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Three Ways to Improve Student Presentations
Author(s) -
Metcalf Amy,
Layton Margaret V.,
Goslin Trina L.
Publication year - 2016
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.241
Subject(s) - fluency , active listening , variety (cybernetics) , class (philosophy) , reading (process) , mathematics education , psychology , quality (philosophy) , computer science , multimedia , pedagogy , linguistics , artificial intelligence , communication , philosophy , epistemology
Twenty‐first‐century students are adept at using technology, which means that incorporating appropriate technology into the classroom can excite and engage students and improve oral production and fluency, which Rossiter, Derwing, Manimtim, and Thomson (2010) have identified as missing from many language classrooms. Therefore, academic presentations can become more dynamic when teachers take advantage of the technology that students already know. These tools enhance the quality of student presentations, encourage students to vary how they convey information in class, and increase their fluency in formal academic presentations. Familiar technologies such as Facebook, Microsoft PowerPoint, and video can be used in unexpected ways to add variety to student presentations. Fakebook, PechaKucha, and Chautauqua, the three methods discussed here, connect reading, research, listening, and writing skills to lively oral production.