ESP and Speaking

Feak, Christine B.

doi:10.1002/9781118339855.ch2

Cited by 15 publications

(9 citation statements)

References 59 publications

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“…Oral presentations have been recognized as an academic genre containing distinct vocabulary choices, discourse structures, and a style that differs from academic journal articles and lectures (Carter–Thomas & Rowley–Jolivet, ). Technology has also introduced different stylistic elements with a multimodal mix of slides, writing, speech, video (Feak, ), semiotic gestures (Querol‐Julián & Fortanet‐Gómez, ), and high‐level learners can combine verbal, multimodal, and body language skills for effective conference presentations (Hung, Chiu, & Yeh, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Factors that influence the development and performance of academic oral presentations using a blended learning environment

Barrett

Liu

2019

Computer Assisted Learning

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This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were assessed by a rubric and frequency counts of presentation language and features. By adopting an ecological approach, we identified the interactions between different factors that influenced learning. Interview findings and observations suggested students welcomed the immediacy of the technology and demonstrated signs of autonomous learning by self‐selecting the chat application Line for group collaboration. Participants preferred both online and face‐to‐face collaboration, as students discovered the limits of online communication. Results indicated that group oral presentations improved, with stronger introductions, linking devices, and visual elements. However, students had problems constructing conclusions and trouble linking the main ideas to the content.

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Section: Literature Reviewmentioning

confidence: 99%

Factors that influence the development and performance of academic oral presentations using a blended learning environment

Barrett

Liu

2019

Computer Assisted Learning

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“…Zareva (2009a) criticizes the tendency for guidelines on AP in most EAP courses/literature to be prescriptive in nature and emphasize delivery style rather than the unique linguistic and discourse features of AP. There is still a scarcity of research-based instruction and pedagogical material to help learners develop AP competence, particularly in mastering the linguistic and discourse features to achieve specific communicative purposes (Feak, 2013). To fill this research gap, this article reports on a study of ESL/EFL undergraduate needs and challenges in developing AP competence.…”

Section: Introductionmentioning

confidence: 99%

Analysing the Needs of EFL/ESL Learners in Developing Academic Presentation Competence

Mak

2019

RELC Journal

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The literature on how to develop competence in giving academic presentations (AP) (e.g. Zappa-Hollman, 2007) shows that apart from basic communication skills (i.e. the ability to speak accurately, fluently and appropriately), university students are expected to perform specific roles and develop advanced skills for intellectual exchange and the construction of new knowledge (e.g. skill in expressing their personal voice through evaluation). However, these advanced speaking skills are often neglected by English as a Second Language (ESL)/English as a Foreign Language (EFL) students in Asian contexts, such as Hong Kong, as generally observed by English for Academic Purposes’ (EAP) instructors (e.g. Bankowski, 2010). Although there has been some discussion on factors that potentially inhibit the development of ESL/EFL learners (e.g. Confucian education values and an exam-dominated culture), more research is needed on the design of EAP courses to cater for learners’ needs. To fill this gap, this article reports the results of a needs analysis of a group of undergraduates (N=81) in Hong Kong. The study was based on a triangulation of data which included sources, and included questionnaires administered to both students and the course instructors of their major subject disciplines to identify the perceived importance of specific AP skills/features and learning needs, semi-structured follow-up interviews, and a diagnosis of students’ AP competence using a research-based assessment rubric. The findings reveal gaps in students’ understanding of their required roles and performance in both EAP and content courses, gaps in expectations between the students and their content course instructors, and gaps in their AP competence (e.g. ability to use linguistic and discourse features to structure interpretations and facilitate the audience’s understanding of the information they present). An EAP instruction course design framework is then proposed to develop ESL/EFL learner competence in AP, based on the teaching and speaking cycle of Goh and Burns (2012).

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“…Consequently, we assume an eclectic approach that acknowledges different methodologies, as M. N. K. Saunders and Bezzina (2015) and Lo et al (2020) recommended. Finally, we propose a step-by-step method that results from the applied research of one of the authors and has been tested in different business and organizational projects, as Feak (2012) already recommended.…”

Section: Discussion Conclusion Recommendations and Limitationsmentioning

confidence: 99%

“…Also, there is a gap in the analysis and identification of real issues for students (Memon et al, 2014). Furthermore, there are other problems related to the definition of the global interactions (Ghaffari & Talebbeydokhti, 2013), the development of specific skills related to the organization of the content (Stapa et al, 2014), the absence of tools that support the student processes, including collaboration, evaluation and feedback (Barrett & Liu, 2016), and a lack of material based on research results (Feak, 2012). Hence, we ask how to conduct applied research in organizational engineering and business management.…”

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confidence: 99%

‘Step-by-step’ method to conduct applied research in organizational engineering and business management (Método ‘paso a paso’ para la investigación aplicada en el ámbito de la ingeniería organizacional y la gestión empresarial)

Escobar-Sierra

Lara-Valencia

Valencia-DeLara

2021

Culture and Education

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The management field needs to develop creative and problemsolving capabilities among students and practitioners. In this context, and after recognizing the research methods as a cognitive process part of decision-making, we propose a step-by-step method to conduct applied research in organizational engineering and business management. With this goal, we first conduct a literature review about research methods in an organizational or business context. Subsequently, we explain the theoretical and empirical process that we followed to construct our step-by-step method. Moreover, finally, we present our 'step-by-step' method for applied research in organizations and businesses. We are convinced that research methods are tools that must serve and support researchers, so in our proposal, we detail the activities that must be conducted by a research student, from an eclectic perspective.

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ESP and Speaking

Cited by 15 publications

References 59 publications

Factors that influence the development and performance of academic oral presentations using a blended learning environment

Factors that influence the development and performance of academic oral presentations using a blended learning environment

Analysing the Needs of EFL/ESL Learners in Developing Academic Presentation Competence

‘Step-by-step’ method to conduct applied research in organizational engineering and business management (Método ‘paso a paso’ para la investigación aplicada en el ámbito de la ingeniería organizacional y la gestión empresarial)

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