An Investigation of English Language Learners’ Production of Multimodal Texts: The Case of Presentation Slides
PROCEEDINGS
Fang-Hsiu Liu, Hsiu-Ting Hung, National Kaohsiung First University of Science and Technology, Taiwan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This paper describes a multimodal investigation on student use of concluding strategies and the associated slide designs in their presentations, viewing presentation slides as one kind of multimodal text. The participants were 35 third-year English major university students taking a course titled Communication and Presentation. Given the purpose of the study, a multimodal pedagogy was adopted to provide the students with explicit instruction, by teaching them slide design principles and engaging them in the related literacy practices to sharpen their presentation skills. The results indicated that the participants made significant progress with regard to how to end a presentation and were able to incorporate multimodal design elements more effectively in their presentation slides, due to the instruction that they received and the presentation practices that they took part in.
Citation
Liu, F.H. & Hung, H.T. (2014). An Investigation of English Language Learners’ Production of Multimodal Texts: The Case of Presentation Slides. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1184-1189). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/148818/.
© 2014 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Archer, A. (2006). A multimodal approach to academic “literacies”: Problematizing the visual/verbal divide. Language and Education, 20(6), 449–462.
- Chou, M.H. (2011). The influence of learner strategies on oral presentations: A comparison between group and individual performance. English for Specific Purposes, 30(4), 272–285.
- Duarte, N. (2008). Slide:ology. Canada: O’Reilly Media.
- Engleberg, I.N., & Daly, J.A. (2005). Presentations in Everyday Life: Strategies for Effective Speaking. Boston: Houghton Mifflin.
- Grez, D. (2010). Student response system and learning oral presentation skills. Procedia: Social and Behavioral Sciences, 2(2), 1786–1789.
- Hincks, R. (2010). Speaking rate and information content in English lingua franca oral presentations. English for Specific Purposes, 29(1), 4–18.
- Levy, M., & Kimber, K. (2009). Developing an approach for comparing students’ multimodal text creations: A case study. Australasian Journal of Educational Technology, 25(4), 489–508.
- Merriam, S.B. (2002). Introduction to Qualitative Research. San Francisco: Jossey-Bass. Miller, S.M., & McVee, M.B. (Eds.). (2012). Multimodal Composing in Classrooms: Learning and Teaching for the Digital World. London: Routledge.
- Stein, P. (2008). Multimodal Pedagogies in Diverse Classroom. London: Routledge.
- Tardy, C.M. (2005). Expressions of disciplinarity and individuality in a multimodal Genre. Computers and Composition, 22(3), 319–336.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References