ISSN: 1577-0338 73 Abstract The aim of the present study is to gain insight into the use of oral presentations in English in Hig- her Education. Thirty-five students, divided into two groups – Content-and-language-integrated- learning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to per- form an oral presentation in English, evaluate their peers’ and own presentations, and eventually as- sessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indi- cated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had im- proved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL settings, may be focused on content to the detri- ment of the language component. Consequently, we make a call for a better integration of content and language and for the use of focus-on-form te- chniques in CLIL contexts at university. Keywords: oral presentation; CLIL; English as a foreign lan- guage; higher education. Resumen El objeto del presente trabajo es recabar informa- ción sobre el uso de las presentaciones orales en inglés en Educación Superior. Treinta y cinco estudiantes divididos en dos grupos –Aprendi- zaje-integrado-de-contenido-y-lengua-extranjera (AICLE) e Inglés-como-lengua-extranjera (ILE) fueron encuestados sobre su experiencia con esta herramienta de aprendizaje, recibieron formación teórica y práctica sobre cómo hacer una buena presentación oral en inglés, realizaron tareas en las que tenían que llevar a cabo una presentación oral en inglés, que era juzgada tanto por ellos mismos como por el resto de compañeros, y por último evaluaron la experiencia educativa. Se ad- ministraron dos cuestionarios, uno al inicio de la experiencia de innovación educativa y otro al final. El análisis de las respuestas obtenidas a través del cuestionario final demostró que, en comparación con las ganancias significativas percibidas por los estudiantes ILE, el alumnado AICLE no percibía que sus habilidades en lengua inglesa hubieran mejorado después del tratamiento con presenta- ciones orales, lo que sugiere que quizá las clases AICLE, en contraste con las de ILE, se centran principalmente en el contenido y se olvidan con- siderablemente del componente lingüístico. En consecuencia, hacemos una llamada a una mejor integración del contenido y la lengua y al uso de técnicas de atención a la forma en los contextos AICLE en la universidad. Palabras clave: presentación oral, AICLE, inglés como lengua extranjera, educación superior. 2015, 38. 73-106 * Universidad de Cantabria [email protected]** Universidad del País Vasco [email protected]The use of oral presentations in Higher Education: CLIL vs. English as a foreign language El uso de las presentaciones orales en Educación Superior: AICLE vs. Inglés como lengua extranjera Francisco Gallardo del Puerto* Recibido: 20-3-2015 María Martínez Adrián** Aceptado: 14-5-2015
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ISSN: 1577-0338
73
AbstractThe aim of the present study is to gain insight into the use of oral presentations in English in Hig-her Education. Thirty-five students, divided into two groups – Content-and-language-integrated-learning (CLIL) vs. English-as-a-foreign-language (EFL), were asked about their experience with oral presentations, received theoretical and practical training in how to make good oral presentations, were engaged in tasks in which they had to per-form an oral presentation in English, evaluate their peers’ and own presentations, and eventually as-sessed the whole educational experience. An onset and an offset questionnaire were administered at the beginning and at the end of the innovation experience. The offset questionnaire results indi-cated that in comparison with the significant gains reported by EFL students, CLIL students did not perceive that their English language skills had im-proved after the oral presentation training, which suggests that CLIL lessons, in contrast to EFL settings, may be focused on content to the detri-ment of the language component. Consequently, we make a call for a better integration of content and language and for the use of focus-on-form te-chniques in CLIL contexts at university.
Keywords:oral presentation; CLIL; English as a foreign lan-guage; higher education.
ResumenEl objeto del presente trabajo es recabar informa-ción sobre el uso de las presentaciones orales en inglés en Educación Superior. Treinta y cinco estudiantes divididos en dos grupos –Aprendi-zaje-integrado-de-contenido-y-lengua-extranjera (AICLE) e Inglés-como-lengua-extranjera (ILE) fueron encuestados sobre su experiencia con esta herramienta de aprendizaje, recibieron formación teórica y práctica sobre cómo hacer una buena presentación oral en inglés, realizaron tareas en las que tenían que llevar a cabo una presentación oral en inglés, que era juzgada tanto por ellos mismos como por el resto de compañeros, y por último evaluaron la experiencia educativa. Se ad-ministraron dos cuestionarios, uno al inicio de la experiencia de innovación educativa y otro al final. El análisis de las respuestas obtenidas a través del cuestionario final demostró que, en comparación con las ganancias significativas percibidas por los estudiantes ILE, el alumnado AICLE no percibía que sus habilidades en lengua inglesa hubieran mejorado después del tratamiento con presenta-ciones orales, lo que sugiere que quizá las clases AICLE, en contraste con las de ILE, se centran principalmente en el contenido y se olvidan con-siderablemente del componente lingüístico. En consecuencia, hacemos una llamada a una mejor integración del contenido y la lengua y al uso de técnicas de atención a la forma en los contextos AICLE en la universidad.
Palabras clave: presentación oral, AICLE, inglés como lengua extranjera, educación superior.
2001; Yamashiro & Johnson, 1997), was to analyse students’ knowledge about the
oral presentation tool.
LIKE I hate speaking in public
I really like oral presentations.I enjoy oral presentationsI hate oral presentations
REHEARSE I usually rehearse on my own when I have to do an oral presentation
I usually rehearse in front of an audience (classmate/s, family members, etc.)I record myself on an audio/video-tape when rehearsing
STRUCTURE
OUTLINE In my presentations I always give an outline at the beginning.
An outline is totally necessary at the beginning of the oral presentation.
DEVELOPMENT
When I start delivering my presentation, I don’t exactly know which order I am going to follow.
My presentation is always well-structured into different parts which are covered progressively.
TOPIC SHIFT I like emphasizing the shift from one point to the next one when presenting.
SUMMARY My presentation always finishes with a summary.
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PREPARATION When preparing a presentation, I always consider the audience.
When I prepare a presentation, I always include relevant information.When I prepare a presentation, I prepare it well in advance.
I usually do plenty of research and I usually obtain material from a wide range of sources.I generally rely on just one source of data.
TIME FOR QUESTIONS When someone in the audience asks me a question after finishing my presentation, if I don’t know
the answer, I keep quiet and I don’t know what to say.
PERFORMANCE
TIMING I always take into account the time I have to present my work.
I usually go over the time allotted for my presentation.
READING
When I present, I never fully read the script I have prepared beforehand.When I present, I generally like using my own words to explain ideas.
When I present, I usually have a printed script that I read.I like using note cards when giving my presentation.
VOICE I always use the same tone of my voice.
I like varying the tone of my voice to emphasize ideas.
RATE I usually speak very quickly.
My speaking rate is neither very high nor very low.
EYE CONTACT I like looking at the audience when I am speaking.
I don’t maintain eye-contact with everyone in the room.
SMILE I like smiling when I am presenting.
BODY
I always stand when presenting.I move naturally while I am presenting.
I always keep stationary when I am presenting.I prefer to be sitting down when presenting.
DISTRACTION I usually do things which can distract the audience.
I try not to do things which could distract the audience such as chewing gum, touching my hair, etc.
VISUAL AID When I use power-point presentations, I include a lot of text in each of my slides
I never use hand-outs, outlines, tables to support what I am saying.I really like using power-point presentations.
I only include text and never diagrams, tables, images, etc., in my power-point presentations.When I show the slides of my power-point presentation, I gradually uncover
the information as talk progresses.I never check font size when I use text in a slide.
Before giving my presentation, I usually give plenty of notice if a projector or any other device is required.When I use power-point presentations, I like adding animation and sound clips.
I usually use visual-aids (overhead projector, power-point, internet resources, drawing, maps…) to support what I am speaking about.
Table 2. Composition of the oral presentation onset questionnaire by major categories and subcategories.
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Similarly, the offset questionnaire (see Appendix 2) was made up of thirteen 5-point Likert
scale items which measured participants’ assessment of their use of the oral presentation
tool in the project by considering such issues as ‘content’, ‘visual aid’, ‘performance’, and
‘language’ (Table 3).
CONTENT
STRUCTURE The use of oral presentations has helped me to develop skills related to
information structuring.
RELEVANCE The use of oral presentations has helped me to learn how to select relevant
information.
SYNTHESIS The use of oral presentations has helped me to synthesise information.
TOPIC SHIFT The use of oral presentations has helped me use appropriate linking words
to shift from one point to the other.
VISUAL AID The use of oral presentations has helped me to develop oral skills supported by visual aids.
PERFORMANCE
BODY The use of oral presentations has helped me control body-language
(gestures, hand movement, eye-contact, among others).
RATE The use of oral presentations has helped me maintain a regular pace of oral
delivery.
TIMING The use of oral presentations has helped me be aware of the importance of
the timing when communicating orally.
LANGUAGE
FLUENCY The use of oral presentations has helped me develop my oral fluency.
PRONUNCIATION The use of oral presentations has helped me to improve my pronunciation.
VOCABULARY The use of oral presentations has helped me develop my lexical skills.
GRAMMAR The use of oral presentations has helped me develop my grammatical skills.
STRATEGIES The use of oral presentations has helped me acquire new language learning
strategies.
Table 3. Composition of the oral presentation offset questionnaire by major categories and subcategories.
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The analysis of the data from both questionnaires was organized for analysis into the
categories and subcategories provided in Tables 2 and 3. Mean scores and standard
deviations were calculated for both participant groups. Additionally, T-tests were carried
out to verify whether differences found between the two learner groups were statistically
significant. Even though our main goal in this paper is to make comparisons between
the CLIL and the EFL setting, which will be the focus of the discussion section, the data
provided by the two questionnaires will allow us to make appropriate comparisons among
various categories within each questionnaire. Those comparisons will also be included as
part of the results presented in this section. Besides, the conclusion section tackles those
issues that are worth considering on the basis of our data as regards the general aim of
the Education Innovation Project, that is, the enhancement of university students’ skills
to express themselves orally in academic contexts. Hence, a particular emphasis will be
placed on students’ reported deficiencies when delivering oral presentations. Additionally,
relevant inter-survey connections will be made in the conclusion section.
4.1. The onset questionnaire
Results regarding respondents’ experience in the realization of oral presentations prior to
the intervention are displayed in Table 4; results related to participants’ knowledge about
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Sierra, J., Gallardo del Puerto, F., & Ruiz de Zarobe, Y. (2011). Good Practices and
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Sugerencia de cita:Gallardo del Puerto, F. y Martínez Adrián, M. (2015). The use of oral presentations in Higher Education: CLIL vs. English as a Foreing Language. Pulso. Revista de Educación, 38, 76-106
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Appendix 1
Questionnaire on your knowledge about oral presentations
An OP is an oral presentation, either individually or in group, of a previously prepared topic
examining several sources.
1. Have you ever done an oral presentation before? Yes or No. If yes, how long did it take as an average?
1-10 minutes 11-20 minutes 21-30 minutes more than 30 minutes
2. Have you ever done an OP on a regular basis? In:
Primary: Yes / No Secondary: Yes / No University: Yes / No
3. I have done oral presentations quite frequently
Primary:
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
Secondary:
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
University:
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
4. When I start delivering my presentation, I don’t exactly know which order I am going to follow
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
5. When I present, I never fully read the script I have prepared beforehand.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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6. I like looking at the audience when I am speaking.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
7. When I use power-point presentations, I include a lot of text in each of my slides.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
8. I hate speaking in public
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
9. In my presentations I always give an outline at the beginning.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
10. I like smiling when I am presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
11. I never use handouts, outlines, tables to support what I am saying.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
12. I usually rehearse on my own when I have to do an oral presentation
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
13. My presentation is always well-structured into different parts which are covered progressively.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
14. When I present, I generally like using my own words to explain ideas.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
15. I am always very serious when I am presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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16. I really like using power-point presentations.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
17. I usually rehearse in front of an audience (classmate/s, family members, etc.)
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
18. When preparing a presentation, I always consider the audience.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
19. When I present, I usually have a printed script that I read.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
20. I always stand when presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
21. I only include text and never diagrams, tables, images, etc., in my power-point presentations.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
22. I record myself on an audio/video-tape when rehearsing
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
23. When I prepare a presentation, I always include relevant information.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
24. I always use the same tone of my voice.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
25. I move naturally while I am presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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26. When I show the slides of my power-point presentation, I gradually uncover the information as talk progresses.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
27. An outline is totally necessary at the beginning of the OP.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
28. When I prepare a presentation, I prepare it well in advance.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
29. I like varying the tone of my voice to emphasize ideas.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
30. I always keep stationary when I am presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
31. I never check font size when I use text in a slide.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
32. I really like oral presentations.
Why?
33. I like emphasizing the shift from one point to the next one when presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
34. I usually speak very quickly.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
35. I usually do things which can distract the audience.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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36. Before giving my presentation, I usually give plenty of notice if a projector or any other device is required.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
37. I usually do plenty of research and I usually obtain material from a wide range of sources.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
38. I enjoy oral presentations
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
39. My presentation always finishes with a summary.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
40. When someone in the audience asks me a question after finishing my presenta-tion, if I don’t know the answer, I keep quiet and I don’t know what to say.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
41. When I use power-point presentations, I like adding animation and sound clips.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
42. I try not to do things which could distract the audience such as chewing gum, touching my hair, etc.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
43. I always take into account the time I have to present my work.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
44. I don’t maintain eye-contact with everyone in the room.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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45. I usually go over the time allotted for my presentation.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
46. I generally rely on just one source of data.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
47. I hate oral presentations
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
48. I prefer to be sitting down when presenting.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
49. My speaking rate is neither very high nor very low.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
50. I usually use visual-aids (overhead projector, power-point, internet resources, drawing, maps…) to support what I am speaking about.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
51. I like using note cards when giving my presentation.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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Appendix 2
Oral presentation efficiency assessment
1. The use of oral presentations has helped me to develop skills related to informa-tion structuring.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
2. The use of oral presentations has helped me to learn how to select relevant in-formation.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
3. The use of oral presentations has helped me to synthesise information.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
4. The use of oral presentations has helped me to develop oral skills supported by visual aids.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
5. The use of oral presentations has helped me to improve my pronunciation.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
6. The use of oral presentations has helped me control body-language (gestures, hand movement, eye-contact, among others).
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
7. The use of oral presentations has helped me maintain a regular pace of oral de-livery.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
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8. The use of oral presentations has helped me be aware of the importance of the timing when communicating orally.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
9. The use of oral presentations has helped me use appropriate linking words to shift from one point to the other.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
10. The use of oral presentations has helped me develop my oral fluency.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
11. The use of oral presentations has helped me develop my grammatical skills.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
12. The use of oral presentations has helped me develop my lexical skills.
I totally agree I agreeI neither agree nor disagree
I disagree I totally disagree
13. The use of oral presentations has helped me acquire new language learning strategies.
I totally agree I agreeI neither agree nor disagree