INVESTIGATING NON-MAJORED

STUDENTS‘ PROBLEMS

IN PROMOTING AUTONOMOUS LEARNING

IN ORAL PRESENTATIONS

1

Nguyen Thi Tu &

Bach Linh Trang

Nguyen Thi Tu &

Bach Linh Trang

The Foreign Languages Section

21 lecturers

the first & second year non-

majored students of 15

departments

EGP & ESP

2

BACKGROUND

LITERATURE REVIEW

Learner autonomy: Holec (1981)

Learner autonomy & language learning: Little (1990); Lee (2011)

Learner autonomy in oral presentations: Gupta (2008); Emden and Becker (2004); Ali Said Al-Issa (2005)

Problems in students' oral presentations: Woodrow (2006), Zhou (2009), Tanveer (2007)

3

LEARNER AUTONOMY“To take charge of one’s own learning is to have, and to hold, the responsibility for all

decisions concerning all aspects of this learning”

determining the objectivesdefining the contents and progressionsselecting methods and techniques to be used

monitoring the procedure of acquisition properly speaking

evaluating what has been acquired Holec (1981:3)

4

5

Oral presentati

ons

Oral presentati

ons

Learner autonom

y

Learner autonom

y

Ali Said Al-Issa (2005) Gupta (2008)

Emden & Becker (2004)

Ali Said Al-Issa (2005) Gupta (2008)

Emden & Becker (2004)

6

To languag

e learners

PechaKucha 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images advance automatically and you talk along to the images.

Hoelscher, K. (2012)Hoelscher, K. (2012)

7

pechakuchapechakucha To promote language learners’

presentations

To promote language learners’

presentations technology-based approach

to promote learner

autonomy

technology-based approach

to promote learner

autonomy

Benson (2001:10

7)

Benson (2001:10

7)

20 students from 3 departments

8

The participant

s

The participant

s

AIMS & RESEARCH QUESTIONS

To investigate the non-majored students' problems in promoting autonomous learning in oral presentations

1. What are the problems non-majored students encounter in promoting learner autonomy in delivering oral presentations?

2. What are pedagogical implications to language teaching and learning in enhancing learner autonomy?

9

METHOD

Observation with

A Questionnaire to obtain students' views on their problems

Interviews of 3 students randomly picked up from 3 groups to get more information concerned their specific problems.

10

RESULTS & DISCUSSION

11

Pre-presentation

While-presentation

Post-presentation

- Time set up for each part- Way to present- Information selection

- Clear pronunciation

- Fluent speaking- Content

delivery

- Dealing with audience’s feedback

RESULTS & DISCUSSION12

IT studentsPre-presentation While-presentation Post-presentation

- Topic choice- Way to present- Information selection

Correct & appropriate use of grammar structures

Dealing with audience’s feedback

Interviewee had hard time to prepare a brief and informative one

Observation: lots of grammar mistakes recorded

Observation: lots of grammar mistakes recorded

Interviewee expressed concern in how to deliver the content to the fullest using proper language

Interviewee expressed concern in how to deliver the content to the fullest using proper language

Observation: presenters seem to underestimate the Q&A part and see this as an extra but not an important one

Observation: presenters seem to underestimate the Q&A part and see this as an extra but not an important one

RESULTS & DISCUSSION

13

Vietnamese Studies studentsPre-presentation While-

presentationPost-presentation

- Way to present- Setting up time for

each part of the presentation properly

- Outline

- Time management

- Deal with questions from classmates

(not be able to understand the Qs & answer a;;)

Observation: presenters had difficulties in making the software and the speech go hand in hand, not in the habit of doing this before

Observation: presenters worked under time pressure and many even ran out of time

Interviewee had to keep an eye on her watch during presentation

Interviewee had to keep an eye on her watch during presentation

RESULTS & DISCUSSION 14

Primary Education studentsPre-

presentation

While-presentation Post-presentation

- Clear pronunciation- Vocabulary use in the right context- Fluent speaking

Guessing audience’s questions

Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation

Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation

Observation: presenters struggled to give responses, proving that they did not expect particular queries raised by the listeners

Observation: presenters struggled to give responses, proving that they did not expect particular queries raised by the listeners

Interviewees: showed concern about the complexity of the questions and the unwillingness to answer them.

15

- Guidelines- Topic- Theme resources- Question-answer

session holding- Evaluation

- Guidelines- Topic- Theme resources- Question-answer

session holding- Evaluation

16

A subject in university/ college

syllabus/ curriculum

experience

experienceskills

confidenceconfidence

competencecompetence

Careful preparatio

n

Cultural difference

s

17

Evaluation Evaluation

18

19