2016 年 22 巻 3 号 p. 54-55
Advanced-level Japanese learners who had not received training in presentations conducted a presentation according to their own specialty, and it was recorded. A self-assessment was conducted. Thereafter, the audience commented on the learners' presentations. Furthermore, the learners listened to two examples of presentations given by a native Japanese speaker and a non-native Japanese speaker. Subsequently, the author discussed the importance of the activity by examining how the learners use the comments to improve their presentation skills.