Pi-Ying Hsu
ABSTRACT
Effective oral presentation skills are essential in educational, social, and professional life. Although the advantages of the focused self-monitoring strategies on language learning are theoretically sound, the empirical evidence on EFL graduate students' oral presentation performance is limited. The study explored the effects of focused self-monitoring and general self-monitoring, actualized by videotaping and implementing e-Portfolio, on graduate students' English oral presentation performance. 48 students enrolled in the graduate program were randomly assigned into two self-monitoring conditions. English oral presentations were videotaped and uploaded to ePortfolio. Students in the focused self-monitoring group were asked to observe the video clips with a list of important criteria of the presentation, whereas students in the general self-monitoring group viewed the performances without the list. The findings showed that students in the focused self-monitoring group outperformed their counterparts in the general self-monitoring group on the English oral presentations of their thesis proposal defense rehearsals. In addition, self-monitoring enhanced students' self- efficacy and use of self-regulated learning strategies. With regard to the effects of self-monitoring on students' learning motivation, no significant difference was found and students in both groups showed positive attitudes toward the training process of self-monitoring and oral presentation.
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Index Terms
- Self-Regulated Learning Strategies in Technology-Enhanced Learning: Teaching Self-Monitoring and English Oral Presentation Skills in Graduate Program
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