First Year Japanese Tertiary Students' Learning Experiences of Preparing and Presenting a Group Work Oriented English Language Presentation [Working Paper]

Andrew Leichsenring

This small-scale qualitative study aimed at identifying factors and the extent of their influence upon the learning experiences of first year Japanese English as a Foreign Language (EFL) undergraduate students in a group work oriented oral presentation using English as the language of communication. Research findings were obtained from students through their participation in written self-reflection and a semi-structured focus group interview. This study found that informal self- and peer assessment influenced oral presentation learning experiences for participants. In relation to group work, participants identified the main influences of group work on their learning experiences resulting from: learning experiences in connection with other group members and other groups, the value of prior experiences of presenting; and teacher support. Additionally, participants felt that working in a group could provide support and reduced performance pressure; and that observing other student groups was beneficial to individual learning.

Education Resources Information Center

Education Resources Information Center/Zenodo

https://doi.org/10.5281/zenodo.20364626

0000-0003-3817-7795