Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills
Technology both complicates and liberates oral presentation pedagogy in higher education. On one hand, 21st century communication realities require students to deliver multimodal oral presentations but educators have only begun to experiment with the relevant pedagogy. On the other hand, Web 2.0...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2021
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| Online Access: | http://journalarticle.ukm.my/18125/ http://journalarticle.ukm.my/18125/1/47457-165020-1-PB.pdf |
| _version_ | 1848814489004146688 |
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| author | Lee, Sze Seau Hazita Azman, |
| author_facet | Lee, Sze Seau Hazita Azman, |
| author_sort | Lee, Sze Seau |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Technology both complicates and liberates oral presentation pedagogy in higher education. On
one hand, 21st century communication realities require students to deliver multimodal oral
presentations but educators have only begun to experiment with the relevant pedagogy. On the
other hand, Web 2.0 offers vast pedagogical potential which practitioners have just begun to
explore. Confronted by a pedagogical predicament and intrigued by the affordances of Web
2.0, we designed the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to enhance
the learning of multimodal oral presentation skills among EAP (English for Academic
Purposes) students. RMO2P integrated Facebook as a Web 2.0 tool with videos, collaborative
learning and feedback. A teacher-researcher implemented RMO2P in a public speaking class
of 20 EAP students for a semester. Thematic analysis of multiple sources of data which
included student artifacts, observational data and inquiry data contributed to the findings. The
findings indicated that Facebook was a feasible Web 2.0 tool that can be effectively integrated
with other pedagogical techniques. As a result, the participants demonstrated enhanced
conceptual knowledge and heightened self-awareness as presenters of multimodal oral
presentations. Since Facebook was integrated as a Web 2.0 tool in a responsive method for
multimodal oral presentation skills to overcome situational constraints including inadequate
learning management systems (LMS), stakeholders who are seeking alternative methods to
enhance the teaching of oral presentation skills may adapt the intervention to enhance learning
outcomes. |
| first_indexed | 2025-11-15T00:34:53Z |
| format | Article |
| id | oai:generic.eprints.org:18125 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:34:53Z |
| publishDate | 2021 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:181252022-02-24T00:34:54Z http://journalarticle.ukm.my/18125/ Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills Lee, Sze Seau Hazita Azman, Technology both complicates and liberates oral presentation pedagogy in higher education. On one hand, 21st century communication realities require students to deliver multimodal oral presentations but educators have only begun to experiment with the relevant pedagogy. On the other hand, Web 2.0 offers vast pedagogical potential which practitioners have just begun to explore. Confronted by a pedagogical predicament and intrigued by the affordances of Web 2.0, we designed the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to enhance the learning of multimodal oral presentation skills among EAP (English for Academic Purposes) students. RMO2P integrated Facebook as a Web 2.0 tool with videos, collaborative learning and feedback. A teacher-researcher implemented RMO2P in a public speaking class of 20 EAP students for a semester. Thematic analysis of multiple sources of data which included student artifacts, observational data and inquiry data contributed to the findings. The findings indicated that Facebook was a feasible Web 2.0 tool that can be effectively integrated with other pedagogical techniques. As a result, the participants demonstrated enhanced conceptual knowledge and heightened self-awareness as presenters of multimodal oral presentations. Since Facebook was integrated as a Web 2.0 tool in a responsive method for multimodal oral presentation skills to overcome situational constraints including inadequate learning management systems (LMS), stakeholders who are seeking alternative methods to enhance the teaching of oral presentation skills may adapt the intervention to enhance learning outcomes. Penerbit Universiti Kebangsaan Malaysia 2021-08 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/18125/1/47457-165020-1-PB.pdf Lee, Sze Seau and Hazita Azman, (2021) Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills. GEMA ; Online Journal of Language Studies, 21 (3). pp. 103-124. ISSN 1675-8021 https://ejournal.ukm.my/gema/issue/view/1417 |
| spellingShingle | Lee, Sze Seau Hazita Azman, Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| title | Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| title_full | Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| title_fullStr | Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| title_full_unstemmed | Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| title_short | Integrating Facebook as a Web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| title_sort | integrating facebook as a web 2.0 tool in a responsive pedagogy for multimodal oral presentation skills |
| url | http://journalarticle.ukm.my/18125/ http://journalarticle.ukm.my/18125/ http://journalarticle.ukm.my/18125/1/47457-165020-1-PB.pdf |