investigating non-majored students‘ problems in promoting autonomous learning in oral...
TRANSCRIPT
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INVESTIGATING NON-MAJORED
STUDENTS‘ PROBLEMS
IN PROMOTING AUTONOMOUS LEARNING
IN ORAL PRESENTATIONS
1
Nguyen Thi Tu &
Bach Linh Trang
Nguyen Thi Tu &
Bach Linh Trang
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The Foreign Languages Section
21 lecturers
the first & second year non-
majored students of 15
departments
EGP & ESP
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BACKGROUND
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LITERATURE REVIEW
Learner autonomy: Holec (1981)
Learner autonomy & language learning: Little (1990); Lee (2011)
Learner autonomy in oral presentations: Gupta (2008); Emden and Becker (2004); Ali Said Al-Issa (2005)
Problems in students' oral presentations: Woodrow (2006), Zhou (2009), Tanveer (2007)
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LEARNER AUTONOMY“To take charge of one’s own learning is to have, and to hold, the responsibility for all
decisions concerning all aspects of this learning”
determining the objectivesdefining the contents and progressionsselecting methods and techniques to be used
monitoring the procedure of acquisition properly speaking
evaluating what has been acquired Holec (1981:3)
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Oral presentati
ons
Oral presentati
ons
Learner autonom
y
Learner autonom
y
Ali Said Al-Issa (2005) Gupta (2008)
Emden & Becker (2004)
Ali Said Al-Issa (2005) Gupta (2008)
Emden & Becker (2004)
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To languag
e learners
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PechaKucha 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images advance automatically and you talk along to the images.
Hoelscher, K. (2012)Hoelscher, K. (2012)
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pechakuchapechakucha To promote language learners’
presentations
To promote language learners’
presentations technology-based approach
to promote learner
autonomy
technology-based approach
to promote learner
autonomy
Benson (2001:10
7)
Benson (2001:10
7)
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20 students from 3 departments
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The participant
s
The participant
s
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AIMS & RESEARCH QUESTIONS
To investigate the non-majored students' problems in promoting autonomous learning in oral presentations
1. What are the problems non-majored students encounter in promoting learner autonomy in delivering oral presentations?
2. What are pedagogical implications to language teaching and learning in enhancing learner autonomy?
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METHOD
Observation with
A Questionnaire to obtain students' views on their problems
Interviews of 3 students randomly picked up from 3 groups to get more information concerned their specific problems.
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RESULTS & DISCUSSION
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Pre-presentation
While-presentation
Post-presentation
- Time set up for each part- Way to present- Information selection
- Clear pronunciation
- Fluent speaking- Content
delivery
- Dealing with audience’s feedback
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RESULTS & DISCUSSION12
IT studentsPre-presentation While-presentation Post-presentation
- Topic choice- Way to present- Information selection
Correct & appropriate use of grammar structures
Dealing with audience’s feedback
Interviewee had hard time to prepare a brief and informative one
Observation: lots of grammar mistakes recorded
Observation: lots of grammar mistakes recorded
Interviewee expressed concern in how to deliver the content to the fullest using proper language
Interviewee expressed concern in how to deliver the content to the fullest using proper language
Observation: presenters seem to underestimate the Q&A part and see this as an extra but not an important one
Observation: presenters seem to underestimate the Q&A part and see this as an extra but not an important one
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RESULTS & DISCUSSION
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Vietnamese Studies studentsPre-presentation While-
presentationPost-presentation
- Way to present- Setting up time for
each part of the presentation properly
- Outline
- Time management
- Deal with questions from classmates
(not be able to understand the Qs & answer a;;)
Observation: presenters had difficulties in making the software and the speech go hand in hand, not in the habit of doing this before
Observation: presenters worked under time pressure and many even ran out of time
Interviewee had to keep an eye on her watch during presentation
Interviewee had to keep an eye on her watch during presentation
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RESULTS & DISCUSSION 14
Primary Education studentsPre-
presentation
While-presentation Post-presentation
- Clear pronunciation- Vocabulary use in the right context- Fluent speaking
Guessing audience’s questions
Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation
Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation
Observation: presenters struggled to give responses, proving that they did not expect particular queries raised by the listeners
Observation: presenters struggled to give responses, proving that they did not expect particular queries raised by the listeners
Interviewees: showed concern about the complexity of the questions and the unwillingness to answer them.
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- Guidelines- Topic- Theme resources- Question-answer
session holding- Evaluation
- Guidelines- Topic- Theme resources- Question-answer
session holding- Evaluation
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A subject in university/ college
syllabus/ curriculum
experience
experienceskills
confidenceconfidence
competencecompetence
Careful preparatio
n
Cultural difference
s
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Evaluation Evaluation
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