A responsive pedagogical initiative for multimodal oral presentation skills: An action research study

Research output: Contribution to journalReview article

1 Citation (Scopus)

Abstract

Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students' learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students' development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners.

Original languageEnglish
Pages (from-to)29-42
Number of pages14
Journal3L: Language, Linguistics, Literature
Volume24
Issue number2
DOIs
Publication statusPublished - 1 Jan 2018

Fingerprint

action research
student
learning
self awareness
Group
video
Oral Presentations
classroom
communication
lack
methodology
ability
Teaching
interview
experience

Keywords

  • Action research
  • Collaborative learning
  • ESL pedagogy
  • Multimodal literacy
  • Oral presentation skills

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

A responsive pedagogical initiative for multimodal oral presentation skills : An action research study. / Seau, Lee Sze; Azman, Hazita; Mohd Noor, Noorizah.

In: 3L: Language, Linguistics, Literature, Vol. 24, No. 2, 01.01.2018, p. 29-42.

Research output: Contribution to journalReview article

@article{17930e8c5f91486d8405067ee84f037e,
title = "A responsive pedagogical initiative for multimodal oral presentation skills: An action research study",
abstract = "Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students' learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students' development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners.",
keywords = "Action research, Collaborative learning, ESL pedagogy, Multimodal literacy, Oral presentation skills",
author = "Seau, {Lee Sze} and Hazita Azman and {Mohd Noor}, Noorizah",
year = "2018",
month = "1",
day = "1",
doi = "10.17576/3L-2018-2402-03",
language = "English",
volume = "24",
pages = "29--42",
journal = "3L: Language, Linguistics, Literature",
issn = "0128-5157",
publisher = "Penerbit Universiti Kebangsaan Malaysia",
number = "2",

}

TY - JOUR

T1 - A responsive pedagogical initiative for multimodal oral presentation skills

T2 - An action research study

AU - Seau, Lee Sze

AU - Azman, Hazita

AU - Mohd Noor, Noorizah

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students' learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students' development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners.

AB - Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students' learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students' development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners.

KW - Action research

KW - Collaborative learning

KW - ESL pedagogy

KW - Multimodal literacy

KW - Oral presentation skills

UR - http://www.scopus.com/inward/record.url?scp=85049587563&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049587563&partnerID=8YFLogxK

U2 - 10.17576/3L-2018-2402-03

DO - 10.17576/3L-2018-2402-03

M3 - Review article

AN - SCOPUS:85049587563

VL - 24

SP - 29

EP - 42

JO - 3L: Language, Linguistics, Literature

JF - 3L: Language, Linguistics, Literature

SN - 0128-5157

IS - 2

ER -