Data Analysis

Presentation tests for both groups were video-recorded and transcribed by the researcher. Transcriptions were analyzed in order can identify the language maturity of the speaker. Language maturity develops naturally as lower-level learners tend to produce shorter- control and experimental groups’ presentation tests. Researchers can from the data set. - not be divided into separate, stand-alone sentences, so the T-Unit value-

For a comparison to native-speakers’ language maturity, Hunt - per T-Unit. Language maturity, therefore, develops along a natural progression. Since participants in the present study were required to write and practice their presentation scripts before participating in the presentation test, it was determined that this scale would provide for an appropriate comparison between participant presentations and native speaker academic language abilities. When comparing the T-Unit exgrade native speaker level of academic language production.

Results

Initial Descriptive Analysis of the Results

Participants in the control group, produced more language than participants in the experimental group. The control group had a higher mean number of words produced per presentation than the experimental group. Additionally, the mean presentation time for participants in the control group was longer than the meantime of participants in the exminute was calculated for each group, and it was found the experimen-

Quantitative Findings

Transcripts of the participant presentations were analyzed for T-Unit content. The researcher divided each presentation transcript into - lyzed by determining the mean length according to the mean number of T-Units, the mean length of T-Units, the mean number of error-free

T-Units, the mean error-free T-Units as a percentage of T-Units produced, and the mean length of error-free T-Units. For the purpose of calculating errors in the T-Unit analysis phase, errors were considered to include syntactical errors, missing parts of speech, subject-verb

Results of the T-Unit Analysis can be seen in Table 5. It was found that the control group produced more T-Units, as par- presentation. Concerning grammatical maturity, the experimental group

Mean number of T-Units

Mean length of T-Units

Mean number of error-free T-Units

Mean error-free T-Units as percentage of T-units produced

Mean length of error-free T-Units produced slightly more mature language, with the mean length of of the whole, the experimental group out-performed the control group - tion. Additionally, the experimental group had slightly longer error-free examine the mean length of T-Units produced by each group, as well as the mean length of error-free T-Units produced. Compared to the control group, the experimental group had slightly longer mean length of T-Units, as well as a longer, mean length of error-free T-Units. On the other hand, the experimental group was able to out-perform the control group concerning the ratio of error-free T-Units to total number of T-Units produced.

The control group produced error-free T-Units with a mean length of the treatment curriculum helped the participants produce more accurate and mature language on the presentation test.

The holistic T-Unit analysis considers language features at the T-Unit level and above, while atomistic analysis examines language features found within individual T-Units themselves. A visual representation of the holistic T-Unit Data Analysis for the control and experimental groups can be seen in Figure 2. This includes the mean number of T-Units produced per presentation by each group, the mean number of error-free T-Units per presentation, and the mean number of error-free T-Units as a percentage of each presentation of the total T-Units produced by each group. The control group produced slightly more T-Units and error-free T-Units than the experimental group. However, the experimental group produced a higher mean number of error-free T-Units as a percentage of the whole. This indicates that the participants in the experimental group spoke with more accuracy than the control group.

Statistical Analysis of the Quantitative Findings

IBM SPSS version 25 was utilized for the statistical analysis portion of this study. Independent t-tests were run in order to determine areas: the mean number of T-Units produced by the group, the mean length of T-Units produced by the group, the mean number of error-free T-Units produced by the group, the mean error-free T-Units produced as a percentage of all T-Units produced, and the mean length of T-Units produced by the group. Results were considered to be statistically sigt-test resulted in a p value, where p<.05. Results can be

According to the t-t - by the control and experimental groups. All other data points in this analysis portion did not have a p-value where p<.05. Lower and upper

Mean number of T-Units

Mean length of T-Units

Mean error-free T-Units

Mean error-free T-Units as percentage of whole

Mean length of error-free T-Units dence intervals of the mean number of T-Units produced by the groups did not cross zero. Therefore, the mean number of T-Units produced experimental groups.

Qualitative Findings

study, the researcher administered the treatment curriculum evalua - watched your video?

I was able to see myself how others would see me during a presentation.

I could understand how I speak in English.

I was able to know the things that I was not good at, and improve them on the test.

I could improve my weaknesses.

5. If the treatment curriculum wasn’t helpful, in what ways wasn’t it helpful?

I’m nervous talking in front of people, so it didn’t help me. Speaking in front of the class is more stressful.

I thought my presentation was not good enough I couldn’t make eye contact with the audience I need to work on my pronunciation end of the study to understand student perceptions of the treatment curriculum. - mental group said that the self-assessment survey was helpful. Participants were then asked if the treatment curriculum was helpful, in what ways was it helpful? They were also asked to explain how the treatment curriculum was not helpful. Finally, participants were also asked what they thought about their experiences watching themselves making a presentation in English. Common responses to the open-ended ques-

Note. Actual surveys were conducted in Japanese.

Lastly, participants in the experimental group were asked whether they thought students enrolled in the same course in future semesters - dents believed that future students should participate in the treatment curriculum. This result is supported by the positive feedback concerning the treatment curriculum as evidenced in participant responses to Discussion can help students improve their presentation skills in terms of accu- er hoped that the participants in the experimental group would have a raised self-awareness of themselves and their language abilities that through the treatment curriculum and the self-assessment survey. It was thought that this raised self-awareness would result in the participants becoming more motivated and trying harder on the presentation test. As a result, they would improve their presentations by increasing used to identify ways in which the experimental group improved as a result of participating in the treatment curriculum. self-assessment and argued that it could help students develop metacognitive awareness and control and increase their autonomy by helping data in the present study showed that the experimental group actually produced less language on the presentation test than the control group. the students to become aware of elements of a successful academic presentation. A large part of this is preparing for the presentation, focusing on the message and presenting it in a clear and concise manner without wordy-errors such as repetitions, false-starts, or rambling learners’ metacognitive awareness and control increased as a result of the treatment curriculum. The experimental group presented their ideas more clearly and concisely than the control group. This shows that the treatment curriculum helped participants to improve their metacognitive awareness and learner autonomy. This result falls inline with the

It is necessary to discuss the atomistic elements of the dataent, they can still be helpful to the educator when planning a course curriculum. It is important to note that the experimental group actually out-performed the control group in accuracy, with the experimentalgests that experimental group participants spent more time preparing their scripts, checking for errors, and practicing their deliveries. The experimental group was also able to produce longer error-free T-Units,

increased metacognitive awareness and learner autonomy.

According to the survey administered to the experimental group at the end of the data collection portion of this study, several conclusions can be made concerning the participants’ perceptions of - ing that they believed that future students enrolled in similar courses should participate in the treatment curriculum. Participants also perceived the video recording and self-assessment survey were helpful in - pants’ self-awareness and helping them to improve how they speak and appear when giving presentations in English. The researcher observed that many participants enjoyed the video-recording and self-assessment portion of the treatment curriculum as seeing themselves speak in English was a new and interesting experience. It allowed them to become more self-aware of their own English speaking and presenting abilities. They believed that it helped them to prepare for the presentation test by allowing them to identify their weaknesses and improve -

Self-assessment can increase student motivation and help learners to an empowering force that encourages students who would have otherwise given up. The positive feedback from the treatment curriculum self-assessment. Many of the participants had not previously had the opportunity to see or hear themselves speaking English. They enjoyed seeing themselves make a presentation in English and evaluating their performances. As such, the self-assessment contributed positively toporating MALL in second language classrooms with restricted educa- only able to utilize one tablet computer in class due to strict budgetary constraints and spending rules at this particular university. This may be surprising in an industrialized nation like Japan, but this scenario is com- mon in many contexts. Examining ways that educators can encourage student motivation through the incorporation of technology in the classroom when budgets are tight was one of the main objectives for undertaking the current study. Results have shown that while this situation is not ideal, the incorporation of a single tablet computer in classroom and learning. It can be concluded that when technology is thoughtfully incorporated into instructional design, even if only in a small way, that tivation and metacognitive awareness, and it lends support to greater learner autonomy and self-directed learning.

Conclusions

The current action research study aimed to address a problem with student performance on EFL presentation tests and to evaluate the inclusion of MALL when resources are limited. Conclusions can be made from both the linguistic and the learning perspectives.

a self-assessment approach to an EFL presentations class can be bengroup were able to focus their messages and present their ideas more clearly and concisely than in the control group. The experimental group with more mature language. From the learning perspective, most participants in the experimental group had a favorable disposition toward the treatment curriculum. The self-assessment experience contributed positively toward addressing the motivational problem. Students were able to become more self-aware. They were able to identify their weaknesses and work toward improving those areas.

Research question 2 addresses the feasibility of incorporating MALL into EFL courses when educational resources are limited. Results positive outcomes of the treatment curriculum and the incorporation of a single tablet computer into classroom activity. This study has shown that the incorporation of technology, even if only in a minor way, can have an important impact on pedagogy and learning.

There are some limitations in the present study. First, this study was conducted within a single university department with a relatively improved in future studies if a larger number of participants were included from a wider variety of departments. Additionally, participants in the study had a wide range of individual English language goals and motivations. Controlling for these variables in future studies would al- mended that future studies utilize more tablet computers in the treatment curriculum.

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