Impact of LoiLooNote Digital Mapping on University Students’ Oral Presentation Skills and Critical Thinking Dispositions

Robillos, Roderick Julian

doi:10.29333/iji.2022.15228a

Cited by 15 publications

(19 citation statements)

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“…They also acknowledged that the platform was easy to use and helped them to engage more amongst their peers, classmates, and teacher/s. Additionally, the 21 st century skills were also enhanced especially collaboration, communication, engagement, and critical thinking which are often considered core objective of higher education (Al-Mahrooqi & Denman, 2020;Robillos, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…The strategic pedagogical approach has been proved to increase control, enhance confidence, and augment learning proficiency to learners. Thus, learners take on more responsibilities for their learning (Robillos, 2019;Robillos & Bustos, 2022) which is a pre-requisite for critical thinking (Flavell, 1979, Robillos & Phantharakphong, 2020Robillos, 2022) and is often considered as one core objective of higher education (Al-Mahrooqi & Denman, 2020;Robillos, 2022). Thus, the current study attempts to examine whether using FlipGrid within metacognitive approach improves the learners' speaking performance and communication engagement, where no studies to date have been conducted in the Thai EFL context.…”

Section: Introductionmentioning

confidence: 99%

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Improving Students’ Speaking Performance and Communication Engagement through Technology-Mediated Pedagogical Approach

Robillos¹

2023

INT J INSTRUCTION

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Online teaching tools are effective means to engage students in online learning and thus, have been becoming increasingly popular in different educational settings. However, there is yet an increasing attention to implement these online teaching tools within a pedagogical method for a more engaging and effective learning. This paper is set out to explore the impact of FlipGrid application (henceforth, FlipGrid app) within metacognitive approach on students' speaking achievement and communication engagement. An exploratory case study using mixed-method research involving a one-group pre-and post-test design was employed in the study. A group of 29 Thai EFL first year college students was purposively selected as samples. A FlipGrid scaffold support table was also used to aid students on their speaking performance. Furthermore, a questionnaire on students' communication engagement was administered to assess the students' levels of communication engagement towards their peers and their teacher using the application. Quantitative findings reveal that students' speaking presentation performance in terms of the four speaking components such as clarity, content, delivery, and fluency and coherence, was improved. Moreover, majority of the participants agreed to the helpful affordances of FlipGrid app as their communicative engagement with their peers was enhanced. Qualitative results also revealed that the participants have positively welcomed the use of FlipGrid app in improving their speaking skill and communication engagement. Finally, the study findings offer considerable insights into utilizing FlipGrid app within a metacognitive approach to improve students' speaking performance, enhance their communication engagement, and transform language learning classroom in a modern technology-based environment especially in this time of pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Students’ Speaking Performance and Communication Engagement through Technology-Mediated Pedagogical Approach

Robillos¹

2023

INT J INSTRUCTION

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“…It also provides access to much of the world's knowledge. Accordingly, for foreign language educators, communication has been the prime goal and foreign language learners must acquire fluency and accuracy to communicate efficiently in spoken and written forms (Angelini & Garcia-Carbonell, 2019;Robillos, 2022). Particularly, oral presentation is among the primary goals of foreign language teaching in the target language while educators in higher educational contexts aim to provide opportunities for learners to reach an adequate proficiency level in speaking.…”

Section: Introductionmentioning

confidence: 99%

“…Particularly, oral presentation is among the primary goals of foreign language teaching in the target language while educators in higher educational contexts aim to provide opportunities for learners to reach an adequate proficiency level in speaking. Oral presentation functions an important part on learners' acquisition of information, academic experiences and class involvement (Robillos, 2022).…”

Section: Introductionmentioning

confidence: 99%

Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University

Tareen¹,

Haand²,

Muhammadi³

2023

INT J INSTRUCTION

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Presentation skills are considered as the most vital proficiencies required in higher education. This research paper examined the difficulties of oral presentation EFL learners encountered, strategies used to make oral presentation well and the perceived role of lecturer in improving EFL learners' oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting frequencies and percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, this study also discovered that lecturer has to show learners videos of good speakers for enhancing their presentation skills and lecturer has to give learners freedom to choose their own topics that lower their anxiety. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners' oral presentation and assist learners to work their way out of anxiety.

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“…Further, a successful English spoken presentation which functions effectively in professional settings is important in today"s globalized and highly competitive world (Al-Issa & Al-Qubtan, 2010;Živkoviý, 2015). As a result, the development of students" oral presentation skill in English is one goal of the English curriculum in the university, and EOP is considered as one of the most useful tools to improve students" ability to communicate (Li, 2017;Robillos, 2022). Refinement of oral presentation skills is thought to be eventually helpful for students in their future academic life and careers (Zappa-Hollman, 2007).…”

Section: Introductionmentioning

confidence: 99%

‘This novel is not totally full of tears...’: Graduation Resources as Appraisal Strategies in EFL Students’ Fiction Book Review Oral Presentation

Kuswoyo¹,

Sujatna²,

Afrianto³

et al. 2022

WJEL

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Today, scholars in the field of text analysis are increasingly interested in studying evaluative language. However, few, if any, studies on classroom language have examined EFL students' fiction book review oral presentations from the perspective of the appraisal model. This study aimed at examining students’ use of graduation resources as part of appraisal strategies in classroom discourse, as well as lexico-grammatical resources for coding these strategies in texts. Graduation, in functional perspective is the sub-system of appraisal that is connected with force and focus in creating interpersonal meaning. The dataset comprised three transcripts of students’ fiction book review oral presentations in scientific presentation course, comprising 7.593 words in total. The data were examined quantitatively to identify the statistical variations in utilizing graduation resources in EFL students’ oral presentations. The preferences for lexico-grammatical resources for the construal of these strategies were also illustrated through a qualitative analysis. The results of the study reveal that the classroom discourse of EFL students’ fiction book review oral presentation is loaded with graduation resources. The results of the study show that all students used all graduation resources, specifically force and focus. In terms of force, the sub-systems of intensification (e.g., just, so, never, quiet, full of) and quantification (e.g., only, one of, some of, closely, etc) were applied. Meanwhile, in terms of focus, students only used the sharpen sub-system (e.g., originally, especially). The sub-systems within the system of graduation were shown to serve as strong tools developing the student’s skill to have critical thingking competence.

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Impact of LoiLooNote Digital Mapping on University Students’ Oral Presentation Skills and Critical Thinking Dispositions

Cited by 15 publications

References 0 publications

Improving Students’ Speaking Performance and Communication Engagement through Technology-Mediated Pedagogical Approach

Improving Students’ Speaking Performance and Communication Engagement through Technology-Mediated Pedagogical Approach

Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University

‘This novel is not totally full of tears...’: Graduation Resources as Appraisal Strategies in EFL Students’ Fiction Book Review Oral Presentation

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