Which one to choose: self-recorded, oral, or poster presentations?

Yuk Wan Grace Lim

    Research output: Unpublished conference presentation (presented paper, abstract, poster)Conference presentation (not published in journal/proceeding/book)Academic researchpeer-review

    Abstract

    There is a need for students particularly those from Hong Kong to be proficient in spoken English due to its service-oriented economic activities (Hill & Storey, 2003). Consequently, not only English teachers but also faculty members have realised the importance of developing students’ oral communication skills. An example from the latter is to systematically embed presentations into the faculty accounting programmes (Kerby & Romine, 2009). To further motivate students, oral skills are also assessed. The problem then is which form and tool of the oral presentation should be adopted for achieving desired outcomes. This paper presents two cases in which disciplinary teachers from a nursing subject in service learning and an engineering programme in database system approach the speaking assessment rather differently. Specifically, it explores the rationale behind the chosen assessment and its format with respect to program objectives, and students as well as faculty members’ opinions towards the language weighting and the assessment rubrics.
    Original languageEnglish
    Publication statusPublished - 9 Jan 2021
    EventHong Kong Continuing Professional Development Hub for University English Teachers - Hong Kong, Hong Kong, Hong Kong
    Duration: 8 Jan 202110 Jan 2021
    https://hkcpdhub.hku.hk/conference2021/

    Conference

    ConferenceHong Kong Continuing Professional Development Hub for University English Teachers
    Country/TerritoryHong Kong
    CityHong Kong
    Period8/01/2110/01/21
    Internet address

    Keywords

    • Academic presentation
    • Oral presentation
    • Poster presentation
    • Recorded video presentation
    • Discipline subjects

    ASJC Scopus subject areas

    • Arts and Humanities(all)

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