scholarly journals Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training

2018 ◽  
Vol 9 (3) ◽  
pp. 138
Author(s):  
Aiping Li ◽  
Tianxiao Peng
Keyword(s):  
Reflective Practice ◽  
Oral Presentation ◽  
Positive Impact ◽  
Reflective Learning ◽  
Learning Gains ◽  
Collaborative Reflection ◽  
Training Project ◽  
Efl Students ◽  
Group Interviews ◽  
Oral Presentations

This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning.

Enhancing Clinical Reasoning Skills through Structured Reflection Models

2020 ◽  
Author(s):  
EMAD ALI ALMOMANI ◽  
Karim Attallah
Keyword(s):  
Critical Care ◽  
Reflective Practice ◽  
Clinical Reasoning ◽  
Positive Impact ◽  
Diagnostic Errors ◽  
Reflective Learning ◽  
Cross Sectional ◽  
Hamad Medical Corporation ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Abstract Background:Clinical reasoning is an essential skill to all health care practitioners. McGlynn et al, 2015 mention that lower level of clinical reasoning skills are associated with higher rates of medical and diagnostic errors.. To enhance the clinical reasoning through reflection Hamad Medical Corporation (HMC) – Qatar established a new educational initiative under the title of reflective learning conversation and debriefing.Method:A prospective cross sectional exploratory of mixed methodology research conducted at Qatar- Hamad Medical Corporation (HMC) – In the critical care and trauma units. Anonymous self-reported questionnaires were collected from 236 critical care and trauma nurses who attended the reflective learning conversation and debriefing activities. Semi structured Interviews conducted for 10 nurses who facilitated the reflective learning conversation and debriefing activities. Content analysis and thematic analysis were applied.Results:Attending the reflective learning conversations and debriefing educational activities have a significant positive impact on the clinical reasoning skills of the critical care and trauma nurses. Moreover, attending the group level reflection, feeling threatened, are limitations and barriers for the reflective learning conversation and debriefing. Additionally, reflective practice can be encouraged and enhanced through; having reflective conversation and debriefing models and guidelines, and reflecting on both good and bad experiences.Conclusion:There is a positive correlation between the clinical reasoning and the structured reflections in the format of reflective learning conversation and debriefing. Reflective practice can be enhanced through attending the reflective learning conversation and debriefing activities. There are some limitations and challenges to the reflective learning conversation and debriefing method.

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.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

Using a Story-Driven Board Game to Engage Students and Adults With Cultural Heritage

2021 ◽  
Vol 11 (2) ◽  
pp. 1-19
Author(s):  
Irini Malegiannaki ◽  
Thanasis Daradoumis ◽  
Symeon Retalis
Keyword(s):  
Cultural Heritage ◽  
Research Methodology ◽  
Game Design ◽  
Serious Games ◽  
Cultural Knowledge ◽  
Board Game ◽  
Learning Gains ◽  
Cooperation And Competition ◽  
Cultural Content ◽  
Group Interviews

Serious games are used in the field of cultural heritage as a means to transmit cultural knowledge and enable an experiential contact with cultural content. The authors' aim is to investigate whether a game design exploiting the less used combination of complex storytelling, endogenous cooperation, and competition has the potential to sufficiently convey cultural content. More specifically, through four game interventions, it was investigated how a story-driven board game functions with teenage and adult users alike. A mixed research methodology was followed in all game sessions and data were collected through observation, semi-structured group interviews, and short questionnaires. Findings confirmed the playability of the suggested design and the potential to amuse players while providing learning gains and engagement with cultural content. Nevertheless, further evaluation in formal and non-formal educational settings is essential to validate our conclusions.

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.

Integrating Service Learning Into Higher Education Curriculum

2021 ◽  
pp. 106-126
Author(s):  
Vinitha Guptan ◽  
Ratneswary Rasiah ◽  
Jason James Turner
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Positive Impact ◽  
Tertiary Education ◽  
Learning Experience ◽  
Positive Influence ◽  
Reflective Learning ◽  
Business Curriculum ◽  
Higher Education Curriculum ◽  
Interesting Insight

This study aims to assess the effectiveness of integrating service learning into the business curriculum of a higher education provider to enhance learners' competencies and reflective learning. Founded on the educational theories of constructivism and social learning, this research consolidates and takes research forward in the understanding of how transforming the business curriculum by integrating service learning through teacher-learner partnerships enhances a students' ability for reflective learning. Using a self-administered questionnaire-based survey with 256 respondents, the data were analysed using variance based PLS-SEM to reveal that service learning had a significant positive influence on reflective learning and on student competency development. The results indicate the positive impact that team-based service learning through teacher-learner partnerships had on the learners' experience. These findings offer some interesting insight for educators, researchers, and policy makers as a means to enhance the learning experience of students in tertiary education in Malaysia.

scholarly journals Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms

2017 ◽  
Vol 7 (4) ◽  
pp. 83
Author(s):  
Ali Ayed S. Alshahrani
Keyword(s):  
Social Interaction ◽  
English Language ◽  
Positive Impact ◽  
Target Language ◽  
Research Approach ◽  
Psychological Variables ◽  
Language Classes ◽  
Efl Students ◽  
Actual Learning ◽  
English Program

This study aims to investigate the effects Twitter has as a social networking platform on the development of Saudi EFL psychological variables (attitude, confidence, motivation, interest in L2 culture, social interaction and engagement), actual learning outcomes and the relationship between these psychological variables and their results. Twitter provides a valued accessible window to the target culture and promotes cross-cultural competence and comprehension that is focused on meaning rather than form, as well as repeated exposure to L2 cultural products, practices, perspectives and the target language. A sample of 39 students enrolled in an English course during the second semester of the 2014-2015 academic year, as well as two non-native English speakers (NNSs) working at the English Program, agreed to participate in the study. It adopts a combined inductive-deductive research approach to fulfil the research purpose and answer the research questions. The findings of this study underscore the latent use of the Twitter microblogging platform in EFL classes, as well as revealing the positive impact upon Saudi EFL students’ social interaction (engagement), enthusiasm and interest in learning more about L2 culture in English language classes.

Reflective learning, reflective practice

Nursing ◽  
2016 ◽  
Vol 46 (5) ◽  
pp. 62-64 ◽  
Author(s):  
Steven Jacobs
Keyword(s):  
Reflective Practice ◽  
Reflective Learning
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