Does Interactivity in an English Presentation Affect its Preparation Process?

Fumiya Shinozaki, Hiroaki Aoki
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Abstract

The purpose of this study is to clarify the differences in the process of students’ preparation and practice outside of class for a one-way or interactive English presentation. The participants were 105 third-year junior high school students in Japan. They were supposed to record their actions while preparing for each type of presentation outside of class for a week. A hierarchical cluster analysis was conducted on all learners based on a self-evaluation questionnaire administered beforehand. Three clusters were created from the dendrogram. Kruskal-Wallis test and multiple comparisons showed significant differences among all items. Each cluster was named "Self-rating (high)", "Self-rating (medium)", and "Self-rating (low)". These three groups were analyzed based on the records and the post-questionnaire. The results indicated that the amount of practice on the day of the presentation was greater for a one-way presentation in any group, while in an interactive presentation, the tendency of the group to “Self-rating (high)” was different from the others. The inclusion of interaction with listeners in a presentation confirmed motivation for further preparation, such as conducting research and creating additional questions and quizzes in advance, suggesting the possibility of a different range of effects on learning.
英语演讲中的互动性会影响准备过程吗?
本研究的目的是澄清学生在单向或互动英语演讲的准备和课外练习过程中的差异。研究对象是105名日本初中三年级的学生。他们应该在一周的时间里,记录下自己在准备各种课外演讲时的行动。本研究以事先填写的自我评估问卷为基础,对所有学习者进行分层聚类分析。从树状图中创建了三个簇。Kruskal-Wallis检验和多重比较显示各项目间存在显著差异。每个集群被命名为“自评(高)”、“自评(中)”和“自评(低)”。根据病历和问卷调查后的情况对三组患者进行分析。结果表明,在单向演示中,任何组在演示当天的练习量都较大,而在互动演示中,组的“自评(高)”倾向与其他组不同。在演讲中加入与听众的互动,证实了进一步准备的动机,比如进行研究,提前设计额外的问题和测验,这表明了对学习产生不同影响的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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