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Enhancing EFL Learners’ Oral Presentation Skills through

Formative Feedback

Dr. Diana Al JahromiApril 3rd 2017

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I. Background of the problem?

ENGL 341 project writing course

Business students

Academic year: 2014-2015

Class size: +50 students

Assessment:

• 10% = oral presentation (Summative)

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ILOs

ATsTLAs

Constructive Alignment?

Reflection?

The problem?

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Consequence?

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Time for an intervention

Time for an action research

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To evaluate the effectiveness of

providing students with formative

feedback on the development of

their oral presentation skills

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Aim of the Action Research?

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Formative Feedback

Peer Feedback (PF)

Teacher Feedback (TF)

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Research Variables

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• Development of verbal and nonverbal oral presentation skills

Dependent

Variable

• Teacher Feedback (C1)

• Peer Feedback (C2)Independent

Variables

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Research Questions:

To what extent is formative feedback effective in

developing students’ oral presentation skills?

• Sub-questions:

• How effective is teacher feedback in developing students’ oral

presentation skills?

• How effective is peer feedback in developing students’ oral

presentation skills?

• What are students’ perceptions towards receiving either or both

types of formative feedback?

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Instrumentation:

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Pre-Cycle:

Analysis of Existing

Condition

Cycle 1:

Teacher Feedback

Cycle 2:

Peer Feedback

Summative Oral

Presentations

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Research Cycles & Timeline

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C1 TF Summative Assessment

C2 PF Summative Assessment

Previous experience & classroom observation

notes

Analysis of current students’ attitude towards

conducting oral presentations and their perception

of their skills and abilities:

• Pre-research questionnaire of attitude &

interviews

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Pre-Cycle:

Analysis of Existing Condition

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Pre-Research Questionnaire:

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The return rate was 97%

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Main Findings:

Increased anxiety

Lack of experience

Lack of confidence

Lack of practice provided by teachers

Lack of feedback provided by teachers

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I like giving oral presentations

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0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Strongly Agree Agree Neither Agree norDisagree

Disagree Strongly Disagree Not Applicable Unanswered

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Commencing Action Research

Blackboard announcement

Classroom announcement

Approval to participate in research

Signing consent forms

Introductory meeting with subjects

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Subjects:

26 ENGL 341 volunteering about-to-graduate

students

20 actively involved females

3 actively involved males

3 no show-ups

Mostly of low academic levels. Interesting!

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Research Ethics:

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Cycle 1:

Oral presentation in front of teacher

only

Teacher gives oral and written

feedback (rubrics)

Post-Questionnaire 1

Teacher interviews student

Cycle1:

Teacher Feedback

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Cycle 2:

Oral presentation in front of

volunteered peers

Peers give oral and written

feedback (rubrics)

Post-Questionnaire 2

Teacher interviews student

(evaluator and evaluated)

Cycle 2:

Peer Feedback

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Peer Feedback Rubric

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Finally, Summative Oral Presentations

Students presented their projects in front of the

whole class

Student received a summative grade using course

uniform rubrics

Some presentations of participating and non-

participating students were videotaped for comparison

purposes (consent first obtained)

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Post AR Questionnaire

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Additional Email Interviews: Overall experience as evaluators

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Findings Any Development?

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Preliminary results using observation notes and rubrics scores:

Exceptional development in subjects’ oral presentation

skills due to formative feedback

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Overall performance:

8.5

66.4

Oral Presentations 12014-2015

Oral Presentations 22013-2014

Oral Presentations 12013-2014

Average presentation grades

Average presentation grades

Comparison of average grades of different batches with the samples’ average grades

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35

0

2.5

5

7.5

10

12.5

Stronglydisagree

Quitedisagree

Slightlydisagree

Slightlyagree

Quite agree Stronglyagree

Did better in the final presentation because of feedback

Effect of formative feedback on the final summative oral presentation

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Effect of Formative Feedback on Verbal and Non-Verbal Oral Skills:

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So, …

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Level of Anxiety?

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Strongly disagree 36%

Quite disagree 14%

Slightly disagree29%

Slightly agree21%

Strongly agree0%

Felt relaxed during my 1st presentation

Students' level of anxiety during the 1st presentation (79%)

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Slightly disagree14%

Slightly agree7%

Quite agree36%

Strongly agree43%

Felt relaxed during 2nd presentation

Students' level of anxiety during the 2nd presentation (14%)

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Perceptions on Teacher Feedback (TF) vs. Student Feedback

(SF)?

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1

1

12

1

1

5

6

Strongly disagree

Quite disagree

Slightly disagree

Slightly agree

Quite agree

Strongly agree

TF considered when preparing final presentation

PF considered when preparing final presentation

Feedback considered when preparing for the final presentations

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TF or PF?

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2 2

12

1 2

31

5

0

4.5

9

13.5

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Stronglydisagree

Quitedisagree

Slightlydisagree

Slightly agree Quite agree Stronglyagree

Did well because of Peer Feedback

Did well because of Teacher Feedback

TF more valued..

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Quite agree21%

Strongly agree79%

Teacher feedback helped me improve my oral presentation skills

Students' perception of the effect of teacher feedback on their OPS

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In summary..

• Formative feedback developed students’ OPSs.

• Students found teacher feedback more beneficial

• Most students did not get offended by peers’ feedback

• Switching roles between assessed and assessor

lessened hostility and increased harmony and

constructive feedback

• Videotapes provided additional guidance, possibly

leading to “self evaluation”

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Similar to initial disposition?

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ILOs

ATsTLAs

Constructive Alignment?

Reflection in & on action

Carry out similar actions during the following semesters

Introduce the findings to other ENGL 341 teachers and encourage them to consider carrying out similar procedures

Introduce the element of self-evaluation

Consider providing these types of feedback before the midterm break instead of the end of the semester (e.g. presentations on Part 1 of the project)

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Pedagogical Implications?

Formative feedback is key to effective teaching and learning

At least one feedback type should be provided (Shute, 2007)

Teacher feedback is significantly appreciated and valued

Revisiting old teaching methods and adopting new ones is important

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Future Research

Reliability of PF scores vs TF ones

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Formative Feedback

Peer Feedback (PF)

Teacher Feedback (TF)

Self Feedback (SF)

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Thank you for your attention

Dr. Diana Al Jahromi

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