Journal
COMPUTER ASSISTED LANGUAGE LEARNING
Volume 35, Issue 3, Pages 551-576Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09588221.2020.1720254
Keywords
Oral presentations; seamless learning; mobile assisted language learning; needs analysis
Funding
- Ministry of Science and Technology in Taiwan [MOST 105-2511-S-006-006-MY3, MOST 106-2511-S-006 -002 -MY2]
Ask authors/readers for more resources
This study investigates the oral presentation needs of English language learners and explores the perceptions of students and instructors towards mobile seamless language learning. The findings suggest that students require training in areas such as slide design, presentation-specific language, structure, and body language. Despite lacking previous experience, both instructors and students are willing to collaborate on oral presentation projects. However, instructors express difficulties in incorporating technology and online collaborative learning into language courses, indicating a need for more training. The findings will aid in the development of a mobile seamless language learning framework and app for oral presentations.
This paper investigates English language learners' oral presentation needs, alongside students' and instructors' perceptions towards mobile seamless language learning. The findings will be used to develop a mobile-based learning environment. Interviews with both instructors and students were used to help build a Likert questionnaire which was refined with input from experts. Results reveal that students have a need for oral presentation training in areas such as slide design, presentation-specific language, structure, and body language. Instructors and students are willing to work with peers on oral presentation projects despite lacking previous experience. Deeper exploration from interviews show students believe sentence level language issues are more important than the organization and design of a presentation. Furthermore, instructors expressed problems with incorporating technology and online collaborative learning into language courses suggesting they need more training with learning technology. Students also believed online collaboration would be convenient but difficult to manage, indicating a need for both online and face-to-face collaboration. These findings will help with the development of a mobile seamless language learning framework and app for oral presentations. Guidelines are suggested to help instructors to improve students' oral presentation performance.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available