Post on 08-May-2015
An Evaluation of Second An Evaluation of Second Year University Students’ Year University Students’ Attitudes & Perceptions of Attitudes & Perceptions of the Public Speaking Coursethe Public Speaking Course
A pilot srtudy
1Abdeslam Badre - Rabat College of
Education (December 2004)
IntroductionIntroduction
Statement of the problemRationale of the studyObjectives of the study
2Abdeslam Badre - Rabat College of
Education (December 2004)
Research questionsResearch questions
What are second year university students’ beliefs toward the PSC?
What are the underlying characteristics of the course’ syllabus?
What are the most serious problems students face in this course?
3Abdeslam Badre - Rabat College of
Education (December 2004)
The research methodologyThe research methodology
The research design.
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Education (December 2004)
The sampleThe sample
gender
mf
Co
un
t
11
10
9
8
7
6
5
4
repeater /non-repeat
non-r
r
5Abdeslam Badre - Rabat College of
Education (December 2004)
The research methedologyThe research methedology
Research design.Sample of the research.Research instrument.Statistical analysis.
6Abdeslam Badre - Rabat College of
Education (December 2004)
Presentation of the resultsPresentation of the results
7Abdeslam Badre - Rabat College of
Education (December 2004)
students’ attitudes towards students’ attitudes towards the coursethe course
Very inters Interes Not interest Not interes at all
How interesting the course 3 24 2 1
8Abdeslam Badre - Rabat College of
Education (December 2004)
How motivating is the How motivating is the coursecourse
Highly motv motiv Not motv boring Total
How motivating 5 20 5 0 30
9Abdeslam Badre - Rabat College of
Education (December 2004)
The course’s importance in The course’s importance in relation to other coursesrelation to other courses
9 30,0 30,0 30,0
21 70,0 70,0 100,0
30 100,0 100,0
n
y
Total
ValidFrequency Percent Valid Percent
CumulativePercent
10Abdeslam Badre - Rabat College of
Education (December 2004)
The course’s underlying The course’s underlying characteristicscharacteristics
11Abdeslam Badre - Rabat College of
Education (December 2004)
2- How often does you teacher focus on the following lessons?
Lessons Always
Often Rarely
Never
Total
Phonetic transcription 6 7 12 5 30
Pronunciation 7 12 8 3 30
Phrasal verbs 3 6 14 7 30
Conversation strategies (how to open a conversation & how to get a turn...) 5 15 4 5 30
Language use & usage ( what appropriate forms to use, when, how & to whom) 6 13 7 4 30
Language function (express a request, an agreement, an order, or to apologize) 8 10 7 5 30
Issues for discussion 9 13 3 5 3012
Abdeslam Badre - Rabat College of Education (December 2004)
How often does your teacher make use of the following activities?
Activities Always Often Rarely Never
total
Reading aloud 2 6 14 8 30
Dictation 5 11 4 10 30
Presentations 12 7 8 3 30
Working on speech sounds, proverbs, idioms 1 9 13 7 30
Oral comment on a given text, picture, or a celebrity .... 3 5 7 14 30
13Abdeslam Badre - Rabat College of
Education (December 2004)
How often does your teacher make use of the following materials?
Materials Always Often Rarely Never total
Chalk & talk 9 13 6 2 30
Hand-outs 12 7 5 6 30
Visual aids (Pictures or other objects) 0 2 6 22 30
Audio-tape 0 1 2 27 30
Television 0 0 7 23 30
Overhead projecture 0 0 0 30 30
14Abdeslam Badre - Rabat College of
Education (December 2004)
Th students’ most Th students’ most problematic issuesproblematic issues
15Abdeslam Badre - Rabat College of
Education (December 2004)
When you intend to participate in the class discussions what are the most serious problems you face?
Problems Most serious Serious Not serious Easy Total
Vocabulary 7 5 14 4 30
Prononciation 3 4 14 9 30
Background or General knowledge 3 17 8 2 30
Feeling of shyness or hesitation 8 12 7 3 30
Fear of being laughed at by your classmates 6 8 9 7 30
The teacher’s behaviors or reactions 5 4 14 7 30
16Abdeslam Badre - Rabat College of
Education (December 2004)
Discussion Discussion &&
implimentation implimentation
17Abdeslam Badre - Rabat College of
Education (December 2004)
Done by :Done by :
Abdeslam BADRE
18Abdeslam Badre - Rabat College of
Education (December 2004)
Thank you for your attentionThank you for your attention
19Abdeslam Badre - Rabat College of
Education (December 2004)