Teacher multimodal feedback: Investigating students’ preferences and voices

This present study highlights the implementation of teacher multimodal feedback provision in speaking classes, especially students’ preferences and voices after obtaining teacher feedback. Teacher multimodal feedback was implemented in one semester (14 weeks) in two speaking classes with 36 students majoring English Language Department of a university in Malang, Indonesia. A questionnaire using a 4 Likert scale and an open-ended option was distributed to all respondents, and an in-depth interview was conducted with ten of them where five students represented each class. The data which were analyzed quantitatively indicate that students have different preferences in receiving teacher feedback, and they believe that teacher multimodal feedback is beneficial to improve their L2 oral productions. Direct feedback is the type they like most, but interruption is the mode of feedback they hate most. Some indications also suggest that teachers need to construct positive teacher-student social relationships in the classrooms. Some implications are also discussed

Interpersonal Skills and Powerpoint Training to Improve Presentation Skills Among the First-Year Student at Islamic University

Presentation is an essential ability for every college student, including a student at Islamic University, because many agendas require this ability both in class and organization. This study aims to determine the effectiveness of interpersonal skills training and PowerPoint training to improve the presentation skills of first-year students. This study used an experimental design that is one group pretest-posttest design. The subjects of this study were 24 first-year students (6 male; 18 female). The students were divided into seven groups consisting of 3 to 4 students. The training was carried out in 4 sessions, namely listening skills, public speaking, use of power points, and practice of preparing presentations. Pre-test and post-test data were taken before and after training by assessing the presentation skills of each group. Pre-test and post-test data show an increase in the average from 65.43 to 86.29. Further analysis using paired sample t-tests showed a significance value of 0.00 (<0.05), so it can be concluded that there were differences in students' abilities in presentation between before and after training. These results will be more representative of the research used a broader population, so it is recommended to further researchers to reach a broader community to achieve more representative results.Presentasi merupakan kemampuan penting yang harus dimiliki setiap mahasiswa termasuk mahasiswa di kampus Islam, karena banyak agenda yang menuntut akemampuan ini baik dikelas maupun organisasi. Penelitian ini bertujuan untuk mengetahui efektifitas pelatihan interpersonal skills dan pelatihan penggunaan power point untuk meningkatkan keterampilan presentasi mahasiswa baru. Penelitian ini menggunakan desain penelitian eksperimen yaitu one group pretest-posttest design. Subjek penelitian ini merupakan mahasiswa tahun pertama yang berjumlah 24 orang (6 laki-laki; 18 perempuan). Mahasiswa tersebut kemudian dibagi menjadi 7 kelompok yang terdiri dari 3 hingga 4 orang. Pelatihan dilakukan dalam 4 sesi yaitu tentang keterampilan menyimak, keterampilan public speaking, penggunaan power point, dan praktik menyiapkan presentasi. Data pre-test dan post-test diambil sebelum dan sesudah pelaksanaan pelatihan dengan meniai keamampuan presentasi masing-masing kelompok berdasarkan kemampuan public speaking dan penggunaan power point. Data pre-test dan post-test menunjukkan adanya peningkatan nilai rata-rata dari 65.43 menjadi 86.29. Analisis lebih lanjut menggunakan paired sample t-test menunjukkan nilai signifikansi sebesar 0.00 (<0.05), sehingga dapat disimpulkan bahwa ada perbedaan kemampuan mahasiswa dalam presentasi antara sebelum dan sesudah pelatihan. Hasil ini akan lebih representatif jika penelitian dilakukan kapada populasi yang lebih luas, sehingga disarankan kepada peneliti selanjutnya untuk menjangkau populasi yang lebih luas untuk mencapai hasil yang lebih representati

EFL Students’ Speaking Achievement And Its Relationship With Epistemic Beliefs

The purpose of the present research is to uncover relationship between English as a Foreign Language (EFL) students' speaking score achievement and their epistemic beliefs. To this end, 63 Indonesian EFL students completed two different instruments, namely EFL epistemic beliefs questionnaire and final test of Intensive Speaking course. The results of Pearson Product Moment Correlation demonstrated that speaking achievement is significantly correlated with epistemic beliefs adapted from Emaliana (2017), consisting seven sub dimensions, namely, fix ability, certain knowledge, simple knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. Likewise, the findings manifested that sophisticated students who are indicated by high level of epistemic beliefs outperform simple students, who are otherwise having low level of epistemic beliefs. This research holds significant implications for curriculum, teaching and learning materials and instructional media developers, as well as teachers to afford students with personal beliefs about knowledge and knowing EFL to enhance the students' speaking skill

Do You Know What Your Nonverbal Behavior Communicates?:Studying a Self-reflection Module for the Presentation Trainer.

In recent years, research on multimodal sensor-based technologies has produced different prototypes designed to support the development of public skills. These prototypes are able to analyze the nonverbal communication of learners and provide them with feedback, in cases where human feedback is not available. One of these prototypes is called the Presentation Trainer (PT). Experts in public speaking claim that ultimately there is not such thing as the right way to do a presentation. They pointed out that it would be useful for tools such as the PT to present learners with the opportunity to become aware of their own nonverbal communication. Following this suggestion we developed a self-reflection module for the PT. In this study we conducted user tests exploring the use of this module. Results from these tests showed that participants perceived that the self-reflection module helped them to reflect about their performance, and point out research paths to further investigate the influence of self-reflection in the learners’ performance.The underlying research project is partly funded by the METALOGUE project and the WEKIT project. METALOGUE is a Seventh Framework Programme collabo- rative project funded by the European Commission, grant agreement number: 611073 (http:// www.metalogue.eu). WEKIT has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement number: 687669 (https://wekit.eu). Special thanks to the teachers and students of the HENM lab at RWTH who allowed us to conduct this study

Do you want to be a superhero? Boosting emotional states with the booth

Educational practitioners have stressed the relevance of providing learners with a set of 21th century skills that will allow them to face current life challenges. Among others this includes communication and social skills such as public speaking, argumentation, negotiation, etc. Besides the acquisition of knowledge and techniques, these skills have the special characteristic that their performance is usually conducted under emotionally charged and stressful situations. Recent advances in technology have allowed the creation of digital applications to support learners with the development of techniques for this type of skills. However, supporting learners on the preparation of a mindset that allows them to perform well under emotionally charged circumstances is an area that technology enhanced learning has practically overlooked. To examine this gap, we developed the Booth, an application designed to get learners into a powerful and resourceful emotional state. In this article we present a two-step user study. Results of the first evaluation show that the use of the Booth induced a positive emotional state on users. Results from the second step suggest that using the Booth helps learners to emotionally prepare for public speaking. (DIPF/Orig.

Chapter: 'Enhancing Public Speaking Skills - An Evaluation of the Presentation Trainer in the Wild' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

The increasing accessibility of sensors allows the study and development of multimodal learning tools that create opportunities for learners to practice while receiving feedback. One of the potential learning scenarios addressed by these learning applications is the development of public speaking skills. First applications and studies showed promising empirical results in laboratory conditions. In this article we present a study where we explored the use of a multimodal learning application called the Presentation Trainer, supporting learners with a real public speaking task in the classroom. The results of this study help to understand the challenges and implications of testing such a system in a real-world learning setting, and show the actual impact compared to the use in laboratory conditions

Adaptive and Adaptable Learning [electronic resource] : 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings /

This book constitutes the proceedings of the 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, held in Lyon, France, in September 2016. The 26 full papers, 23 short papers, 8 demo papers, and 33 poster papers presented in this volume were carefully reviewed and selected from 148 submissions.Full Papers -- A semantic-driven model for ranking digital learning objects based on diversity in the user comments -- Social Facilitation due to online inter-classrooms Tournaments -- How to Attract Students' Visual Attention -- Creating Effective Learning Analytics Dashboards: Lessons Learnt -- Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-Regulated Learning Strategies at Scale -- "Keep your eyes on 'em all!": A mobile eye-tracking analysis of teachers' sensitivity to students -- Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra -- Argumentation Identification for Academic Support in Undergraduate Writings -- Mobile Grading Paper-based Programming Exams: Automatic Semantic Partial Credit Assignment Approach -- Which Algorithms Suit Which Learning Environments? A Comparative Study of Recommender Systems in TEL -- Discouraging Gaming the System through Interventions of an Animated Pedagogical Agent -- Multi-Device Territoriality to Support Collaborative Activities -Implementation and Findings from the e-learning Domain -- Refinement of a Q-matrix with an ensemble technique based on multi-label classification algorithms -- When teaching practices meet tablets' affordances. Insights on the materiality of learning -- A Peer Evaluation tool of Learning Designs -- Learning in the context of ManuSkills: Attracting Youth to Manufacturing through TEL -- Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? A pilot study on calculus -- Are you ready to collaborate? An adaptive measurement of students arguing skills before expecting them to learn together -- Examining the effects of social media in co-located classrooms: A case study based on SpeakUp -- Enhancing public speaking skills- an evaluation of the Presentation Trainer in the wild -- How to quantify student's regularity? Nurturing communities of inquiry: A formative study of the DojoIBL platform -- Inferring student attention with ASQ -- Chronicle of a scenario graph: from expected to observed learning path -- Adaptive Testing using a General Diagnostic Model -- How Teachers Use Data to Help Students Learn: Contextual Inquiry for the Design Of a Dashboard -- Short Papers -- Assessing learner-constructed conceptual models and simulations of dynamic systems -- Learning Analytics pilot with COACH2 - Searching for effective mirroring -- Predicting Academic Performance Based on Students' Blog and Microblog Posts -- Take up my Tags: Exploring Benefits of Meaning Making in a Collaborative Learning Task at the Workplace -- Consistency verification of learner profiles in adaptive serious games -- MoodlePeers: Factors relevant in learning group formation for improved learning outcomes, satisfaction and commitment in E-learning scenarios using GroupAL -- Towards a capitalization of processes analyzing interaction traces -- Improving usage of learning designs by teachers: a set of concepts for well-defined problems resolution -- Immersion and Persistence: Improving Learners' Engagement in Authentic Learning Situations -- STI-DICO: a Web-Based ITS for Fostering Dictionary Skills and Knowledge -- PyramidApp: Scalable Method Enabling Collaboration in the Classroom -- From Idea to Reality: Extensive and Executable Modeling Language for Mobile Learning Games -- Combining adaptive learning with learning analytics: precedents and directions -- An Adaptive E-learning Strategy to Overcome the Inherent Difficulties of the Learning Content -- Evaluating the effectiveness of an affective tutoring agent in specialized education -- MOOC design workshop: educational innovation with empathy and intent -- OERauthors: Requirements for collaborative OER authoring tools in global settings -- Virtual Reality for Training Doctors to Break Bad News -- User Motivation & Technology Acceptance in Online Learning Environments -- Reflective learning at the workplace - The MIRROR design toolbox -- Toward a Play Management System for Play-Based Learning -- The Blockchain and Kudos: a Distributed System for Educational Record, Reputation and Reward -- Game-Based Training for Complex Multi-Institutional Exercises of Joint Forces -- Demo Papers -- DALITE: Asynchronous Peer Instruction for MOOCs -- Digital and Multisensory Storytelling: Narration with Smell, Taste and Touch -- A Platform for Social Microlearning -- A Framework to Enhance Adaptivity in Moodle -- Refugees Welcome: Supporting informal language learning and integration with a gamified mobile application -- DEDOS-Player: Educational activities for touch devices -- The Booth: bringing out the Super Hero in you -- DojoIBL: nurturing communities of inquiry -- Poster Papers -- Towards an Automated Assessment Support for Student Contributions on Multiple Platforms -- Experiments on Virtual Manipulation in Chemistry Education -- A Survey Study to Gather Requirements for Designing a Mobile Service to Enhance Learning from Cultural Heritage -- Inspiring the Instructional Design Process through Online Experience Sharing -- An approach to the TEL teaching of non-technical skills from the perspective of an ill-defined problem -- Towards a context-based approach assisting learning scenarios reuse -- Revealing Behaviour Pattern Differences in Collaborative Problem Solving -- DevOpsUse for Rapid Training of Agile Practices within Undergraduate and Startup Communities -- Towards an authoring tool to acquire knowledge to design ITSs teaching problem solving methods -- Kodr: A Customizable Learning Platform For Computer Science Education -- A Reflective Quiz in a Professional Qualification Program for Stroke Nurses: A Field Trial -- Helping Teachers to Help Students by using an Open Learner Model -- Personalized Rooms Based Recommendation as a Mean for Increasing Students' Activity -- Detecting and Supporting the Evolving Knowledge Interests of Lifelong Professionals -- Boosting Vocational Education and Training in Small Enterprises -- Supporting Teaching Teams in Personalizing MOOCs Course Paths.-Increasing pupils' motivation on elementary school with help of social networks and mobile technologies -- Understanding Collective Behavior of Learning Design Communities -- A Value Model for MOOCs -- Framework for Learner Assessment in Learning Games -- A Bayesian Network For The Cognitive Diagnosis Of Deductive Reasoning -- Finding the Needle in a Haystack: Who are the most Central Authors within a Domain? -- Bio-inspired Computational Algorithms in Educational and Serious Games -- Learning experiences using tablets with children and people with autism spectrum disorder -- Introducing the U.S. Cyberlearning Community -- Future Research Directions for Innovating Pedagogy -- Platform-oriented semantic description of a learning scenarios -- Model of articulation between elements of a pedagogical assistance -- Simulation-based CALL Teacher Training -- Adaptable learning and learning analytics: a case study in a programming course -- Recommending Physics Exercises in Moodle based on Hierarchical Competence Profiles -- Learning Analytics for a Puzzle Game to Discover the Puzzle-Solving Tactics of Players -- Recommending dimension weights and scale values in multi-rubric evaluations.This book constitutes the proceedings of the 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, held in Lyon, France, in September 2016. The 26 full papers, 23 short papers, 8 demo papers, and 33 poster papers presented in this volume were carefully reviewed and selected from 148 submissions