Implementing a Virtual Presentation Program in ESL Classrooms

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dc.contributor.authorTazijan, F.N.
dc.contributor.authorAb Rahim, S.
dc.contributor.authorAbdul Halim, F.S.
dc.contributor.authorAbdullah, A.
dc.contributor.authorIsmail, I.N,
dc.contributor.authorCochrane, T.A.
dc.date.accessioned2012-08-30T00:33:31Z
dc.date.available2012-08-30T00:33:31Z
dc.date.issued2012en
dc.description.abstractOne of the skills that graduates today need to acquire is being able to present their ideas in front of an audience. However, it is becoming extremely challenging for today’s educators to monitor individual students’ presentation skills and for students to adequately practice their presentation skills in front of their classmates due to increasing class sizes, time, and logistical constraints. This problem, however, can be partially overcome by using technology such as the Virtual-i Presenter program (ViP), which enables students to record and practice oral presentations using Power point and a web cam. This technology was introduced in a presentations skills class for English as a Second Language (ESL) students. This pilot study aimed to provide an insight on how undergraduates’ presentation skills can be honed via the use of new technologies in the language learning process. Using ViP technology, students were able to recreate the reality of presentations and practice their presentations multiple times during their selflearning time, without impacting on normal class time. Lecturers were then able to evaluate individual presentations as class time was no longer a constraint and provide feedback to improve future delivery. Students were surveyed using questionnaires to help determine their views on improvements in delivery and confidence, language, content and organization, non verbal communication, and the ViP program itself. Results from the survey indicated positive outcome from students and lecturers using this program. The ability of practice presentations multiple times seemed to help improve fluency, presentation content, and confidence. However, language skills such as intonation and pronunciation could not be improved while practicing and could only be identified after feedback was obtained from lecturers.en
dc.identifier.citationTazijan, F.N., Ab Rahim, S., Abdul Halim, F.S., Abdullah, A., Ismail, I.N, Cochrane, T.A. (2012) Implementing a Virtual Presentation Program in ESL Classrooms. International Journal of e-Education, e-Business, e-Management and e-Learning, 2(3), pp. 218-222.en
dc.identifier.urihttp://hdl.handle.net/10092/6922
dc.language.isoen
dc.publisherUniversity of Canterbury. Civil and Natural Resources Engineeringen
dc.relation.urihttp://www.ijeeee.org/Papers/113-CZ02019.pdfen
dc.rights.urihttps://hdl.handle.net/10092/17651en
dc.subjectlearning technologyen
dc.subjectoral presentation skillsen
dc.subjectVirtual-i Presenter (ViP) softwareen
dc.subject.anzsrcFields of Research::39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computingen
dc.subject.anzsrcField of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educatorsen
dc.titleImplementing a Virtual Presentation Program in ESL Classroomsen
dc.typeJournal Article
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