ABSTRACT This study investigated the extent to which student engage behaviorally, cognitively and emotionally in the process of preparing for collaborative oralpresentations that occur b
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This study is the first to examine how English majors at AGU prepare for collaborative oral presentations outside of class time, focusing on the factors that encourage or inhibit their engagement in this process Collaborative learning (CL) has been shown to enhance both social and academic outcomes, highlighting its significance in educational settings.
The implementation of collaborative learning (CL) has proven inadequate in various educational settings, necessitating an examination of student engagement levels It is crucial to identify the factors that both promote and hinder this engagement to enhance the effectiveness of collaborative oral presentations in English language learning and teaching.
This study reveals important insights into student engagement during collaborative oral presentations, particularly highlighting the high cognitive involvement of English-majored students Educators are encouraged to develop strategies that promote greater behavioral and emotional engagement, aiming to achieve a balanced approach across all three dimensions of student involvement.
70 engagement Freeman and Greenacre (2010) have identified difficulties that students face, including unequal levels of engagement in collaborative tasks and
Li and Campbell (2008) revealed a deficiency in communication and teamwork.
It is, therefore, crucial for AGU to provide an effective and state-of-the-art curriculum for students to develop behaviorally, cognitively, and emotionally.
To enhance student engagement in collaborative oral presentations, teachers should focus on designing activities that improve students' social collaborative competencies, which are crucial for effective peer interaction Providing additional training and focused instruction can help students understand collaboration and develop necessary skills Furthermore, aligning presentation topics with students' personal interests and values can significantly boost their engagement, as these factors influence their motivation and future career aspirations Faculty and institutions play a vital role in supporting teachers to achieve these goals, ultimately fostering a more engaging learning environment.
Educators face challenges in preparing and executing group oral presentations without adequate knowledge (van Leeuwen & Janssen, 2019) It is essential for teachers to recognize their roles and responsibilities to effectively facilitate collaborative presentations (Le et al., 2017) This thesis recommends that academic institutions provide targeted seminars and training to equip teachers with the necessary skills and understanding of collaborative learning (CL) Furthermore, Gillies et al (2008) suggest establishing teacher communities of practice to foster learning and experience sharing among educators regarding collaborative oral presentations.
Higher education practices can hinder teachers from effectively implementing collaborative oral presentations due to constraints such as rigid curricula and class sizes (de Hei, 2016; Yasmin et al., 2019) These limitations restrict teachers' flexibility in designing presentations, while their heavy workloads further reduce the time and energy available for teaching and developing collaborative activities (Yin et al., 2020) To support teachers in overcoming these challenges, it is essential to explore innovative solutions that facilitate the integration of collaborative oral presentations in the classroom.
To effectively implement collaborative oral presentations, it is essential for faculties and institutions to offer adequate support Research indicates that teachers' designs are closely linked to their pedagogical intentions and beliefs about collaborative learning Therefore, faculties should encourage teachers to adopt collaborative oral presentations rather than impose them, as mandatory enforcement may lead to increased workload and diminish the likelihood of achieving successful outcomes.
The awareness of English-majored students is essential for maximizing the benefits of collaborative oral presentations Students must recognize their responsibilities and actively engage in the language acquisition process by overcoming any obstacles Additionally, they should enhance their learning autonomy by understanding the objectives of each presentation and aligning their personal goals with their strengths and weaknesses This self-awareness not only helps students track their educational progress but also contributes to the overall success of the group, as many educators emphasize that each member's contribution is vital to collective achievement.
This study addresses the growing interest in communicative language teaching within EFL classes and the lack of recent research on preparing for collaborative oral presentations Findings indicate that students demonstrate high engagement levels during preparation, with cognitive engagement surpassing behavioral and emotional engagement Notably, student engagement was unaffected by their majors or years of study The research identified various individual, environmental, and perceptual factors that influence student engagement Practical implications suggest that to enhance the effectiveness of collaborative oral presentations in EFL settings, teachers must prioritize student engagement and the preparatory phase Additionally, self-evaluation is essential to identify and mitigate factors that hinder engagement The combination of questionnaires and semi-structured interviews provides valuable quantitative and qualitative insights for future studies, highlighting significant pedagogical considerations for educators.
To enhance the effectiveness of preparing for collaborative oral presentations, 72 teacher trainers emphasize the importance of fostering student awareness and focusing on improving learning quality among Vietnamese English language learners By utilizing collaborative oral presentations, educators can significantly boost students' engagement and proficiency in English.
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For each ethic document, the English version will be presented first, and then the Vietnamese version will be provided.
Dear AGU English-majored students,
Nguyén Thi Kiéu Thanh, a student in the DH21 AV class at the Faculty of Foreign Languages, An Giang University, is conducting a study titled "Investigating English-majored Students’ Engagement in Preparing for Collaborative Oral Presentations at An Giang University."
We invite you to take part in a questionnaire aimed at assessing your involvement in preparing for collaborative oral presentations at An Giang University Your feedback is crucial for the success of this study and will contribute to enhancing the quality of collaborative oral presentations in English learning.