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https://ptsldigital.ukm.my/jspui/handle/123456789/497829Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Hazita, Prof. | - |
| dc.contributor.author | Lee Sze Seau (P69972) | - |
| dc.date.accessioned | 2023-10-13T08:11:33Z | - |
| dc.date.available | 2023-10-13T08:11:33Z | - |
| dc.date.issued | 2020-10-09 | - |
| dc.identifier.other | ukmvital:121502 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497829 | - |
| dc.description | Numerous surveys have confirmed that students and employees lack competence in oral presentation skills which are highly critical for academic success and employability. A systematic literature review has also suggested that there is a need for theoretically-supported pedagogical methods which address multimodal oral presentation skills necessary in the 21st century. In addition, the study addresses the lack of empirically-validated pedagogical guidelines for practitioners. Therefore, approaching the issue from the perspective of pedagogical design, this study aims to develop and evaluate an alternative pedagogical method named The Responsive Multimodal Oral Presentation Pedagogy (RMO2P) that intends to enhance the learning of multimodal oral presentation skills in higher education. The model was developed through action research design among 20 English as Second Language students in a local college in natural setting to ensure its practical applicability. The action-reflection cycle by McNiff & Whitehead guided the research processes and a synthesized theoretical framework guided the model's pedagogical design and interpretation of findings. To validate the findings, mixed data analysis of both quantitative and qualitative data was engaged. The findings reveal that the students enhanced their overall mastery of multimodal oral presentation skills with the most significant improvement in certain component skills such as content, organization, linguistic ability, visual engagement ability and overall credibility. Furthermore, RMO2P mediated learning by contributing positive impact to these aspects: conceptual knowledge, abilities in skills, self-awareness and affective factors such as interests and emotional support. The evaluation of RMO2P resulted in the identification of five design principles and three pedagogical principles which practitioners could apply in classrooms. Although RMO2P targets the informative speech delivered at the tertiary level, the model could be modified for other speeches and other levels of study. Hence, this study contributed an applicable pedagogical method which responds to a valid practical need and significant theoretical gap.,Ph.D. | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | Interpersonal communication | - |
| dc.subject | Oral communication | - |
| dc.subject | Social interaction | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | Designing and evaluating a responsive pedagogical method for multimodal oral presentation skills | - |
| dc.type | Theses | - |
| dc.format.pages | 288 | - |
| dc.identifier.callno | P94.7.L434 2020 tesis | - |
| dc.identifier.barcode | 004873(2020) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_121502+SOURCE1+SOURCE1.0.PDF Restricted Access | 5.91 MB | Adobe PDF |  View/Open |
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