2018 年 29 巻 p. 257-272
The aim of this study is to investigate the effect of presentation activities done as a review for each lesson. Two studies were conducted: first on the correlation between the number of peer evaluation items and the number of actual product words the participants made. The second study analyzed the learning attitude after the presentation activities. Regarding the first study, 108 second grade students of Nagaoka College participated, while 113 second grade students’participation in the latter. The results of the first study showed that the “smile” item in the evaluation and the product word number had a negative correlation. This means that the more participants spoke, the less they smiled toward the audience. The results of the second study demonstrated no significant difference between upper and lower level speakers. Though they didn’t show any significant differences, the results showed that speakers were trying to speak English more correctly, to be more easily understood to the audience, rather than trying to maintain good eye contact with the audience and to use recently acquired words and grammatical structures. The research also showed that by attending the presentation activities, students are able to gain more insight into the English language.