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.

scholarly journals Creating Machinima (3D) and Real Life Videos in an ESP Classroom

2018 ◽  
Vol 20 (1) ◽  
pp. 41-56 ◽  
Author(s):  
Carol Anne Ochoa Alpala ◽  
William Ricardo Ortíz García
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Oral Presentation ◽  
Virtual World ◽  
Collaborative Work ◽  
Real Life ◽  
Oral Communication ◽  
English For Specific Purposes ◽  
Electronic Engineering ◽  
Oral Presentations

This research paper reports on the development of oral presentation skills in a 3D virtual world called Moviestorm machinima, in contrast with real-life videos. In this way, the implementation of both types of videos sought to promote the improvement of oral communication skills, specifically oral presentations in a foreign language, as well as promoting collaborative work. The study involved 60 students from different semesters of a private Colombian university from the schools of electronic engineering, computer science, and law, focusing on English for specific purposes. The results showed how students from different faculties worked collaboratively to achieve one goal: improve their oral presentation skills.

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.

scholarly journals FACE-TO-FACE OR ONLINE SPEAKING PRACTICE: A COMPARISON OF STUDENTS’ FOREIGN LANGUAGE CLASSROOM ANXIETY LEVEL

2021 ◽  
Vol 8 (1) ◽  
pp. 49-67
Author(s):  
Rahmati Putri Yaniafari ◽  
Ajeng Ayu Rihardini
Keyword(s):  
Foreign Language ◽  
Oral Presentation ◽  
Online Discussion ◽  
Tertiary Education ◽  
Anxiety Level ◽  
Survey Study ◽  
Face To Face ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Threatening Situation

Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations (Minghe & Yuan, 2013). Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn (Bakar et al., 2013). This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners’ level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies (Bakar et al.,2013; Rodrigues & Vethamani, 2015), this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).

scholarly journals The Implementation of Local Culture-based Project In a Balinese Project Classroom

2017 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
I Dewa Gede Rat Dwiyana Putra
Keyword(s):  
Foreign Language ◽  
Project Based Learning ◽  
Local Culture ◽  
Local Context ◽  
Literature Study ◽  
Religious Literature ◽  
Study Program ◽  
Dominant Language ◽  
Language And Culture ◽  
Methodological Triangulation

This article was made based on an observation on the application of a Local Culture-Based Project in Balinese Language and Religious Literature Study Program of Denpasar State Hindu Dharma Institute. The basic reason for the application of this Project-Based Learning method is that, students were less motivated in following the EFL course. Students found that English would give a very minimum support for Balinese language and culture. English as a foreign language seems to be a threat for Balinese language sustainability. Therefore, the writer would show the students their actual connection in which English as a world dominant language could empower the existence of local culture including the language itself. (Regmi, 2013) stated that people should consider that the present existed local language that is used to pass the local context and culture on from generation to generation will die. Therefore, its integration to English as a world dominant language is one of the effective ways to preserve the local culture. Writer then designed project task which deal with local Balinese Culture. Students were asked to make a „Multilingual Pictured Folklore Book‟ during EFL course. Methodological triangulation (e.g. survey, interview and observation) were applied to confirm the students‟ respond toward the application of the Project. The result shows that PBL approach implemented in the present study was proven effective in improving the students‟ interest in learning English. Besides, the students gave a positive response toward the application of the Project. 

USE OF THE METHODS IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Author(s):  
Hulkar Rahimboeva ◽  
Gulnoza Tilyavova
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Project Based Learning ◽  
Early Age ◽  
Learning Approach ◽  
Teaching English ◽  
Young Learners ◽  
The Future

This article covers the easiest ways to learn a foreign language for the children at an early age. It includes activities that may interest children and teach them to think in English. If we use these methods in teaching young people, if we can increase their interest in learning the language, in the future they would not only become masters of their profession, but also have the opportunity to expand their abilities even more. The purpose of this article is to increase the interest of many people in learning a language with the help of task- based learning approach and project-based learning approach.

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.

scholarly journals A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Hulya Avci ◽  
Tufan Adiguzel
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Instant Messaging ◽  
Project Based Learning ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Project Work ◽  
Structured Interviews ◽  
Positive Effects

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students.  Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

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.

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