SUTHARAT PUANGSING (KING MONGKUT'S UNIVERSITY OF TECHNOLOGY THONBURI)
PIMPAPORN DECHVIJANKIT (School of Architecture and Design)

STUDENTS€™ PERSPECTIVES TOWARDS TEACHER FEEDBACK AND SELF-REVIEW ON THEIR PRESENTATION PERFORMANCES : LANGUAGE LEARNING

In EFL classrooms, presentation is taught and practised to enhance learners’ speaking and communicative skills. One traditional method frequently used to reflect and evaluate students’ presentation performances is teacher feedback, allowing them to learn strengths and weaknesses of their performances. Watching their own recorded presentations as self-review is another strategy to help them see how they perform. Both methods, as parts of their presentation skill development, can produce either positive or negative effect on students. This study aims to investigate the impact of teacher feedback and self-review among 89 first year undergraduate students of an international program in a Thai university regarding their presentation performances. It explores students’ perspectives regarding advantages and disadvantages of both methods and which method they consider more preferable for learning their strengths and weaknesses. Data were collected through questionnaires and interviews and then analyzed through descriptive statistics. The research findings are further presented and discussed.

She has been in teaching profession for more than ten years. Currently she is a university lecturer teaching students of undergraduate programs. Her teaching concerns mostly how to improve student's competency in using English academically and professionally.

She is currently a university lecturer who teaches students in both undergraduate and graduate programs. Her teaching concerns mostly on how to improve student's competency in English use academically and professionally.