The Effects of Poster Presentations and Class Presentations on Low-Proficiency Learners

Caleb Prichard, Dan Ferreira

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Presentation assignments for second language speakers can take several forms, such as a traditional class presentation or a poster presentation. Poster presentations, which are given repeatedly to small groups, seem to have several advantages, including increased speaking opportunities, more interaction between the speaker and the audience, and less anxiety for the speaker. However, these benefits have not been discussed critically in the literature, let alone researched in experimental studies. This article compares poster presentations and class presentations and their effects on 75 low-proficiency speakers of English at a Japanese college. Video-recorded data, two recall tests, and learner surveys were used to test the hypothesis that poster presentations would lead to an increased rate of speaking, more vocabulary retention, and better affective effects. The results confirm some of these hypotheses, and highlight several factors that second language instructors should consider when planning oral presentations.

Original languageEnglish
Pages (from-to)172-185
Number of pages14
JournalTESOL Journal
Volume5
Issue number1
DOIs
Publication statusPublished - 2014

Fingerprint

poster
speaking
language
small group
vocabulary
instructor
video
anxiety
planning
Proficiency
interaction

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

The Effects of Poster Presentations and Class Presentations on Low-Proficiency Learners. / Prichard, Caleb; Ferreira, Dan.

In: TESOL Journal, Vol. 5, No. 1, 2014, p. 172-185.

Research output: Contribution to journalArticle

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