Yabancı Dil Olarak İngilizce Öğrenenlerin Konuşma ve Sözlü Sunum Becerilerini Pecha Kucha Yöntemiyle Geliştirme

Bu çalışmanın amacı, Pecha Kucha sunum tekniğinin İngilizce öğretmeni olacak İngilizce öğrencileri için potansiyelini araştırmaktır. Çalışmanın katılımcılarını 2016 ile 2018 yılları arasında Türkiyedeki bir devlet üniversitesinin İngilizce Öğretmenliği bölümünde ileri düzey bir konuşma dersi alan öğrenciler oluşturmuştur. Öğrencilerden hızlı tempolu ve zaman sınırlamalı bir sunum tekniği olan Pecha Kucha formatını kullanarak sunum yapmaları istenmiştir. Çalışma kapsamında 102 öğrenci açık uçlu bir anket doldurmuş, farklı yıllarda bu dersi alan öğrencileri temsilen oluşturulan toplam 12 öğrenci ise yarı yapılandırılmış odak grup görüşmesinde yer almıştır. Tematik veri analizi, bu sunum tekniğinin konuşma, özgüven, zaman yönetimi ve sunum becerileri alanlarında pozitif bir gelişime, kaygı düzeyinde artış, zorlu öğrenme süreci ve formatın sınırlılıkları gibi hususlarda ise negatif bir etkiye sahip olduğunu açığa çıkarmıştır. Bunun yanı sıra, bulgular İngilizce öğretmen adaylarının tekniğin potansiyelinin farkına vardıklarını ve tekniği gelecekteki dil öğretim pedagojilerine dâhil etme konusunda yüksek oranda bir niyete sahip olduklarını belirttiklerini göstermiştir. Çalışma, yükseköğretimdeki eğitmenler, yabancı dil öğretmen adayları ve yabancı dil öğrencileri için çıkarımların tartışmasıyla sonuçlandırılmıştır.

Developing EFL Learners’ Speaking and Oral Presentation Skills through Pecha Kucha Presentation Technique

The goal of this study is to examine the potential of Pecha Kucha presentation style for English languagelearners who are prospective teachers of English. The participants were students enrolled in anadvanced-level speaking course in the English language teaching department of a state university inTurkey between 2016 and 2018. Students were required to make presentations in Pecha Kucha format,a fast-paced, time-constrained presentation technique. As part of the study, 102 students completed anopen-ended survey and a total of 12 students representing cohorts from each year participated in semistructured focus group interviews. Thematic data analysis illustrated benefits of using the presentationstyle such as perceived development in speaking, self-confidence, time management and presentationskills, and drawbacks including an increase in anxiety, steep learning curve, and constraints due to theformat. In addition, the findings showed that English language teacher candidates recognized thetechnique’s potential and reported a high rate of intention to integrate it into their future languageteaching pedagogies. The study is concluded with the discussion of implications for EFL learners, preservice language teachers, and educators in higher education context.

PDF

___

Abraham, R.R., Torke, S., Gonsalves, J., Narayanan, S.N., Kamath, M.G., Prakash, J., & Rai, K.S. (2018). Modified directed self-learning sessions in physiology with prereading assignments and Pecha Kucha talks: perceptions of students. Advances in physiology education, 42(1), 26-31.
Angelina, P. (2019). Improving Indonesian EFL students’ speaking skill through Pecha Kucha. LLT Journal: A Journal on Language and Language Teaching, 22(1), 86-97.
Angelini, M.L., & García-Carbonell, A. (2019). Developing English Speaking Skills through Simulation-Based Instruction. Teaching English with Technology, 19(2), 3-20.
Baskara, R. (2015). Developing students’ autonomy in oral presentations through Pecha Kucha. Paper presented at the Teaching English as a Foreign Language Conference, University of Muhammadiyah Purwokerto, Indonesia.
Beyer, A.M. (2011). Improving student presentations: Pecha Kucha and just plain PowerPoint. Teaching of Psychology, 38(2), 122-126.
Beyer, A.A., Gaze, C., & Lazicki, J. (2012). Comparing students’ evaluations and recall for student Pecha Kucha and PowerPoint presentations. Journal of Teaching and Learning with Technology, 26-42.
Colombi, A.G. (2017). The Impact of Pecha Kucha Presentations in the Assessment of a Translation Studies Unit at the University of Western Australia. IAFOR Journal of Education, 5(3), 67-85.
Coşkun, A. (2017). The Effect of Pecha Kucha Presentations on Students’ English Public Speaking Anxiety. Profile Issues in Teachers’ Professional Development, 19, 11-22.
Glesne, C. (2011). Becoming Qualitative Researchers: An Introduction (4th ed.). Boston, MA: Pearson Education.
Hayashi, P.M., & Holland, S.J. (2016). Pecha Kucha: Transforming Student Presentations. Paper presented at JALT 2016: Transformation in language education, Nagoya, Japan.
Johnson, D.A., & Christensen, J. (2011). A comparison of simplified-visually rich and traditional presentation styles. Teaching of Psychology, 38(4), 293-297. doi: 10.1177/0098628311421333
Klentzin, J.C., Paladino, E. B., Johnston, B., & Devine, C. (2010). Pecha Kucha: using “lightning talk” in university instruction. Reference Services Review, 38(1), 158-167.
Levin, M.A., & Peterson, L.T. (2013). Use of Pecha Kucha in Marketing Students' Presentations. Marketing Education Review, 23(1), 59-64.
Lucas, K., & Rawlins, J.D. (2015). PechaKucha presentations: Teaching storytelling, visual design, and conciseness. Communication Teacher, 29(2), 102-107.
Mabuan, R.A. (2017). Developing ESL/EFL Learners’ Public Speaking Skills through Pecha Kucha Presentations. English Review, 6(1), 1-10.
Murugaiah, P. (2016). Pecha Kucha style PowerPoint presentation: An innovative call approach to developing presentation skills of tertiary students. Teaching English with Technology, 16(1), 88-104.
Nguyen, H. (2015). Student perceptions of the use of PechaKucha presentations for EFL reading classes. Language Education in Asia, 6(2), 135-149.
Ruiz, C.G. (2016). Student perceptions of the use of Pecha Kucha presentations in Spanish as a foreign language. In Proceedings of EDULEARN16 Conference (pp. 7504-7512). Barcelona, Spain.
Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). London: SAGE.
Tomsett, P. M., & Shaw, M. R. (2014). Creative classroom experience using Pecha Kucha to encourage ESL use in undergraduate business courses: A pilot study. International Multilingual Journal of Contemporary Research, 2(2), 89-108.
Vaughn, S., Schumm, J., & Singagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage Publications Widyaningrum, L. (2016). Pecha Kucha: A way to develop presentation. Vision, 5(1), 57-74.
Zharkynbekova, S., Zhussupova, R., & Suleimenova, S. (2017). Exploring PechaKucha in EFL learners’ public speaking performances. In Proceedings of the 3rd International
Conference on Higher Education Advances (pp. 189-198). Editorial Universitat Politècnica de València.