ESL POSTGRADUATE STUDENTS’ SELF-PERCEIVED PERFORMANCE IN ORAL PRESENTATION: CASE OF MAHARAJA KRISHNAKUMARSINHJI BHAVNAGAR UNIVERSITY
Clement Ndoricimpa, Dilip P. Barad, "ESL Postgraduate Students' Self-Perceived Performance in Oral Presentation: Case of Maharaja Krishnakumarsinhji Bhavnagar University", International Journal of Management and Applied Science (IJMAS), Volume-5,Issue-9,pp 6-12 ,2019
IRAJ DOI Number - IJMAS-IRAJ-DOI-16092
Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self- and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in oral presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation. Keywords - Assessment, Oral Presentation, Peer-Assessment, Self-Assessment, Self-Regulated Learning.