Factors Predicting Effective Oral Presentations in EFL Classrooms

| March 25, 2008
Factors Predicting Effective Oral Presentations in EFL Classrooms

Keywords: Oral presentations; peer evaluation; peer-assessment; feedback; autonomy

Junko Otoshi
Gunma Prefectural Women’s University, Japan

Neil Heffernen
Ehime University, Japan

Bio Data
Junko Otoshi currently teaches at Gunma Prefectural Women’s University in the Department of International Communication. Her research interests include second language writing studies and testing/evaluation.

Neil Heffernan is an Associate Professor at Ehime University. His research interests include testing/evaluation and CALL.

This paper outlines a study that explores what factors EFL learners consider to be important when making presentations. 304 undergraduate students were surveyed at a large private university in Japan. A 30-item questionnaire was used to discover what components are considered to be important to learners in doing effective English presentations. Descriptive statistics and principal component analysis were used to analyze the results of the data. The results indicate that the participants consider the following three factors as the major criteria for effective English oral presentations: clarity of speech and voice quality; correctness of language; and interaction with the audience. Based on the outcome of the study, this paper further delineates the pedagogical implications for oral presentations in EFL.

See page 65-78

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Category: Main Editions, Volume 10 Issue 1