Use of Self-Assessment of Video Recordings to Improve Students’ English Presentation Skills in a Distance Learning Course
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Abstract
This research explores whether using video recordings might assist English-majored students in a distance learning course to become more conscious of their developing presentation skills. Participants were asked to review their video recordings and assess their performance using a Self-Assessment Checklist (SAC). Data were collected quantitatively and qualitatively through SAC and focus-group interviews. Results showed that students believed this study approach of video recordings could develop their presentation skills. Students could promote their language and skills by repeatedly watching and evaluating their work. Consequently, they became more confident, motivated, and autonomous. Students observed that certain specific delivery skills, such as body language, intonation, pauses, emphasis, and voice quality, needed improving. The findings also reported the essential and influential factors for effective presentations. Pedagogical implications are discussed.
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