Proceedings of the 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021)

A Phenomenological Exploration of EAP International Students’ Speaking and Listening Experience with PechaKucha Presentations

Authors
Le Van Thi Hong1, *
1Tay Nguyen University, 567 Le Duan Street, Daklak, Vietnam
*Corresponding author. Email: lthvan@ttn.edu.vn
Corresponding Author
Le Van Thi Hong
Available Online 24 December 2021.
DOI
10.2991/assehr.k.211224.006How to use a DOI?
Keywords
Oral communication skills; Digital literacy skills; PechaKucha presentation; English for academic purposes program
Abstract

With the importance of oral communication skills and digital literacy skills for 21st- century learners (Partnership for 21st Century Skills, 2006), there is an increasing tendency to incorporate technology in language learning and teaching. In this trend, PechaKucha Presentation (PKP), a unique, fast-paced format of giving presentations, has recently been advocated for its benefits in developing learners’ oral communication skills in various contexts. This paper presented a study that explored seven international students’ speaking and listening experiences with PKP activities while completing the English for Academic Purposes (EAP) program prior to their undergraduate programs in a US university. The study adopted a phenomenological design with semi-structured interviews, artifacts, and observations. Colaizzi’s (1978) data analysis framework was employed to provide a comprehensive description of the participants’ speaking and listening experiences with PKP.

Findings revealed that (1) participants experienced a connection between emotions regarding PK presentations and their English speaking skills; (2) participants described cognitive and metacognitive skill use and awareness due to PK presentations experiences; (3) participants perceived audience as an important factor in presentation decisions; (4) these EAP international students were aware of and critical of their English- speaking skills; (5) they preferred more time for pronunciation and to convey information; (6) EAP peers’ pronunciation hindered meaning-making; (7), PK meaning-making processes included listening, reading, viewing, and critiquing their peers’ presentation performance.

Copyright
© 2021 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Download article (PDF)

Volume Title
Proceedings of the 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
24 December 2021
ISBN
978-94-6239-496-4
ISSN
2352-5398
DOI
10.2991/assehr.k.211224.006How to use a DOI?
Copyright
© 2021 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Le Van Thi Hong
PY  - 2021
DA  - 2021/12/24
TI  - A Phenomenological Exploration of EAP International Students’ Speaking and Listening Experience with PechaKucha Presentations
BT  - Proceedings of the 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021)
PB  - Atlantis Press
SP  - 46
EP  - 56
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211224.006
DO  - 10.2991/assehr.k.211224.006
ID  - VanThiHong2021
ER  -