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Reflective Self-Assessment of English Presentations : A Case of College EFL Learners KCI 등재

  • 언어ENG
  • URLhttps://db.koreascholar.com/Article/Detail/374122
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사회언어학 (The Sociolinguistic Journal of Korea)
한국사회언어학회 (The Sociolinguistic Society of Korea)
초록

In spite of the benefits of English oral presentations on EFL learners' proficiency and competence, English presentations have not obtained much attention as instructional medium in the field of English education. With the belief that EFL learners' experience of English presentation performance can provide valuable insights for educators and researchers, this study intended to describe how EFL learners perceive their presentation performance through their reflective self-assessment. In particular, adopting Otoshi and Heffernen's (2008) rubric of evaluation, this study examined what a group of Korean EFL learners were concerned in regard to their presentation performances and how they evaluated them. The data collected were 41 reflective self-assessment papers written by 41 Korean college students. The papers were coded, categorized and interpreted. Findings showed that voice quality is the area the students in this paper were most concerned about. Negative evaluations of their presentation performance outweighed the positive evaluations except in the area of Power Point use. Lastly, rehearsal and visual aids education sessions as well as differentiating spoken and written English were suggested as instruction implications for educators.

목차
Abstract
 1. Introduction
 2. English Oral Presentation in EFL Context
 3. Research Methods
  3.1. Context
  3.2. Data Collection
  3.3. Data Analysis
 4. Findings and Discussion
  4.1. Voice Quality
  4.2. Power Point Use
  4.3. Clarity of Content
  4.4. Eye-Contact
  4.5. Body Language
  4.6. Use of the English Language
  4.7. Originality of Content
 5. Conclusion
 References
저자
  • Kim Eun-Ju(Hanyang Women's University)