Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection

• Li, Xiangdong ^[1]
  1. [1] Xi'an International Studies University

     Xi'an International Studies University

     China

     
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Vol. 51, Nº. 98, 2018 (Ejemplar dedicado a: Diciembre), págs. 359-381
• Idioma: inglés
• DOI: 10.4067/s0718-09342018000300359
• Títulos paralelos:
  • Enseñanza de presentaciones en inglés como tarea situada en el aula de inglés como lengua extranjera: Un estudio cuasi-experimental de los efectos de la autorreflexión asistida por video
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Se ha identificado a la autorreflexión asistida por video como una herramienta efectiva en la formación de profesores, pero casi nunca ha sido investigada en el contexto de enseñar a esos estudiantes de inglés como lengua extranjera al hacer presentaciones orales. Esta investigación pretende investigar la eficacia de la autorreflexión asistida por video como método de enseñar a estudiantes de inglés como lengua extranjera a hacer presentaciones orales, y las percepciones de estudiantes acerca del uso pedagógico de videos. Hemos empleado un diseño cuasi-experimental de pre-test/post-test, con dos grupos. El grupo experimental (n = 14) y el grupo de control (n = 15) recibieron la misma enseñanza durante 14 semanas, pero solo el grupo experimental hizo autorreflexión asistida por video. Se usan dos cuestionarios como instrumentos, uno rellenado por ambos grupos en la pre-test y de nuevo en la post-test para investigar la eficacia de autorreflexión asistida por video, y el otro completado por el grupo experimental solamente, para examinar las percepciones de esos estudiantes. Los resultados sugirieron que la autorreflexión asistida por video resultó efectiva para desarrollar el uso de elementos no verbales en la comunicación, y que los estudiantes pensaron que la autorreflexión asistida por video fue una actividad beneficiosa para ellos. Se sugirió un protocolo estructurado que puede facilitar la autorreflexión y aumentar sus efectos. Los hallazgos son importantes a la hora de diseñar la autorreflexión asistida por video para enseñar estudiantes de inglés como lengua extranjera cuando se hacen presentaciones orales.

  • English

    Video-assisted self-reflection (VASR) has been identified as an effective pedagogical tool in teacher education, and yet it has been rarely researched in the context of teaching EFL students to make oral presentations (OPs). This study aimed at investigating the effectiveness of VASR in teaching EFL students to make OPs and the students’ perceptions of its pedagogical use. A quasi-experimental two-group pre-test post-test comparison design was used. The experimental group (n = 14) and the control group (n = 15) experienced the same instructional procedures for 14 weeks, while only the experimental group made VASRs. Two questionnaires were used as instruments, one completed by both groups first as the pre-test and then as post-test to investigate the effectiveness of VASR, and the other completed by the experimental group to examine students’ perceptions. The results suggested that VASR was effective in developing students’ use of non-verbal elements in communication and that students perceived VASRs as beneficial activities. A structured protocol was recommended to facilitate students’ VASRs and maximize its pedagogical effect. The findings have implications for the design of VASRs in teaching EFL students to make OPs.

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