INVESTIGATING NONMAJORED STUDENTS PROBLEMS IN PROMOTING AUTONOMOUS LEARNING

INVESTIGATING NON-MAJORED STUDENTS‘ PROBLEMS IN PROMOTING AUTONOMOUS LEARNING IN ORAL PRESENTATIONS Nguyen Thi Tu & Bach Linh Trang pechakucha 1

Ø The Foreign Languages Section Ø 21 lecturers Ø the first & second year nonmajored students of 15 departments Ø EGP & ESP BACKGROUND 2

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) LITERATURE REVIEW 3

“To take charge of one’s own learning is to have, LEARNER AUTONOMY and to hold, the responsibility for all decisions selfawareness selfreflection self-study concerning all aspects of this learning” § determining the objectives § defining the contents and progressions § selecting methods and techniques to be used § monitoring the procedure of acquisition properly speaking § evaluating what has been acquired Holec (1981: 3) learner autonomy 4

Ali Said Al-Issa (2005) Gupta (2008) Emden & Becker (2004) Oral presentations Learner autonomy in oral presentations 5

in ons s ti m a t e l n b e o es r P pr linguistic l a • language proficiency r o sociocultural To language learners • less controlled interaction psychological • anxiety; shyness, … 6

Pecha. Kucha 20 x 20 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) pechakucha Benson (2001: 107) To promote language learners’ presentations technology-based approach to promote learner autonomy 7

The participants 20 STUDENTS FROM 3 DEPARTMENTS • 7 Information Technology natural sciences • 4 Vietnamese Study Social sciences • 9 Primary Education Particular group 8

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? AIMS & RESEARCH QUESTIONS 9

v Observation with v A Questionnaire to obtain students' views on their problems v Interviews of 3 students randomly picked up from 3 groups to get more information concerned their specific problems. METHOD 10

Pre-presentation - Time set up for each part - Way to present - Information selection While-presentation - Clear pronunciation - Fluent speaking - Content delivery Postpresentation - Dealing with audience’s feedback RESULTS & DISCUSSION 11

IT students Pre-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 Interviewee expressed concern in how to deliver the content to the fullest using proper language Observation: lots of grammar mistakes recorded RESULTS & DISCUSSION Observation: presenters seem to underestimate the Q&A part and see this as an extra but not an important one 12

Vietnamese Studies students Pre-presentation Whilepresentation Postpresentation - 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 Interviewee had to keep an eye on her watch during presentation RESULTS & DISCUSSION Observation: presenters worked under time pressure and many even ran out of time 13

Primary Education students Prepresentation While-presentation Post-presentation - Clear pronunciation Guessing audience’s - Vocabulary use in the right questions context - Fluent speaking Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation Interviewees: showed concern about the complexity of the questions and the unwillingness to answer them. Observation: presenters struggled to give responses, proving that they did not expect particular queries raised by the listeners RESULTS & DISCUSSION 14

An organizer Teacher A consultant A supporter - Guidelines Topic Theme resources Question-answer session holding - Evaluation Teacher’s role 15

Presentation A subject in university/ college syllabus/ curriculum confidence skills Careful preparation experience Cultural differences competence 16

Students Teachers Evaluation 17

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