Enhancing Reflective Learning through Role-Plays: The Use of an Effective Sales Presentation Evaluation Form in Student Role-Plays

Carroll, Conor

doi:10.1080/10528008.2006.11488931

Cited by 38 publications

(28 citation statements)

References 13 publications

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“…This is the ultimate result of a successful presentation. This innovative framework provides a holistic approach in assessing a student's performance based on the content and the delivery of their presentation (Carroll, 2006).…”

Section: Resultsmentioning

confidence: 99%

The Importance Of Oral Presentations For University Students

Živković¹

2014

MJSS

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Section: Resultsmentioning

confidence: 99%

The Importance Of Oral Presentations For University Students

Živković¹

2014

MJSS

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“…These recommendations included discussions with the instructor, the number of presentations per semester, as well as dress rehearsals. In addition, research has suggested how student presentations should be evaluated by instructors and their peers (Carroll 2006). To our knowledge, no marketing article addresses the modified Pecha Kucha presentation style in undergraduate marketing courses.…”

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confidence: 99%

Improving Student Group Marketing Presentations: A Modified Pecha Kucha Approach

Oliver

Kowalczyk

2013

Marketing Education Review

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ImprovIng Student group marketIng preSentatIonS: a modIfIed pecha kucha approach Jason oliver and christine kowalczykStudent presentations can often seem like a formality rather than a lesson in representing oneself or group in a professional manner. To improve the quality of group presentations, the authors modified the popular presentation style of Pecha Kucha (20 slides, 20 seconds per slide) for marketing courses to help students prepare and deliver professional business presentations. Data were collected and analyzed from marketing student presentations that used two different presentation styles: the proposed modified Pecha Kucha and traditional PowerPoint presentations. The authors' modified version of Pecha Kucha resulted in higher individual and group assessments along with other key findings relevant to marketing courses.

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“…Overall, the findings highlight the active role of language learners in the feedback process: they need to generate feedback from multiple sources such as the teacher, peers, and themselves (Nicol 2010). The teachers' beliefs are also shared by other researchers who argue that triangulating multiple feedback sources contributes to much learning reflection among students (Carroll 2006), and encourages high-level engagement in the feedback processes on the student part (Cheng and Warren 2005).…”

Section: Findings and Discussionmentioning

confidence: 68%

Experienced EFL teachers’ beliefs about feedback on student oral presentations

Wang¹,

Yu²,

Teo³

2018

Asian. J. Second. Foreign. Lang. Educ.

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Although a number of studies have examined EFL teachers' beliefs of feedback on student writing, few have investigated teachers' feedback beliefs about student oral activities like oral presentations. To fill this research gap, this study explores three experienced EFL teachers' beliefs about feedback on oral presentations in terms of the nature, focus, interpersonal functions, strategies and source of teacher feedback. Using semi-structured interviews and classroom observations, this study identified six major beliefs about feedback on student oral presentations and provided implications regarding how EFL teachers provide effective feedback to enhance student performance in oral presentations.

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Enhancing Reflective Learning through Role-Plays: The Use of an Effective Sales Presentation Evaluation Form in Student Role-Plays

Cited by 38 publications

References 13 publications

The Importance Of Oral Presentations For University Students

The Importance Of Oral Presentations For University Students

Improving Student Group Marketing Presentations: A Modified Pecha Kucha Approach

Experienced EFL teachers’ beliefs about feedback on student oral presentations

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