Engaging student-teachers in English oral presentation: A teacher’s feedback

Authors

  • Kusrin Kusrin Universitas Singaperbangsa, Indonesia http://orcid.org/0000-0002-0847-5356
  • Muhammad Reza Pahlevi Universitas Singaperbangsa Karawang, Indonesia
  • Siti Nursanti Universitas Singaperbangsa Karawang, Indonesia

DOI:

https://doi.org/10.33603/rill.v4i1.4214

Keywords:

feedback, oral presentation, paraphrasing, power point design, and pronunciation

Abstract

This present study reports on how teacher gives feedback on oral presentation in an EFL classroom. Observation sheet deployed feedback on oral presentation given by teacher in classroom. Data analysis discovered that the teacher concerned on giving comments in pronunciation, paraphrasing, and power point design. In addition, the analysis showed that students had good encouragement in doing oral presentation.

References

Art Tsang (2017): Positive effects of a programme on oral presentation skills: high- and low-proficient learners’ self-evaluations and perspectives, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2017.1407917

Bo Wang, Timothy Teo & Shulin Yu (2016): Teacher feedback to student oral presentations in EFL classrooms: a case study, Journal of Education for Teaching, DOI: 10.1080/02607476.2016.1257507

Jenny McDougall & Helen Holden (2017): The silence about oral presentation skills in distance and online education: new perspectives from an Australian university preparatory programme, Open Learning: The Journal of Open, Distance and e-Learning, DOI: 10.1080/02680513.2017.1316187

Luis R. Murillo-Zamorano & Manuel Montanero (2017): Oral presentations in higher education: a comparison of the impact of peer and teacher feedback, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2017.1303032

Stan van Ginkel, Judith Gulikers, Harm Biemans & Martin Mulder (2015): The impact of the feedback source on developing oral presentation competence, Studies in Higher Education, DOI: 10.1080/03075079.2015.1117064

Stan van Ginkel, Judith Gulikers, Harm Biemans & Martin Mulder (2016): 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, DOI: 10.1080/02602938.2016.1212984

Stan van Ginkel, Judith Gulikers, Harm Biemans & Martin Mulder (2017) 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, DOI: 10.1080/02602938.2016.1212984

Downloads

Published

2021-02-28

Issue

Vol. 4 No. 1 (2021)

Section

Short Report

Citation Check

License

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.