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Korean J General Edu > Volume 15(5); 2021 > Article
Korean Journal of General Education 2021;15(5):229-245.
DOI: https://doi.org/10.46392/kjge.2021.15.5.229    Published online October 31, 2021.
Using Student Created Video Presentations to Build Experiential Learning in the Oral EFL Presentation Classroom
Natalie Hallemans
Associate Professor, Dankook University
학생 제작 발표 영상을 통한 구두 EFL 발표 수업에서의 경험적 학습 형성
나탈리 할레만스
단국대학교 부교수
Correspondence:  Natalie Hallemans,
Email: 12070328@dankook.ac.kr
Received: 20 September 2021   • Revised: 20 October 2021   • Accepted: 25 October 2021
Abstract
This qualitative study investigates the learning experiences of students in an online oral presentation class where both course delivery, presentation assignments and exams were recorded submissions uploaded to an online classroom. The objective of this study is to understand if the constructivist format of the class encouraged Kolb’s experiential learning environment and to garner any positive or negative takeaways from the experience. Data collected revealed that most students spent 1-2 hours preparing for their presentations and an additional 1-2 hours recording. The additional time spent recording alluded to the idea that recorded submissions directly impacted student motivation to improve. It was also determined that most students preferred recorded submissions because they provided an opportunity to self-reflect and correct mistakes and released them from the anxiety of performing before a live audience thus enhancing the constructivist classroom environment. While many researchers believe that oral presentations are best practiced before a live audience where the skills are normally used, in the post-COVID work environment, more people are expected to work remotely and will require online oral presentation proficiencies. Developing the skills required to deliver asynchronous presentations will make students more competitive in the job market.
Key Words: online education, oral EFL presentations, experiential learning, motivation, reflective learning
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