Year: 2018
Type: article
Study design: Observational Study
Abstract: This study aims to 1) investigate the difference in the scorings between PA and teacher assessment in oral presentation, and 2) explore student’s attitude about PA through both quantitative and qualitative approaches. A class of 12 students in an upper-intermediate Chinese language class adopted PA by using Poll Everywhere during an academic year. The results indicate that intermediate-high Chinese learners and instructor interpret the criteria differently in Pronunciation, Fluency, Clarity, and Accuracy, but agree with the scores on Content and Delivery. Most students are positive that PA is a useful method to help them actively participate in class discussions and improve oral presentation ability. Students also reported that written comment is the most useful feedback.
Author: Lu Lu
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2906553156