  
Author(s):  
Mohammed Mohammed
Keyword(s):  
Academic Performance ◽  
Teaching Method ◽  
P Value ◽  
Science Students ◽  
Pass Mark ◽  
Oral Discussion ◽  
Traditional Lectures ◽  
Practical Session ◽  
The Difference ◽  
The University

<p>The aim of this article was to investigate the effect of structured handouts lectures and oral discussions on the academic performance of biochemistry students. The biochemistry course of science Bachelor students was implemented through structured handouts lectures using the lecturer and the mobile as information sources , oral discussions and practical sessions. The opinion of the students about the instruction methods was investigated through a questionnaire. The academic performance of the students was compared to the performance of a previous student batch who studied the course through traditional lectures and practical sessions only. The obtained results were analyzed using the SPSS program and the t-test percent. According to the university regulations the pass mark was set as 60. 85.9% was the percentage of pass students who studied the course through the structured handouts , oral discussion and practical session while the percentage of the pass students who studied the course through traditional lectures and practical sessions was 78.8%. However, the difference between the two percentages was insignificant (p- value= 0.25). The questionnaire analysis showed that 63.2% of the students believed that the structured handouts lectures and the oral discussions were excellent and 79.4% of the students advised the course coordinator to adopt this teaching method for the future batches.<b> </b>structured handouts lectures and oral discussions improved the performance of biochemistry students and they advised to adopt the method for future batches of biochemistry. </p>

Detecting development of speaking proficiency with a group oral test: A quantitative analysis

2018 ◽  
Vol 36 (2) ◽  
pp. 181-206 ◽  
Author(s):  
David A. Leaper ◽  
James R. Brawn
Keyword(s):  
Quantitative Analysis ◽  
Japanese University ◽  
Speaking Proficiency ◽  
Oral Test ◽  
Oral Discussion ◽  
English Major

This paper is an investigation into the use of the group oral discussion test (GOT) to detect changes in speaking proficiency over a two-year period. In this test, three or four test-takers discuss a topic for up to 10 minutes without outside intervention. The performance of 53 Japanese university English major students on this test was videoed before their classes started and at the end of their first and second years of study. Indices of complexity, accuracy, and fluency were calculated and interactive function was analysed to create indices that tracked initiating, responding, developing, and collaborating functions. Improvements were detected in most of the indices over the three administrations, with varying patterns of development. However, the test-takers’ scores in five rated scales only improved significantly in the second administration. Possible reasons for this discrepancy are discussed, as are the implications this study has for the GOT format and its administration.

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