Using Oral Presentations to Improve Task Response in Writing

DOI

10.2991/erms-18.2018.13How to use a DOI?

Keywords

Oral presentations, Task response, Writing

Abstract

International Language Tests such as IELTS (International English Language Testing System) and TOFEL (Test of English as a Foreign Language) in their long writing component employ Task Response as one of the four scoring criteria. Task Response operates at a global level, it examines how well an argument is presented and supported. This paper proposes a method to improve Task Response through the use of Oral Presentations with both formative written feedback and dual mode interactive feedback post-presentation. In addition suggestive feedback during the preparation phase of a presentation. At the beginning of the first class and again at the end of the course students were required to write an essay of 250-300 words on an IELTS/TOEFL style question. A comparison of task Response in both set was conducted and showed a marked increase in all three areas that were examined. The paper concludes with a discussion of factors: Dual Mode Interactive Feedback, Summary Requirement and PowerPoint Structure that may have an impact on course instruction and outcomes.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - L. Paul Mantha
AU  - Zi-qi Liu
AU  - Dan-dan Wang
PY  - 2018/04
DA  - 2018/04
TI  - Using Oral Presentations to Improve Task Response in Writing
BT  - Proceedings of the 2018 International Conference on Education Reform and Management Science (ERMS 2018)
PB  - Atlantis Press
SP  - 54
EP  - 58
SN  - 2352-5398
UR  - https://doi.org/10.2991/erms-18.2018.13
DO  - 10.2991/erms-18.2018.13
ID  - Mantha2018/04
ER  -