The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education

Grez, Luc De; Valcke, Martin; Roozen, Irene

doi:10.1016/j.compedu.2009.01.005

Cited by 106 publications

(114 citation statements)

References 28 publications

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“…Breaking overall goals into sub-goals for each impromptu delivery proved to be an effective and fruitful strategy that contributed tremendously to improving areas of weaknesses in the students' public speaking performance. This confirms results from previous studies about the importance of feedback and goal setting strategy to improve "speaking abilities" (De Grez et al, 2009). …”

Section: Discussionsupporting

confidence: 82%

Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco

Mortaji¹

2018

ELT

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Research on impact of sustained impromptu speaking on public speaking competency development is scarce and lacking. The researcher investigated Moroccan college students' public speaking competency development through extemporaneous (i.e. carefully prepared and rehearsed) speech performance, after implementation of a teaching strategy involving treatment through weekly impromptu (i.e., involving little or no preparation) speaking sessions combined with individual goal-setting strategy (teacher feedback). For this purpose, the researcher assessed 64 extemporaneous speeches delivered over the course of a semester using the public speaking competence rubric (PSCR), and observed the students' public speaking progress through 90 impromptu speaking activities using a weekly goal-setting strategy. Results revealed that a combination of sustained impromptu speaking and goal-setting contributed significantly and effectively to public speaking skills development over the course of the semester. They also clearly showed that the teacher's weekly goal-setting strategy played a major role in building speakers' confidence and overall improvement. Considering the linguistic and cultural background of the students involved, together with the speech genres and the instructor's task requirements, new public speaking competency dimensions and sub-dimensions have been identified.

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Section: Discussionsupporting

confidence: 82%

Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco

Mortaji¹

2018

ELT

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“…This resulted in 69 participating pupils aged between 15 and 16 years old, of which 72% were girls. In accordance with previous research (De Grez, Valcke, & Roozen, 2009;Raes et al, 2013), peer assessment has been applied to assess students' oral presentations skills. Based on the compulsory curriculum and attainment targets for these grades, the third author constructed the group assignment and rubrics that would be used for the peer assessment intervention together with the participating teachers.…”

Section: Participants and Contextmentioning

confidence: 99%

What if pupils can assess their peers anonymously? A quasi-experimental study

Vanderhoven

Raes

Montrieux

et al. 2015

Computers & Education

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Peer assessment has proven to be a promising assessment form, but there is only limited research about how to decrease the undesirable social effects that are inherent to the process, such as peer pressure and fear of disapproval. In previous research, anonymity has proven to be an important factor in peer assessment in higher education. In the current research, peer assessment was studied in secondary education and classroom response technology (CRT) was introduced as a tool that enables anonymity within face-to-face settings. A quasi-experimental study was set up in four classes to compare traditional nonanonymous peer assessment (raising score cards) with anonymous peer assessment (giving scores using CRT). It was questioned whether students felt more positive towards anonymous peer assessment, and reported to feel less negative social effects. Subsequently, the hypothesis that anonymous peer assessment would be a more valid methodology is verified. Finally, teachers' experiences with both peer assessment interventions were studied. Although some concerns were raised about the validity of anonymous peer assessment, it has been found that pupils felt more positive towards peer assessment and experienced less peer pressure and fear of disapproval when scores were given anonymously using CRT. Teachers reported that using CRT was an objective way of assessing but raised some concerns with regard to the control of the teacher, and the classroom characteristics. In this regard, implications for future research are discussed.

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“…First, we live in an information age where students are exposed to many sources of information in many different forms. Teacher effectiveness is not ensured by merely covering content, in alignment with local curriculum and policies, but also requires fostering students' commitment to active learning through self-inquiry and developing self-regulated learners who take responsibility for managing their own learning activities (Azevedo & Cromley, 2004;Bach, Haynes & Lewis, 2006;Boekaerts, De Koning & Vedder, 2006;Cardelle-Elawar & Sanz de Acedo, 2010;De Grez, Valcke & Roozen, 2009). …”

Section: Introductionmentioning

confidence: 99%

Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales

Fuente

Zapata

Vicente³

et al. 2017

EJREP

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The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education

Cited by 106 publications

References 28 publications

Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco

Effects of Sustained Impromptu Speaking and Goal Setting on Public Speaking Competency Development: A Case Study of EFL College Students in Morocco

What if pupils can assess their peers anonymously? A quasi-experimental study

Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales

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