Social Presence in Asynchronous English Presentations:

Lesson Practice and Eye Tracking

Abstract

The purpose of this study is to examine ways to enhance the social presence of presenters and viewers (listeners) in asynchronous English presentations. There were two steps in this study. First, three individual presentation activities were conducted at university, where students experienced in-group practice and asynchronous English presentation using the video-sharing service, Flip. Students were asked to write reflective comments and answer a survey. Second, a high school English teacher was asked to view and evaluate three student presentation videos. Meanwhile, eye tracking and interviews were conducted on the teacher. The results indicated that interaction among students in class contributed to the development of reciprocal intimacy. This might develop viewers' social presence. Also, language use such as clear intonation, asking questions and word use may relate to immediacy and develop presenters' social presence.