A responsive pedagogical initiative for multimodal oral presentation skills: an action research study

Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st cent...

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Main Authors:	Lee, Sze Seau, Hazita Azman, Noorizah Mohd. Noor
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:	http://journalarticle.ukm.my/12884/ http://journalarticle.ukm.my/12884/ http://journalarticle.ukm.my/12884/1/24078-78283-1-PB.pdf

id	ukm-12884
recordtype	eprints
spelling	ukm-128842019-05-12T21:49:07Z http://journalarticle.ukm.my/12884/ A responsive pedagogical initiative for multimodal oral presentation skills: an action research study Lee, Sze Seau Hazita Azman, Noorizah Mohd. Noor, Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students’ learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students’ development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners. Penerbit Universiti Kebangsaan Malaysia 2018 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12884/1/24078-78283-1-PB.pdf Lee, Sze Seau and Hazita Azman, and Noorizah Mohd. Noor, (2018) A responsive pedagogical initiative for multimodal oral presentation skills: an action research study. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 24 (2). pp. 29-42. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1096
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Poor oral presentation skills amongst ESL speakers are frequently linked to weakness in general English proficiency. However, the literature has also identified the lack of a systematic and effective pedagogical method to develop students' multimodal oral presentation skills to meet 21st century communication realities. This paper elucidates the application of a pedagogical initiative for multimodal oral presentations skills, informed by the Sociocultural Theory of Learning created by Vygotsky (1978), and the Pedagogy of Multiliteracies introduced by the New London Group (1996) and further developed by Cope and Kalantzis (2009). This initiative was experienced by 20 students through the action-reflection cycle methodology and was implemented for 13 weeks in a tertiary ESL classroom. Preliminary findings based on focus group interviews indicated that the initiative left a clear positive impact on student abilities in various multimodal components of oral presentation skills. Furthermore, the initiative positively affected students’ learning experience and raised their self-awareness of themselves as presenters. The findings also suggested that techniques employed in the initiative such as videos, feedback, collaborative learning and Web 2.0 could scaffold the students’ development of multimodal oral presentation skills. Based on these findings, significant implications for teaching oral presentation skills systematically are offered to be referred by ESL practitioners and researchers; in particular, the proposed multimodal oral presentations skills model as a multiliteracies pedagogy and the potential use of web 2.0 tools in promoting collaborative learning and creation of creative content by the learners.
format	Article
author	Lee, Sze Seau Hazita Azman, Noorizah Mohd. Noor,
spellingShingle	Lee, Sze Seau Hazita Azman, Noorizah Mohd. Noor, A responsive pedagogical initiative for multimodal oral presentation skills: an action research study
author_facet	Lee, Sze Seau Hazita Azman, Noorizah Mohd. Noor,
author_sort	Lee, Sze Seau
title	A responsive pedagogical initiative for multimodal oral presentation skills: an action research study
title_short	A responsive pedagogical initiative for multimodal oral presentation skills: an action research study
title_full	A responsive pedagogical initiative for multimodal oral presentation skills: an action research study
title_fullStr	A responsive pedagogical initiative for multimodal oral presentation skills: an action research study
title_full_unstemmed	A responsive pedagogical initiative for multimodal oral presentation skills: an action research study
title_sort	responsive pedagogical initiative for multimodal oral presentation skills: an action research study
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2018
url	http://journalarticle.ukm.my/12884/ http://journalarticle.ukm.my/12884/ http://journalarticle.ukm.my/12884/1/24078-78283-1-PB.pdf
first_indexed	2023-09-18T20:03:36Z
last_indexed	2023-09-18T20:03:36Z
_version_	1777407011417227264

A responsive pedagogical initiative for multimodal oral presentation skills: an action research study

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