1. What do you think is the major drawback of questionnaire resear.docx
developing and integrating courseware for oral presentations into esp learning contexts
1. Developing and integrating courseware for oral presentations into ESP learning contexts Presenter: Lulu Chang 992260 Instructor: Dr. Pi-Ying Teresa Hsu March 9, 2011
2. Tsai, S.-C. (2010). Developing and integrating courseware for oral presentations into ESP learning contexts. Computers & Education, 55, 1245-1258. Citation 2
10. Literature Review Studies indicate that ESL college students often have difficulty participating in classroom discussion, debate and giving formal presentations due to a lack of training and language proficiency. (Ferris, 1998; Mason, 1995; Ostle, 1980) 9
11. Literature Review Oral presentation needs many of the same skills used in daily conversation, it is more highly structured, and requires more formal language and different methods of delivery. (example as below) 1 3 2 Organizing with a well-designed 1.opening, 2.body and 3.conclusion Voice manipulation Indispensible points for a good presentation: Bodily action 10
13. 12 Time 2 hours a week for six weeks Methodology Participants 85 university students (From sophomore to senior ) Course focus Writing and speaking Semester-long1. English for technical writing elective course 2. English for technical listening and speaking Place Department of Applied Foreign Languages (AFLD) of a technical University in Taiwan
17. Screenshot for the function of Text Print. Screenshot of the self-checking system for the cloze test with instant feedback Layout of sentence restructuring test. indicates demand Correct answer 16
18. 17 Methodology : steps of this study 1. TOEIC-like test Total score:445 2. Write a speech text for four PowerPoint slides of a presentation Pre-test p value of the score = 0.003 Senior students (STW group) Score: 219.4 Sophomore students (SLS group) Score:192 p<0.05 significant difference 2h /week six weeks in total Post-test (Present a presentation) Questionnaire survey : 1 open-ended 1 close-ended
19. Result: Paired samples t-test analysis of students speech tests of the STW and SLS group Numbers of verbs, adj., adv., prep., and conjunctions Senior group 137 265.1 .510 Sophomore group 121 260.8 .465 18
20. 19 Result of Questionnaire 2 open-ended survey (items that students concerned) STW= Senior group SLS= Sophomore group pronunciation 27.3% pronunciation 36.2% 42.6% vocabulary 27.3% Gammar 40.4% Body movement 36.4% 36.4% 40.4% layout layout 54.5% stress After giving a presentation, students choose their 3 greatest concern from these 14 items.
21. Result of Questionnaire 2 open-ended survey (items that students feel improved) STW= Senior group SLS= Sophomore group 2. Voc. 3. voc. 1. Voc. 4.Grammar 4. Grammar 2. Sentence 1. Sentence 3. Layout 1. Layout 4. Stress 20 After giving a presentation, students choose their 3 greatest improvement from these 14 items.
22. Result of questionnaire 1 (close-ended survey) *P<.05 **p<.01 21 .027* 1.004* .429** Using 5-point Likert sale ranging from 1(“strongly disagree”) to 5 (“strongly agree”)
23. Discussion 22 In general, most students in both groups were satisfied with their self-study with Courseware integration.
24. Reflection 23 Reflection The topic is called Integration courseware, but we could not see how Students practice listening. The study didn’t explain clearly why senior group students are called STW, and why sophomore group students are called SLS.
25. 24 Reflection In the previous table, Some students feel improved on “stressing” while presenting, then how does the courseware train their speaking? After finishing the units on the courseware, even there are correct answers below to check on, doesn’t student wish the teacher to explain why?
26. 25 The difference between intelligence and education is this: intelligence will make you a good living. ~Charles F. Kettering
Editor's Notes
This template can be used as a starter file for presenting training materials in a group setting.SectionsSections can help to organize your slides or facilitate collaboration between multiple authors. On the Home tab under Slides, click Section, and then click Add Section.NotesUse the Notes pane for delivery notes or to provide additional details for the audience. You can see these notes in Presenter View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)Coordinated colors Pay particular attention to the graphs, charts, and text boxes. Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.Graphics, tables, and graphsKeep it simple: If possible, use consistent, non-distracting styles and colors.Label all graphs and tables.
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.Introduce each of the major topics.To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
This is another option for an overview using transitions to advance through several slides.
This is another option for an overview using transitions to advance through several slides.
Use a section header for each of the topics, so there is a clear transition to the audience.
Use a section header for each of the topics, so there is a clear transition to the audience.
Use a section header for each of the topics, so there is a clear transition to the audience.
