How Effective Listening and Constructing Peer Feedback Impact Oral Presentation Success
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초록
This study implemented two research instruments to examine student learning through effective listening and constructing peer feedback of EFL oral presentations. Using standards of assessment research, our quantitative analysis measured aspects of student cognitive and linguistic processes. Based on this analysis, the findings suggest peer observation, listening comprehension notetaking, and providing feedback commenting are effective methods of activating student-regulated learning in oral presentations. We found there are significant links between knowledge-structure and performance, and also among several sub-criteria, demonstrating student improvement in their ability to linguistically and cognitively assess EFL oral presentations, and to subsequently improve their own work. In addition, we found EFL students initially commented most upon nonverbal, meaning and new knowledge sub-criteria. In the presentation of their final exam, students’ comments turned to verbal, visual and structure sub-criteria implying there are significant effects of constructing peer feedback as a method for student-regulated learning. Furthermore, this study demonstrates the implemented methods can be employed in the field of EFL.
Abstract
This study implemented two research instruments to examine student learning through effective listening and constructing peer feedback of EFL oral presentations. Using standards of assessment research, our quantitative analysis measured aspects of student cognitive and linguistic processes. Based on this analysis, the findings suggest peer observation, listening comprehension notetaking, and providing feedback commenting are effective methods of activating student-regulated learning in oral presentations. We found there are significant links between knowledge-structure and performance, and also among several sub-criteria, demonstrating student improvement in their ability to linguistically and cognitively assess EFL oral presentations, and to subsequently improve their own work. In addition, we found EFL students initially commented most upon nonverbal, meaning and new knowledge sub-criteria. In the presentation of their final exam, students’ comments turned to verbal, visual and structure sub-criteria implying there are significant effects of constructing peer feedback as a method for student-regulated learning. Furthermore, this study demonstrates the implemented methods can be employed in the field of EFL.
참고문헌 (27)
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