Scaffolding Oral Presentation Instruction to Improve Communicative Competence Across Differing Student Levels and Disciplines

With increasing globalization, student acquisition of oral presentation skills has become more important than ever. For students to meet the demands of their future academic and professional roles, they must be taught to give effective oral presentations (≈Ωivkoviƒ_, 2014). As such, instructors have a lot of responsibility to meet the diverse needs of their students when integrating oral presentations into their courses. Effective course structure and appropriate scaffolding of oral presentation assignments are imperative to course success (Wilson & Brooks, 2014). Instructors must adapt classroom activities to the differing language abilities of their students to help keep them from losing motivation and performing poorly (Wilkinson, 2012). Additionally, the ways in which presentations are assessed impacts the quality of student group discussions and interactions, so this needs to be considered when designing classroom activities (Sundrarajun & Kiely, 2010). In addition to research, the presenters will pull from their combined experience of teaching and creating materials for courses at the undergraduate, graduate, and post-graduate levels. They will share strategies for adapting course instruction to meet the diverse needs of EFL students from differing areas of study, including Business, Engineering, and Liberal Arts. Participants will learn how to apply best practices to meet the varied communicative goals of their students and adapt their instruction to students' diverse language levels. Participants will also receive sample course materials that have been adapted for instruction and assessment at each level.



Author Information
Jeremiah Hall, Nagoya University of Foreign Studies, Japan
Eric Hirata, Nagoya University of Foreign Studies, Japan

Paper Information
Conference: ACLL2016
Stream: Language education

This paper is part of the ACLL2016 Conference Proceedings (View)
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