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الرئيسية > Bolstering Physics Students’ S...>الوصف

Bolstering Physics Students’ Speaking Proficiency through Pecha Kucha Presentation Technique

المصدر: مجلة المحترف
الناشر: جامعة زيان عاشور الجلفة - معهد علوم وتقنيات النشاطات البدنية والرياضية
المؤلف الرئيسي: Belmamoune, Souheila (Author)
مؤلفين آخرين: Gasmi, Mustapha (Co-Author)
المجلد/العدد: مج9, ع4
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2022
الصفحات: 562 - 584
DOI: 10.46316/1676-009-004-034
ISSN: 2352-989X
رقم MD: 1330603
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
طلاب الفيزياء | الفصول الدراسية | تحدث الإنجليزية | إتقان التحدث
كلمات المؤلف المفتاحية:
English as a Foreign Language | English for Specific Purposes | English for Physics | Pecha Kucha Presentation Technique | Physics Students | Speaking Proficiency
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المستخلص: The study at hand endeavored to find out whether or not there was any statistically significant difference in physics students’ speaking proficiency after being instructed by implementing Pecha-Kucha Presentation Technique (PKP) and what speaking criteria were most enhanced. To answer the research question, the investigators applied a Pre-experimental Research Design. The subjects participated in this study consisted of thirty-four (N=34) students who were conveniently selected from a population of third-year students (N=65) in the Department of Physics, Tahri Mohamed University, Bechar, during the first semester of the academic year 2021/2022. To collect data, speaking assessment was conducted twice (pre-/ post-test) at the beginning and at the end of the experimental intervention during eight sessions of English for Physics (EP) course. Add to this, an attitude measure scale was administered to get in-depth insights about the participants’ attitudes towards the implementation of PKP. Pair Samples T-Test was used to analyse the quantitative data via SPSS 26. Findings indicated that PKP had a positive effect on developing EP students’ speaking ability because there was a statistically significant difference between the post-test and pre-test mean scores in favor of the post-test (p= 0.00 < 0.05). Moreover, the attitudinal questionnaire data revealed that the respondents had positive attitudes towards applying PKP in EP course. In plain terms, the alternative hypothesis of this study was accepted, whereas the null hypothesis was rejected. In light of the data analysis, PKP did enhance students’ oral performance in terms of the five speaking criteria adapted from (Brown, 2004), namely pronunciation, vocabulary, accuracy, fluency, and comprehensibility.
ISSN: 2352-989X

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