Does Interactivity in an English Presentation Affect its Preparation Process?
The purpose of this study is to clarify the differences in the process of students’ preparation and practice outside of class for a one-way or interactive English presentation. The participants were 105 third-year junior high school students in Japan. They were supposed to record their actions while...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang
2023-04-01
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| Series: | Vision: Journal for Language and Foreign Language Learning |
| Subjects: | |
| Online Access: | https://journal.walisongo.ac.id/index.php/vision/article/view/17294 |
| _version_ | 1797664621800194048 |
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| author | Fumiya Shinozaki Hiroaki Aoki |
| author_facet | Fumiya Shinozaki Hiroaki Aoki |
| author_sort | Fumiya Shinozaki |
| collection | DOAJ |
| description | The purpose of this study is to clarify the differences in the process of students’ preparation and practice outside of class for a one-way or interactive English presentation. The participants were 105 third-year junior high school students in Japan. They were supposed to record their actions while preparing for each type of presentation outside of class for a week. A hierarchical cluster analysis was conducted on all learners based on a self-evaluation questionnaire administered beforehand. Three clusters were created from the dendrogram. Kruskal-Wallis test and multiple comparisons showed significant differences among all items. Each cluster was named "Self-rating (high)", "Self-rating (medium)", and "Self-rating (low)". These three groups were analyzed based on the records and the post-questionnaire. The results indicated that the amount of practice on the day of the presentation was greater for a one-way presentation in any group, while in an interactive presentation, the tendency of the group to “Self-rating (high)” was different from the others. The inclusion of interaction with listeners in a presentation confirmed motivation for further preparation, such as conducting research and creating additional questions and quizzes in advance, suggesting the possibility of a different range of effects on learning. |
| first_indexed | 2024-03-11T19:32:00Z |
| format | Article |
| id | doaj.art-a0de18b50c0e49479f9a72eb9056626f |
| institution | Directory Open Access Journal |
| issn | 2252-8385 2541-4399 |
| language | English |
| last_indexed | 2024-03-11T19:32:00Z |
| publishDate | 2023-04-01 |
| publisher | English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang |
| record_format | Article |
| series | Vision: Journal for Language and Foreign Language Learning |
| spelling | doaj.art-a0de18b50c0e49479f9a72eb9056626f2023-10-06T13:16:14ZengEnglish Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo SemarangVision: Journal for Language and Foreign Language Learning2252-83852541-43992023-04-01121334610.21580/vjv12i2172944495Does Interactivity in an English Presentation Affect its Preparation Process?Fumiya Shinozaki0Hiroaki Aoki1Osaka Kyoiku UniversityTennoji Junior High School Attached to Osaka Kyoiku UniversityThe purpose of this study is to clarify the differences in the process of students’ preparation and practice outside of class for a one-way or interactive English presentation. The participants were 105 third-year junior high school students in Japan. They were supposed to record their actions while preparing for each type of presentation outside of class for a week. A hierarchical cluster analysis was conducted on all learners based on a self-evaluation questionnaire administered beforehand. Three clusters were created from the dendrogram. Kruskal-Wallis test and multiple comparisons showed significant differences among all items. Each cluster was named "Self-rating (high)", "Self-rating (medium)", and "Self-rating (low)". These three groups were analyzed based on the records and the post-questionnaire. The results indicated that the amount of practice on the day of the presentation was greater for a one-way presentation in any group, while in an interactive presentation, the tendency of the group to “Self-rating (high)” was different from the others. The inclusion of interaction with listeners in a presentation confirmed motivation for further preparation, such as conducting research and creating additional questions and quizzes in advance, suggesting the possibility of a different range of effects on learning.https://journal.walisongo.ac.id/index.php/vision/article/view/17294interactive presentationmotivationself-evaluation |
| spellingShingle | Fumiya Shinozaki Hiroaki Aoki Does Interactivity in an English Presentation Affect its Preparation Process? Vision: Journal for Language and Foreign Language Learning interactive presentation motivation self-evaluation |
| title | Does Interactivity in an English Presentation Affect its Preparation Process? |
| title_full | Does Interactivity in an English Presentation Affect its Preparation Process? |
| title_fullStr | Does Interactivity in an English Presentation Affect its Preparation Process? |
| title_full_unstemmed | Does Interactivity in an English Presentation Affect its Preparation Process? |
| title_short | Does Interactivity in an English Presentation Affect its Preparation Process? |
| title_sort | does interactivity in an english presentation affect its preparation process |
| topic | interactive presentation motivation self-evaluation |
| url | https://journal.walisongo.ac.id/index.php/vision/article/view/17294 |
| work_keys_str_mv | AT fumiyashinozaki doesinteractivityinanenglishpresentationaffectitspreparationprocess AT hiroakiaoki doesinteractivityinanenglishpresentationaffectitspreparationprocess |