Improving Feedback to English as Second Language Students in Presentation Classes

Abstract

The purpose of this study was to re-examine the researcher’s formative assessment process for a third year university English for Presentation class in order to help students improve their presentation skills. The researcher used a Public Speaking Self-Assessment: Making Presentations’ survey, student interviews and a class self-assessment journal. The researcher discovered that the survey questions needed to be redesigned; more time was needed between the two surveys, and the importance of being a good listener needed to be addressed. Interviews revealed that videotaping presentations was useful for identifying strengths and weaknesses, providing feedback on a peer’s presentation skills and for a motivational boost. Finally, the class journals revealed that the students were very critical of themselves, the student assessment rubric questions needed balancing, and new studentinitiated assessment strategies needed to be developed. The outcome of this ‘action research’ while not statistically significant, did provide insight into areas for improvement in future research methodology, classroom feedback and evaluation strategies and in the usefulness of videotaping student presentations as an evaluative tool.