- 期刊
實施口頭報告訓練於大一英文課堂之教學實踐研究
Implementing Oral Presentation Training in a Freshman English Classroom
摘要
本研究透過在大一英文課堂的教學實踐，建構並實施一系列口頭報告訓練，其目的在提升學生的英文口語表達能力，以因應在全球化的趨勢下，對於具備良好英語溝通能力日益提高的需求。本研究採用行動研究方法，於上下學期各進行一次研究循環，並以多面向的方式蒐集資料，包括問卷、課堂錄影、訪談、教學觀察記錄、口頭報告評量、和英語口說能力檢測。研究結果發現：一、學生對於各項口頭報告訓練方法皆持正面態度，尤其高度肯定「引導式演練」對於口頭報告表現的幫助。二、口頭報告訓練需要持續兩學期才能有效提升學生的英文溝通能力，且在訓練的過程中能幫助學生持續進步。三、同一系列的訓練模式有助提升個人報告表現，但對小組表現沒有明顯助益。
並列摘要
As English has emerged as the global lingua franca in academia and the business world, the ability to deliver an effective presentation in English is increasingly recognized as essential for academic and career success. However, a common observation among Taiwanese university students is their inadequate proficiency in English oral communication and a general lack of training in English presentation skills. The present study is an exploratory effort to address this issue by constructing and implementing a two-phase presentation instruction sequence aimed at enhancing the English presentation skills of Taiwanese university students. Additionally, the study sought to assess the effectiveness of this pedagogical intervention in improving students' English communication competency. The instructional sequence comprised two phases: guideline explanation and teacher demonstration, followed by guided practice through rehearsal with subsequent feedback from the teacher. The study adopted an action research design, collecting both quantitative and qualitative data from various sources, including oral English proficiency measures (SPEAK test), evaluations of both group and individual presentations, classroom video recordings, questionnaire surveys, teaching logs, and semi-structured interviews. The participants were 30 students enrolled in the teacher-researcher's Freshman English course. Students' performances and feedback were gathered over two iterative cycles of research. The findings of the study revealed the following: 1. Students highly endorsed the two-phase presentation instruction sequence, and perceived the guided practice as the most beneficial training method. 2. Oral presentation training required continuous implementation over two semesters to effectively enhance students' English communication abilities, facilitating ongoing progress throughout the training process. 3. While the same series of training modules contributed to improvements in individual presentation performance, it did not demonstrate significant benefits for group presentation performance.