Educational intervention to foster English presentation skills

Based on implications from metacognitive perspectives

抄録

This study examines students’ metacognitive knowledge of oral presentations in English (OPIE) and their metacognitive activities when preparing them, as well as the relationship between metacognition and differences in English proficiency. Based on the insight we gained through this study, we conducted an educational intervention and reported the results. We implemented educational interventions for 37 university students, such as learning expression including discourse markers, introducing flowcharts and checklists, and guiding and preparing students on how to speak based on key words in PowerPoint slides versus “rote memorization.” We found that the educational intervention was effective in making the students aware of the communication with the audience and avoiding a lack of practice, including rehearsals during the preparation phase. However, a review of the number of criteria on the checklist and the method of implementation must be reconsidered, especially for students with low English proficiency.