Public Speaking and Online Peer Feedback in a Blended Learning EFL Course Environment: Students' Perceptions

Autor/in	El Mortaji, Latifa
Titel	Public Speaking and Online Peer Feedback in a Blended Learning EFL Course Environment: Students' Perceptions
Quelle	In: English Language Teaching, 15 (2022) 2, S.31-49 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Computer Software; Public Speaking; Peer Evaluation; Feedback (Response); Second Language Learning; Second Language Instruction; English (Second Language); Blended Learning; Computer Mediated Communication; Speech Communication; Video Technology; Outcomes of Education; Positive Attitudes; Student Attitudes; Self Esteem; Teacher Student Relationship; Integrated Learning Systems; Undergraduate Students; Course Descriptions; Pragmatics; Electronic Publishing + Suchen Sie Ihr Suchwort? Vortrag; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computerkonferenz; Lernleistung; Schulerfolg; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursstrukturplan; Pragmalinguistik; Elektronisches Publizieren
Abstract	This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor's weekly observation of the students' presence and performance online, the researcher collected data about the students' progressive learning of the public speaking skills, peer feedback, and the students' assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students' attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01