Social positioning in boys’ and girls’ oral presentations

Svenkerud, Sigrun; Dalland, Cecilie Pedersen; Klette, Kirsti

doi:10.3402/edui.v4i4.23218

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…There are several possible reasons for this difference. One study on gender differences concerning oral presentations in secondary education observed various advantages for young women, such as that they prepared more carefully, and were more likely to assume an expert position and to express enthusiasm and engagement 43. Altogether, even though the variables age and gender are related to recovery, they are possibly confounded with other variables such as experience, effort, motivation, etc.…”

Section: Discussionmentioning

confidence: 99%

<p>Influences Of Different Dimensions Of Academic Self-Concept On Students’ Cardiac Recovery After Giving A Stressful Presentation</p>

Wimmer

Lackner

Papousek

et al. 2019

PRBM

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PurposeGiving a presentation in a seminar is a strenuous academic situation. To meet such a challenge adequately, individuals not only have to activate their mental and physical resources, but they also have to disengage from the task and recover once the challenge has been met. How students experience these situations depends in part on how they recover from the stress, and this has putative impact on their longer-term academic well-being.MethodsIn a sample of 68 university students, the present study investigated the impact of four dimensions of students’ academic self-concept on how efficiently students recovered after a challenging presentation in a university seminar. Recovery was assessed using psychophysiological measures; heart rate and heart rate variability were investigated. Higher levels of students’ social self-concept (self-concept depending on social comparison) were linked to poorer recovery from the challenge, whereas higher levels of absolute self-concept (independent of external criteria) were associated with more efficient recovery.ResultsThe findings suggest that a focus on one’s own abilities (ie, internal performance standard) is linked to more adaptive patterns of responses to challenging situations, while the focus on social comparisons seems to hamper adaptive coping with academic stress.ConclusionThese findings have consequences not only for learning and instruction but also for students’ health and well-being.

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Section: Discussionmentioning

confidence: 99%

<p>Influences Of Different Dimensions Of Academic Self-Concept On Students’ Cardiac Recovery After Giving A Stressful Presentation</p>

Wimmer

Lackner

Papousek

et al. 2019

PRBM

View full text Add to dashboard Cite

show abstract

“…This is evidenced by the findings of Zali et al's (2022) study in which gender was found to be significantly related to the apprehension experienced during oral presentations. In line with this discovery is the study by Svenkerud et al (2013) who observed significant differences in oral presentation proficiencies between male and female students. An extensive analysis using video recordings revealed that female students demonstrated higher audience engagement and are better prepared while male students are reliant on scripts and conduct their oral presentations without the necessary emotions.…”

Section: Gender Differences In Oral Presentationsmentioning

confidence: 67%

Development of Speech Assistant Tool for Enhancing University Students’ Oral Presentation Proficiency: A Needs Analysis

Anuar¹,

Kamil²,

Ngadiran³

et al. 2023

IJELE

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Oral presentation skills are a highly valued core competency that pre-employment students and graduates should acquire prior to entering the competitive employment sector. However, studies and reports have demonstrated a widening gap between graduates’ proficiency in oral presentations and the industry’s demands. Graduates’ oral presentation performance was reported to be unsatisfactory and workplace presentations are viewed as intimidating by many graduates. These issues necessitate a needs analysis to develop a Speech Assistant Tool (SAT) that can assist students in improving their oral presentation skills. A descriptive research design and a cross-sectional survey research were utilised. A questionnaire consisting of four (4) sections was used to analyse the students’ needs. The questionnaire was distributed via Google Forms to randomly-selected students from two public universities in Malaysia. A total of 179 responses were attained and were subjected to data cleaning, which revealed a total of 147 usable responses. A descriptive analysis was conducted to understand the students’ views on all language skills and their current proficiency in technological skills. A t-test was conducted to examine if there is a significant difference in the needed oral presentation skills, concepts, and learning strategies for the development of SAT between male and female students. The t-test results reported no significant difference between the male and female students. The findings, therefore, proved that students from different universities are experiencing similar issues in oral presentations which necessitate the SAT.

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“…In addition to such peculiarities in assessing oracy for professional needs as team collaboration, working with a group project, along with specific-industry content, problem-solving, active listening, and conflict resolution (Doherty et al, 2011), other taunts to bear in mind are linguistic dimension, particularly subject-specific vocabulary, appropriate terminology, and genre (Heron, 2019). The key transformation of assessing oracy in the general context into the vocational can be related to specific job-oriented tasks, such as situational body positions and body language in specific situations (Heron, 2019;Svenkerud et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…In conveying the talk, positioning, which is related to paralinguistic means, can be crucial in the interaction. The position can also vary in terms of gender, social status and role, and academic level (Svenkerud et al, 2013).…”

Section: Oracy Skillsmentioning

confidence: 99%

Assessing Oracy in Young Adults Vocational Training

Liashenko

2022

ESPEAP

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In university education, modern instruction aims at developing the most vital skills of the 21stcentury, key-centered for employability and successful work. Oracy as a skill, takes an essential place among basic communication skills for employability and teaching. Assessing it requires careful and responsible handling. Many researchers paid enough attention to oracy and its development mechanisms with young students. However, still little is known about how oracy is built within the vocational context with university students. That is, vocational oracy teaching and assessment process with university students may differ from the process involved in developing oracy for other categories of learners. The consequential validity of this research unfolds in a more profound and explicit role of vocational context in assessing oracy as a significant component for a future professional in the work market. Consistent with recent research advocating the definition of oracy, our findings indicate that oracy is vital in educating professionals for employability market complying with the highest standards of the 21st century essential skills. This research may help build or test the theoretical framework for assessing any special oracy. Also, it can help develop a different theory with new or other components regarding assessment oracy in the specific context.

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Social positioning in boys’ and girls’ oral presentations

Cited by 5 publications

References 12 publications

<p>Influences Of Different Dimensions Of Academic Self-Concept On Students’ Cardiac Recovery After Giving A Stressful Presentation</p>

<p>Influences Of Different Dimensions Of Academic Self-Concept On Students’ Cardiac Recovery After Giving A Stressful Presentation</p>

Development of Speech Assistant Tool for Enhancing University Students’ Oral Presentation Proficiency: A Needs Analysis

Assessing Oracy in Young Adults Vocational Training

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