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developing and integrating courseware for oral presentations into esp learning contexts
- 1. Developing and integratingcourseware for oral presentations into ESP learning contextsPresenter: Lulu Chang 992260Instructor: Dr. Pi-Ying Teresa HsuMarch 9, 2011
- 2. Tsai, S.-C. (2010).Developing and integrating courseware for oral presentations into ESP learning contexts. Computers & Education, 55, 1245-1258.Citation2
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- 5. With the rapiddevelopment and fierce competition of business and industry, business communities around the world have deemed English language skills as an important tool needed to compete in the global economy. Background5
- 6. To develop ESPcourseware for giving oral presentations in order to simulate real situationsPurpose of studyTo integrate the ESP courseware which computers play a central role as the means of information delivery
- 7. To help studentsto construct and promote relevant communicative ability through their direct interaction with the courseware6
- 8. Learning strategy Learningattitude 7
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- 10. Literature ReviewStudies indicatethat ESL college students often have difficulty participating in classroom discussion, debate and giving formal presentations due to a lack of trainingand language proficiency. (Ferris, 1998; Mason, 1995; Ostle, 1980)9
- 11. Literature ReviewOral presentationneeds many of the same skills usedin daily conversation, it is more highly structured, and requires more formal language and different methods of delivery. (example as below)132Organizing with a well-designed 1.opening,2.body and 3.conclusionVoice manipulationIndispensible points for a good presentation:Bodily action10
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- 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 writingelective course 2. English for technical listening and speakingPlace Department of Applied Foreign Languages (AFLD) of a technical University in Taiwan
- 14. 13The aim wasto study and understand the effectiveness of preparing a speech text.Curriculum design of course:GoalStudents who complete a simplified on-line TOEIC-like test.TargetaudienceCourseware was installed in the server of laboratory. Learning content
- 15. 14Students took anactive role to learn or practice any target content or English skills that they needed and were interested in.InstructionPre- and post- written test was conducted to provide students’ learning performance or evidence. (based on CPIDR)AssessmentAfter the post-testComputerized Propositional Idea Density RaterQuestionnairesurvey
- 16. Layout for thecourseware15
- 17. Screenshot for thefunction of Text Print.Screenshot of the self-checking system for the cloze test with instant feedbackLayout of sentence restructuring test.indicatesdemandCorrect answer16
- 18. 17Methodology : stepsof this study1. TOEIC-like test Total score:4452. Write a speech text for four PowerPoint slides of a presentationPre-testp value of the score = 0.003Senior students(STW group)Score: 219.4Sophomore students(SLS group)Score:192p<0.05 significant difference2h /week six weeks in totalPost-test(Present a presentation)Questionnaire survey : 1 open-ended1 close-ended
- 19. Result:Paired samples t-testanalysis of students speech tests of the STW and SLS groupNumbers of verbs, adj., adv., prep., and conjunctionsSenior group137265.1.510Sophomore group121260.8.46518
- 20. 19Result of Questionnaire2 open-ended survey(items that students concerned) STW= Senior groupSLS= Sophomore grouppronunciation27.3%pronunciation36.2%42.6%vocabulary27.3%Gammar40.4%Body movement36.4%36.4%40.4%layoutlayout54.5%stressAfter giving a presentation, students choose their 3 greatest concern from these 14 items.
- 21. Result of Questionnaire2 open-ended survey(items that students feel improved) STW= Senior groupSLS= Sophomore group2. Voc.3. voc.1. Voc.4.Grammar4. Grammar2. Sentence1. Sentence 3. Layout1. Layout4. Stress20After giving a presentation, students choose their 3 greatest improvement from these 14 items.
- 22. Result of questionnaire1 (close-ended survey)*P<.05**p<.0121.027*1.004*.429**Using 5-point Likert sale ranging from 1(“strongly disagree”) to 5 (“strongly agree”)
- 23. Discussion 22In general,most students in bothgroups were satisfied with their self-study with Courseware integration.
- 24. Reflection 23ReflectionThe topicis calledIntegration courseware, but wecould not see how Students practice listening. The study didn’texplain clearly why senior group studentsare called STW, andwhy sophomore group students are called SLS.
- 25. 24ReflectionIn the previoustable, Some students feel improved on “stressing” whilepresenting, 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. 25The difference betweenintelligence and education is this: intelligence will make you a good living. ~Charles F. Kettering
Editor's Notes
- #2 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.
- #3 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.
- #5 This is another option for an overview using transitions to advance through several slides.
- #12 This is another option for an overview using transitions to advance through several slides.
- #23 Use a section header for each of the topics, so there is a clear transition to the audience.
- #24 Use a section header for each of the topics, so there is a clear transition to the audience.
- #25 Use a section header for each of the topics, so there is a clear transition to the audience.