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Teaching Effective Oral Presentation Skills Through Cloud Voting and Audience Response Systems

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by Doaa Hamam | 05 Apr 2018
Resource Description:

This resource is meant to enable teachers to give a 50 minutes session on effective presentation skills for ESL students using cloud voting systems and audio response systems.

The students will work in groups later to create a group presentation and present together.

Audience: University
Audience Language Proficiency: Intermediate
Duration: 50 minutes
Language Skill: Speaking
Content Area: English for academic purposes
Materials and Technology: Worksheets for students to evaluate presentations. A template can be created and customized by the teacher.
Objective(s): Giving effective talks/presentations
Outcome(s):

Students will watch the common mistakes that occur during the given presentation, take note of them and try to avoid similar mistakes as they practice for their own presentations.

 

Procedure:
  1. Lead in: start the lesson by using one of the cloud voting systems such as mentimeter.com and survey students to see the number of those who fear public speaking. Discuss the reasons for this kind of fear.
  2. Ask the students to watch a video ​of a presentation that is full of mistakes and evaluate it through the worksheet they were given. (You can film a video or use one from YouTube)
  3. After watching the video, discuss students’ evaluations and discuss the mistakes they have recorded. You can also brainstorm some ideas for improving that particular presentation.
  4. Now, play another video to show a good example of presentations and ask the students to watch and evaluate again using the evaluation worksheet (You can film a video or use one from YouTube).
  5. Open discussion on the best practices seen in the second video.
  6. Go back to mentimeter.com (or Padlet) and ask the students to share some of the common mistakes they saw in the first video.
  7. Close your lesson by an online quiz on effective presentations using a resource like Kahoot.com (or any other audience response system) 
Assessment: The audience response system will be used as an assessment tool to measure students' comprehension of the given topic.
Differentiation:
  1. The teacher can use the flipped classroom model by creating an instructional video for students to watch in class or outside the class to become familiar with the best practices in academic presentations.
  2. Students are expected to work in groups at a later stage to create a group presentation and present together(They are supposed to avoid the common mistakes). The teacher can offer help and guidance to students during the process of preparing for the presentation in groups.
References:

Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.

Ferris, D., & Tagg, T. (1996). Academic oral communication needs of EAP learners: What subject‐matter instructors actually require. Tesol Quarterly, 30(1), 31-58.

Otoshi, J., & Heffernen, N. (2008). Factors predicting effective oral presentations in EFL classrooms. Asian EFL Journal, 10(1), 65-78.

Tao, Y. H., & Yeh, C. R. (2013). Transforming the personal response system to a cloud voting service. In IT enabled services (pp. 139-156). Springer, Vienna.
TESOL Interest Section: English as a Foreign Language, Video and Digital Media