Effects of Self-Evaluation on Oral Presentations in Reading Classes

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Ayako Hisatsune, Kanazawa Institute of Technology

Making reading classes student-centered and interactive can be challenging. This paper shows a way to integrate regular reading classes with student presentations using a reading circle method and describes how to improve student presentations with video self-evaluations. The reading circle method was revised to include student oral presentations. After students learned how to make presentations during the first half of a semester, their presentations were recorded on video. Each group of students watched and compared the first recordings made at mid-term and the second recordings made at the end of term to see if there were any changes in their performance. Students self-evaluated their presentations using an oral presentation questionnaire. The oral presentation questionnaire is outlined and student perceptions of their presentation efforts are detailed. Student comments about this classroom innovation are included.