“But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations

Abstract

This multiple case study examines patterns in the oral second language use of three Spanish-speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9-12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school-aged immigrant students in academic settings, the nature of classroom presentations, and the role of a range of contextual factors from a longitudinal perspective. Students produced relatively complex structures to mark transitions, even at early proficiency levels, likely due to opportunities for rehearsal and use of supporting written texts. Despite notable commonalities, students took varied paths in language use, responding individually to presentational environments. Such findings provide evidence that both context and individual variation contribute to oral second language use in school settings and provide a rationale for research that attends to academic and presentational settings in which students produce oral language.

Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection

“…The pedagogical use of OPs has been a popular topic in language teaching research (see Morita, 2000;Hill & Storey, 2003;Kobayashi, 2003;Cheng & Warren, 2005;Jeon, 2005;Tuan & Neomy, 2007;Zappa-Hollman, 2007;Chen, 2009;Bankowski, 2010;Sundrarajun & Kiely, 2010;Tsai, 2010;Yang, 2010;Chou, 2011;Mahmud, 2013;Kibler, Salerno & Palacios, 2014). However, the effect of incorporating video-assisted self-reflection (VASR) in teaching OPs in an EFL (English as a Foreign Language) context has not been explored.…”

Metadiscourse Markers in Academic Oral Presentations: A Corpus Analysis

“…However, not much research has investigated the use of metadiscourse in academic oral genres such as, AOPs. Metadiscourse studies in oral genre include EAP lessons and university lectures (Lee & Subtirelu, 2015;Yaacob, 2013), text structuring (Thompson, 2003), signalling transitions in OPs (Anthony et al, 2007;Kibler et al, 2014), interpersonal features in lectures (Lee, 2009;Morell, 2007), academic conference (Thompson, 2003), stance in academic speech (Yang, 2014), and interactive strategies in students' academic presentations (Magnuczne Godo, 2006). Evidence suggests that metadiscourse features benefit listeners who can comprehend information presented (Bu, 2014;Hyland, 2005).…”

Determining Ecuadorian Undergraduate English Polytechnic Students’ Speaking Anxiety While Making Presentations in Virtual Environments During COVID-19

“…Several studies have shown how students improve their oral proficiency in the target language (L2) by doing presentations (Kibler et al, 2013;Nejad & Mahfoodh, 2019;Barrett et al, 2020). Okada et al (2017) explain that students can improve their presentation skills by video recording themselves, watching the video to be aware of their strengths and weaknesses, and improving their skills in other presentations.…”