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The purpose of this paper is to explore more effective ways of conducting and assessing presentations in English-as-a-foreign-language (EFL) classes. To this aim, the author discusses student reactions to presentation assignments as well as the results of comparisons between the teacher and student evaluations of the presentations in English classes at a Japanese university. The students practiced presentations repeatedly with different partners (i.e., simultaneous presentations) before making presentations in front of the whole class at the final stage. This paper suggests that providing step-by-step procedures in presentation assignments is as important as having students experience various presentation styles. Additionally, allowing students ample reflection time and dialogues with the teacher and among themselves may help students understand the objectives of the small steps in the assignments and the intended purpose of the assessment criteria.

Implications for Effective Ways of Conducting and Assessing Presentations in EFL Classes