Engaging Undergraduate Engineers in Oral Presentations: A Multimodal Approach

Devi, Indra; Amir, Zaini; Krish, Pramela

doi:10.5901/mjss.2014.v5n27p1510

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…Another example of educational research which could provide English language lecturers information about the impact of teaching practice focuses on the use of multimodal approach [23]. The results of the study involving Malaysian undergraduate engineering students revealed that the infusion of various multimodal resources not only enabled learners to adapt new ways of learning but it has also promoted their engagement in oral communication and presentation skills.…”

Section: Using Educational Research To Inform Learning Inquirymentioning

confidence: 89%

“…The study linked the use of task-based language teaching activities with Skehan's cognitive approach [25] and Yule's theory of communicative effectiveness [26]. Skehan's work suggests the kinds of tasks that influence language acquisition while Yule's theory provided a basis for the selection of tasks to develop communicative effectiveness [25], [26].Another example of educational research which could provide English language lecturers information about the impact of teaching practice focuses on the use of multimodal approach [23]. The results of the study involving Malaysian undergraduate engineering students revealed that the infusion of various multimodal resources not only enabled learners to adapt new ways of learning but it has also promoted their engagement in oral communication and presentation skills.…”

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confidence: 99%

“…3, No. 2, June 2017 50 a more rewarding learning experience to their students.In Malaysia, a study combining The Learning by Design Model (LDBM) with the approaches of Multiliteracies Curriculum Orientation to teach oral communication and presentation skills were carried out with undergraduate engineering students [23]. The research outlined a detailed four week instructional activities integrating various multimodal resources like the interactive website, You-tube videos, smart-phones for video-recording, DSLR cameras and Powerpoint.…”

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The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

Sanmugam¹,

Shamsudin²

2017

IJLLL

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Abstract-In the 21st century workplace, future engineers are not only required to possess technical knowledge but also relevant soft skills for effective workplace communication purposes. Specifically, the demand of communication skills among engineers has accelerated since the workplace expects professional engineers to be equipped with excellent communication skills for global interaction. The responsibility to develop proficient future engineering workforce are mainly shouldered by the English language lecturers. Thus, it is paramount for English language lecturers to use the most effective teaching and learning approaches to prepare engineering students for future workplace expectations. Educational research in language teaching and learning provides evidence-based pedagogical strategies which English language lecturers' could consult in making pedagogical decisions. This article describes the use of educational research findings to develop engineering students' workplace communication skills based on the model of 'Teaching as Inquiry' developed by the New Zealand Ministry of Education. Index Terms-educational research, Teaching as Inquiry, workplace communication skills. I. INTRODUCTIONThe teaching of English in higher education institutions in Malaysia mostly endeavors to prepare students for workplace communication. However, it is viewed problematic when graduates are not employed due to not having skills to communicate effectively in English. Specifically, the issue of poor communication skills among engineering graduates has been linked to inadequacy of English language courses and poor preparation of engineering graduates for the workplace [1], [2].What is delivered inside world's higher education classrooms leaves an intense impact on not only students' grades but also towards the global economic, social success and international survival [3]. Previous studies have mentioned that the real challenge in producing proficient graduates is unspokenly shouldered by the English language lecturers [2], [4] and recommends that the teaching of English should undergo changes in pedagogy by focusing more on effective communicative strategies [5]. Thus, it is paramount for English language lecturers to use the most effective teaching and learning approaches in higher education institutions to prepare engineering students for the emerging new world reality.Teachers' professional knowledge comes from a variety of sources and the sources used to make instructional decisions Manuscript received April 9, 2017; revised June 19, 2017. The authors are with Universiti Teknologi Malaysia, Malaysia (e-mail: thivviyahs@gmail.com).by teachers are readily available -through colleagues from informal discussions, official curriculum documents, professional magazines/newspapers and professional training programmes [6]- [9]. In addition, most teachers rely their teaching practices based on tradition, opinions of experienced practitioners, ideology, faddism, marketing, politics and personal experience attained through trial and erro...

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Section: Using Educational Research To Inform Learning Inquirymentioning

confidence: 89%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

Sanmugam¹,

Shamsudin²

2017

IJLLL

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“…Oral presentation skills are considered an essential component in the workplace (Omar et al, 2012) where workers are often asked to deliver progress-reports, present proposals, elucidate the output of projects, explain product descriptions to vendors, and conduct oral briefings (Devi, Amir & Krish, 2014). Therefore, in order to maintain a sustainable business, employers look for diligent graduates with sound academic backgrounds and exceptional oratory and presentation skills in English (Devi, Amir & Krish, 2014;Singh & Singh, 2008). At the university education level, oral presentations are an important part of class throughout the world (Alwi & Sidhu, 2013;Campbell, et.…”

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confidence: 99%

Boosting Intersubjectivity by Digital Video Recording Project in EFL Classes

Qureshi

Roseberry²,

Qureshi³

2020

scope

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<p dir="ltr"><span>One challenge that modern English teachers face is the how effectively design an interface that monitors output, notices weaknesses, and provides accurate feedback. The ephemeral nature of speech obstructs assessment, peer review, and self-reflection of L2 spoken output for both students and teachers. This study sought to determine if the use of video recording would help solve this problem. Using video camera in phone proved to be a great tool that offers direct benefits to learners. These benefits included providing a tangible record of what was said, a great opportunity for peers to watch the video again for detailed online feedback, and an opportunity for students to reflect on how their oral skills for improvement. This study collected data for one academic semester (16 weeks) from undergraduate students at two universities; 48 South Korean university students and 37 Pakistani university students. The data was analyzed using a mixed method approach. The data was collected in the form of participants’ speech recordings, feedback comments to their peers, self-reflection, and responses from interviews. A meticulous comparison was also provided between all of the university students’ attitudes and performances in speech classes using video recording as a pedagogical tool for peer-feedback, self-reflection, and assessment. Additionally, a comprehensive description was also provided that revealed the students’ perceptions towards recording as a tool to enhance speech skills, the effects of video-recorded in-class speeches, reflection tasks, and online peer feedback. The results concluded that learners had their speaking production skills advanced from using video-recorded speeches. This conclusion was bolstered by already existing research supporting the effectiveness and wide applicability of video-recorded speeches in content-based instruction. More importantly, the study offers some practical tools and policies for setting up a video-recording routine for speech classes. The goal of this study was to engage practitioners about collaborative learning, so they could subsequently implement this information in their own respective classrooms.</span></p><p dir="ltr"> </p><div><span><br /></span></div>

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Modality and Code Glosses to Transition from Academic Written to Oral Discourses

Nausa

2019

Íkala

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This article presents the results of a pilot study carried out in an English for Academic Purposes (EAP) class for PhD programs at a private university in Bogotá. The study sought to identify the mechanisms to change the content of academic essays to present them in oral presentations (OPs) to a multidisciplinary audience, and how such mechanisms mark differences of performance in the OPs. To identify the mechanisms of transition from written to oral mode, a discourse analysis comparison of eight parallel pairs of texts was performed. Changes to the expression of modality and the inclusion of code glosses were the mechanisms used to make the transition. These mechanisms helped students express contents in engaging and easy-to-process ways. The analysis of mechanisms includes the linguistic resources to modify sentences, their pragmatic appropriateness, and their grammatical correctness. This paper ends outlining some implications and limitations, and perspectives for future research.

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Engaging Undergraduate Engineers in Oral Presentations: A Multimodal Approach

Cited by 3 publications

References 11 publications

The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

Boosting Intersubjectivity by Digital Video Recording Project in EFL Classes

Modality and Code Glosses to Transition from Academic Written to Oral Discourses

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