Improving student academic presentation skills in English through classroom peer feedback - case study in the context of higher education
Abstract
This case study explores the impact of formative peer feedback on the development of academic presentation skills in English among students of the humanities and social sciences. The aim of the course project was to test an alternative format of academic presentation, the so-called Three Minute Presentation.
It mainly drew attention to traditional beginner problems such as the lack of clarity and impact, as well as their struggle with anxiety and controlling their oral production. The project employed elements of autonomous learning and formative peer feedback in order to increase student engagement and enhance opportunities for spontaneous speaking.
The results indicate that this mixture of pedagogical arrangements provides multiple ways for students to practice their presentations. Taking part in its assessment is seen as a precursor for improving their performances, inasmuch as their previous secondary school experience had not been developed properly enough.