Introducing a Responsive Multimodal Oral Presentation Pedagogy: Integrating TED Videos with Web 2.0, Collaborative Learning and Teacher Feedback

Autor/inn/en	Sze Seau, Lee; Azman, Hazita
Titel	Introducing a Responsive Multimodal Oral Presentation Pedagogy: Integrating TED Videos with Web 2.0, Collaborative Learning and Teacher Feedback
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 3, S.703-711 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sze Seau, Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220945426
Schlagwörter	Speeches; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Scaffolding (Teaching Technique); Active Learning; Feedback (Response); Teacher Student Relationship; Instructional Innovation; Multiple Literacies; Mastery Learning; Oral Language; Web 2.0 Technologies; Phrase Structure; Educational Needs; Skill Development; Video Technology; Undergraduate Students; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational Innovation; Bildungsinnovation; Oral interpretation; Mündlicher Sprachgebrauch; Phrasenstruktur; Educational need; Bildungsbedarf; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland
Abstract	This article introduces a classroom innovation, which was developed based on the principles of multiliteracies and scaffolding to enhance the mastery of multimodal skills of oral presentations among tertiary English as Second Language (ESL) students. The innovation, named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P), was designed to systematically scaffold learning through the integration of TED (Technology, Education and Design) videos with Web 2.0, collaborative learning and teacher feedback. RMO2P aims to disrupt conventional ways of teaching by transforming the prevailing passiveness among ESL students during classroom learning into active engagement. This article explicates the rationale underpinning the responsive pedagogy and describes the five learning phases, which were developed based on the pedagogical principles and students' learning needs, and complemented the designated textbook. Classroom data revealed enhanced conceptual knowledge, engaged interests and improved oral presentation skills among the students after one semester of implementation. Hence, the findings affirm the potential of RMO2P as an innovation that can be adopted or adapted for the teaching of oral presentation skills in similar ESL contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01