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Journals / Sosyal ve Beşeri Bilimler Araştırmaları Dergisi / 2014 / Sayı: 32

Discipline-related Oral Presentation as an Alternative Oral Assessment

ALTERNATİF BİR DEĞERLENDİRME SINAVI OLARAK BRANŞLA İLGİLİ SÖZLÜ SUNUM

Oya Büyükyavuz(Süleyman Demirel Üniversitesi, Eğitim Fakültesi, İngilizce Öğretmenliği)
Pages
181–193
Publication Date
2014-12-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Although discipline-related oral presentationproject was first initiated in response to the complaints raised by students about theprompt-based speaking assessment employed in the school, it was found that the projectyielded a number of promising results on the part of both students and teachers as well.The findings of the structured interviews with volunteer students revealed that the oralassessment through discipline-related oral presentations is an efficient tool.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This article reports on collaborative efforts of teachers in integrating discipline-relatedoral presentation as an alternative assessment into the curriculum of a tertiary levelEnglish language teaching school in Turkey.
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Key Findings & Data:Although discipline-related oral presentationproject was first initiated in response to the complaints raised by students about theprompt-based speaking assessment employed in the school, it was found that the projectyielded a number of promising results on the part of both students and teachers as well.The findings of the structured interviews with volunteer students revealed that the oralassessment through discipline-related oral presentations is an efficient tool.
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Conclusion & Impact:The articleprovides the readers with a step-by-step procedure employed in the project which can bereplicated in similar teaching contexts.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:İngilizce Eğitimi · Sözlü Değerlendirme · Sözlü Sunum

Abstract

This article reports on collaborative efforts of teachers in integrating discipline-relatedoral presentation as an alternative assessment into the curriculum of a tertiary levelEnglish language teaching school in Turkey. The students enrolled in the program arethose who major in a variety of disciplines other than ELT and receive Englishinstruction as a departmental requirement. Although discipline-related oral presentationproject was first initiated in response to the complaints raised by students about theprompt-based speaking assessment employed in the school, it was found that the projectyielded a number of promising results on the part of both students and teachers as well.The findings of the structured interviews with volunteer students revealed that the oralassessment through discipline-related oral presentations is an efficient tool. The articleprovides the readers with a step-by-step procedure employed in the project which can bereplicated in similar teaching contexts.

Özet

Özet Makale üniversite düzeyinde İngilizce eğitimi veren bir okulda öğretim elemanlarının ortaklaşa çalışmaları sonucu okulda yapılan sözlü sınavlara alternatif olarak geliştirdikleri alan odaklı sözlü sunum üzerinedir. Öğrenciler İngilizce öğretmenliği dışındaki branşlarda eğitim gören ve İngilizce eğitimini bölüm zorunluluğu olarak almaktadırlar. Alan odaklı sözlü sunum projesi başlangıçta öğrencilerden gelen şikayetler üzerine geliştirilmiş olmasına rağmen, uygulama gerek öğretim elemanları ve gerekse öğrenciler açısından umut verici sonuçlar doğurmuştur. Uygulamaya katılan gönüllü yirmi öğrencinin katılımıyla yapılan yapılandırılmış görüşmeler sonucunda alan odaklı sözlü sunumların alternatif sözlü sınav anlamında etkin bir araç olduğu görülmüştür. Makale alan odaklı sözlü sunumların benzer eğitim kurumlarında uygulabilmesine imkan sağlayacak şekilde aşamalardan oluşan süreç hakkında okuyucuları bilgilendirmektedir.

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Cite This Article

Büyükyavuz, O. (2014). Discipline-related Oral Presentation as an Alternative Oral Assessment. Sosyal ve Beşeri Bilimler Araştırmaları Dergisi, Sayı: 32, 181–193. https://ajindex.com/articles/79666

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References (12)

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