Action Research : Oral Presentation in EFL Classroom

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  • アクションリサーチ : ELFクラスでの口頭プレゼンテーション

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Abstract

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This article will discuss the theoretical and practical aspects of using oral presentation method in the EFL communication classroom. It addresses issues and observations concerning the pro and cons of the technique through action research which run for one semester. Students at this university are obliged to pass English Communication subject in order to fulfil the graduate requirement by the university. Majority of them have a limited amount of exposure to English language oral communication before they enter the university. Incapable of communicating fluently in English （internal factor such as afraid of making a mistake while communicating in English; and external factor such as lack of the exposure to the English-speaking environment) lead to the unmotivated students. The oral presentation is a learner-centred activity that benefits students in improving their language communication skills. The method involves all four language skills （speaking, listening, reading and writing）. Many researches show that oral presentation is a very challenging method for both instructors and students. Speaking in front of others in the terget language stress the students, and the process might drain the classroom learning process. However, as the ability to communicate more than one language and being able to speak the international language (English) will largen the undergraduates future undertaking, oral presentation method shall not be abort for its pedagogical benefits to the EFL classroom. Imposing oral presentation as one of the assessments to pass the compulsory English Communication subject is hoped to cultivate students' motivation and willingness to learn English. The purpose of the action research conducted is to help the instructor to employ oral presentations in the EFL classroom effectively.

source:JOSAI JUNIOR COLLEGE BULLETIN

identifier:JOS-18810624-37002

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