Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

Matthew Nall1 Miyagi University

Sendai, Japan

matthewgarynall@gmail.com

This practical action research study begins by identifying a problem in a university-level English presentation class in northern Japan. Every year, students enrolled in this course take part in a presentation test during the semester, but in past years they have tended to under-perform on the test. The researcher hypothesized that students might improve their English presentations by implementing a self-assessment this study, control and experimental groups took part in similar English presentation curricula. However, the experimental curriculum included an element of self-assessment facilitated by MALL. A linguistic T-Unit in the control and experimental groups’ presentation tests. Results reveal that the treatment curriculum contributed to increase participants’

This information allows educators to design curricula for future English presentation courses more appropriately, and it empowers educators with limited educational resources.

Keywords: EFL presentations, mobile assisted language learning, motivation, self-assessment

Introduction

What is the value of action research in academia today? Judging by the kinds of research articles typically published in top-tier academic journals, action research occupies a marginalized position. However, this does not mean that educators should dismiss the genre. Action research as a methodology deserves our attention, and every competent language teacher needs to engage in action research, even if only in- ucator to confront real-life classroom problems, test new hypotheses, a valuable tool for the second language teacher, because results guidepothesis, the venture alone is instructive. Teachers need to implement language teaching, the active engagement of learners in the classroom evaluating innovative teaching practices in these respects is one important aim of action research.

This chapter describes a practical action research study conduct- at a public university in northern Japan. The current researcher has taught this course for several years in this context. In this course, students have to take part in an English presentation test during the semester. The researcher noticed that in previous years, many students performed at a level that was below what the teacher knew they were able to achieve. For example, students were often under-prepared, and during their presentations, they ignored the audience or merely assumed that this problem was closely linked to motivation. It was alsotor. This practical action research study was undertaken in order to solve this real-world classroom problem. The researcher hoped thatglish. Going further, improving students speaking skills allows them to engage in academic discussions and polish their academic mastery - help students to improve their presentation skills.