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Developing and integrating courseware for oral presentations into ESP learning contexts<br />Presenter: Lulu Chang 992260<...
Tsai, S.-C. (2010). Developing and  integrating courseware for oral presentations into ESP learning contexts. Computers & ...
Introduction<br />I.<br />Literature Review<br />II.<br />Methodology<br />III.<br />Findings<br />IV.<br />Discussion<br ...
Introduction<br />4<br />
<ul><li>With the rapid development and fierce competition of business and industry, business communities around the world ...
<ul><li>To develop ESP courseware for giving oral presentations in order to simulate real situations</li></ul>Purpose of s...
To help students to construct and promote relevant communicative ability through their direct interaction with the coursew...
Learning strategy <br />Learning attitude <br />7<br />
Literature Review<br />8<br />
Literature Review<br />Studies indicate that ESL college students often have <br />difficulty participating in classroom d...
Literature Review<br />Oral presentation needs many of the same skills used<br />in daily conversation, it is more highly ...
Methodology<br />11<br />
12<br /> Time                       2 hours a week for six weeks                          <br />Methodology<br />  Partici...
13<br /><ul><li>The aim was to study and understand the effectiveness of preparing a speech text.</li></ul>Curriculum desi...
14<br /><ul><li>Students took an active role to learn or practice  any target content or English skills that they needed a...
Layout for the courseware<br />15<br />
Screenshot for the function of Text Print.<br />Screenshot of the self-checking system for the cloze test with instant fee...
17<br />Methodology : steps of this study<br />1. TOEIC-like test<br />    Total score:445<br />2. Write a speech text for...
Result:<br />Paired samples t-test analysis of students speech tests of the STW and SLS group<br />Numbers of verbs, adj.,...
19<br />Result of Questionnaire 2  open-ended survey<br />(items that students concerned) <br />STW= Senior group<br />SLS...
Result of Questionnaire 2  open-ended survey<br />(items that students feel improved) <br />STW= <br />Senior group<br />S...
Result of questionnaire 1 (close-ended survey)<br />*P<.05<br />**p<.01<br />21<br />.027*<br />1.004*<br />.429**<br />Us...
Discussion <br />22<br />In general, most <br />students in both<br />groups were <br />satisfied with<br /> their self-st...
Reflection <br />23<br />Reflection<br />The topic is called<br />Integration <br />courseware, but we<br />could not see ...
24<br />Reflection<br />In the previous table, <br />Some students feel <br />improved on <br />“stressing” while<br />pre...
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developing and integrating courseware for oral presentations into esp learning contexts

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developing and integrating courseware for oral presentations into esp learning contexts

  1. 1. Developing and integrating courseware for oral presentations into ESP learning contexts<br />Presenter: Lulu Chang 992260<br />Instructor: Dr. Pi-Ying Teresa Hsu<br />March 9, 2011<br />
  2. 2. Tsai, S.-C. (2010). Developing and integrating courseware for oral presentations into ESP learning contexts. Computers & Education, 55, 1245-1258.<br />Citation<br />2<br />
  3. 3. Introduction<br />I.<br />Literature Review<br />II.<br />Methodology<br />III.<br />Findings<br />IV.<br />Discussion<br />V.<br />Reflection<br />VI.<br />3<br />
  4. 4. Introduction<br />4<br />
  5. 5. <ul><li>With the rapid development and fierce competition of business and industry, business communities around the world have deemed English language skills as an important tool needed to compete in the global economy. </li></ul>Background<br />5<br />
  6. 6. <ul><li>To develop ESP courseware for giving oral presentations in order to simulate real situations</li></ul>Purpose of study<br /><ul><li>To integrate the ESP courseware which computers play a central role as the means of information delivery
  7. 7. To help students to construct and promote relevant communicative ability through their direct interaction with the courseware</li></ul>6<br />
  8. 8. Learning strategy <br />Learning attitude <br />7<br />
  9. 9. Literature Review<br />8<br />
  10. 10. Literature Review<br />Studies indicate that ESL college students often have <br />difficulty participating in classroom discussion, debate <br />and giving formal presentations due to a lack of training<br />and language proficiency. <br /> (Ferris, 1998; Mason, 1995; Ostle, 1980)<br />9<br />
  11. 11. Literature Review<br />Oral presentation needs many of the same skills used<br />in daily conversation, it is more highly structured, and <br />requires more formal language and different methods <br />of delivery. (example as below)<br />1<br />3<br />2<br />Organizing with a well-designed 1.opening,<br />2.body and 3.conclusion<br />Voice manipulation<br />Indispensible points for a good presentation:<br />Bodily action<br />10<br />
  12. 12. Methodology<br />11<br />
  13. 13. 12<br /> Time 2 hours a week for six weeks <br />Methodology<br /> Participants 85 university students <br /> (From sophomore to senior )<br />Course focus Writing and speaking<br /> Semester-long1. English for technical writing<br />elective course 2. English for technical <br /> listening and speaking<br />Place Department of Applied Foreign <br /> Languages (AFLD) of a <br /> technical University in Taiwan<br />
  14. 14. 13<br /><ul><li>The aim was to study and understand the effectiveness of preparing a speech text.</li></ul>Curriculum design of course:<br />Goal<br /><ul><li>Students who complete a simplified on-line TOEIC-like test.</li></ul>Target<br />audience<br /><ul><li>Courseware was installed in the server of laboratory. </li></ul>Learning <br />content<br />
  15. 15. 14<br /><ul><li>Students took an active role to learn or practice any target content or English skills that they needed and were interested in.</li></ul>Instruction<br /><ul><li>Pre- and post- written test was conducted to provide students’ learning performance or evidence. (based on CPIDR)</li></ul>Assessment<br /><ul><li>After the post-test</li></ul>Computerized <br />Propositional <br />Idea Density <br />Rater<br />Questionnaire<br />survey<br />
  16. 16. Layout for the courseware<br />15<br />
  17. 17. Screenshot for the function of Text Print.<br />Screenshot of the self-checking system for the cloze test with instant feedback<br />Layout of sentence restructuring test.<br />indicates<br />demand<br />Correct answer<br />16<br />
  18. 18. 17<br />Methodology : steps of this study<br />1. TOEIC-like test<br /> Total score:445<br />2. Write a speech text for four <br /> PowerPoint slides of a <br /> presentation<br />Pre-test<br />p value of the score = 0.003<br />Senior students<br />(STW group)<br />Score: 219.4<br />Sophomore students<br />(SLS group)<br />Score:192<br />p<0.05 significant difference<br />2h /week six weeks in total<br />Post-test<br />(Present a presentation)<br />Questionnaire survey : 1 open-ended<br />1 close-ended<br />
  19. 19. Result:<br />Paired samples t-test analysis of students speech tests of the STW and SLS group<br />Numbers of verbs, adj., adv., prep., and conjunctions<br />Senior group<br />137<br />265.1<br />.510<br />Sophomore group<br />121<br />260.8<br />.465<br />18<br />
  20. 20. 19<br />Result of Questionnaire 2 open-ended survey<br />(items that students concerned) <br />STW= Senior group<br />SLS= Sophomore group<br />pronunciation<br />27.3%<br />pronunciation<br />36.2%<br />42.6%<br />vocabulary<br />27.3%<br />Gammar<br />40.4%<br />Body movement<br />36.4%<br />36.4%<br />40.4%<br />layout<br />layout<br />54.5%<br />stress<br />After giving a presentation, students choose their 3 greatest concern from these 14 items.<br />
  21. 21. Result of Questionnaire 2 open-ended survey<br />(items that students feel improved) <br />STW= <br />Senior group<br />SLS= Sophomore<br /> group<br />2. Voc.<br />3. voc.<br />1. Voc.<br />4.Grammar<br />4. Grammar<br />2. Sentence<br />1. Sentence <br />3. Layout<br />1. Layout<br />4. Stress<br />20<br />After giving a presentation, students choose their 3 greatest improvement from these 14 items.<br />
  22. 22. Result of questionnaire 1 (close-ended survey)<br />*P<.05<br />**p<.01<br />21<br />.027*<br />1.004*<br />.429**<br />Using 5-point Likert sale ranging from<br /> 1(“strongly disagree”) to 5 (“strongly agree”)<br />
  23. 23. Discussion <br />22<br />In general, most <br />students in both<br />groups were <br />satisfied with<br /> their self-study <br /> with <br /> Courseware<br /> integration.<br />
  24. 24. Reflection <br />23<br />Reflection<br />The topic is called<br />Integration <br />courseware, but we<br />could not see how <br />Students practice <br />listening. <br />The study didn’t<br />explain clearly why <br />senior group students<br />are called STW, and<br />why sophomore <br />group students are <br />called SLS.<br />
  25. 25. 24<br />Reflection<br />In the previous table, <br />Some students feel <br />improved on <br />“stressing” while<br />presenting, then how <br />does the courseware <br />train their speaking?<br />After finishing the units on the courseware, even there are correct answers below to check on, doesn’t student wish the teacher to explain why? <br />
  26. 26. 25<br />The difference between<br /> intelligence and education is this: <br /> intelligence will make you a good living. <br /> ~Charles F. Kettering<br />

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