Citations (29)
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Johanne Jean-Pierre, Sabrin Hassan & Asha Sturge. (2023) Enhancing the Learning and Teaching of Public Speaking Skills. College Teaching 71:4, pages 219-226.
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Chunping Zheng, Lili Wang & Ching Sing Chai. (2023) Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning 36:4, pages 806-839.
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Ian Sadler, Nicola Reimann & Kay Sambell. (2023) Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education 48:3, pages 305-320.
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Abdelmadjid Benraghda, Noor Raha Mohd Radzuan & Fatima Ali Salah Lardhi. (2022) Self-assessment as a self-regulated learning approach in English oral presentations: College students’ choices and perceptions. Cogent Education 9:1.
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Halliki Harro-Loit, Meedi Neeme & Karmen Palts. (2021) Students Development Conference Genre Knowledge among Estonian Teachers. European Education 53:1, pages 31-44.
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Nicola Reimann, Ian Sadler & Kay Sambell. (2019) What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education 44:8, pages 1279-1290.
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Timothy Simpson, Kathryn Holden, Deborah Merrick, Simon Dawson & Lynn Bedford. (2019) Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?. Higher Education Pedagogies 4:1, pages 262-283.
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Art Tsang. (2018) Positive effects of a programme on oral presentation skills: high- and low-proficient learners’ self-evaluations and perspectives. Assessment & Evaluation in Higher Education 43:5, pages 760-771.
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Susan J. Deeley. (2018) Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education 43:3, pages 439-448.
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Stan van Ginkel, Judith Gulikers, Harm Biemans & Martin Mulder. (2017) Fostering oral presentation performance: does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?. Assessment & Evaluation in Higher Education 42:6, pages 953-966.
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Lawrence A. Leger, Karligash Glass, Paraskevi Katsiampa, Shibo Liu & Kavita Sirichand. (2017) What if best practice is too expensive? Feedback on oral presentations and efficient use of resources. Assessment & Evaluation in Higher Education 42:3, pages 329-346.
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Hoa Mai Phuong Nguyen. (2022) Using Scaffolding to Improve Online Group Presentation in English Literature Classes: An Action Study at Van Lang University. International Journal of TESOL & Education 2:4, pages 21-31.
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Berlian Permata Sari, Diana Rochintaniawati & Parlindungan Sinaga. Transforming education through mobile learning to improve students' communication skills. Transforming education through mobile learning to improve students' communication skills.
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Kevin M. Oliver, Jennifer K. Houchins, Robert L. Moore & Chuang Wang. (2020) Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments. International Journal of Science and Mathematics Education 19:2, pages 333-354.
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Art Tsang. (2017) Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning. Active Learning in Higher Education 21:1, pages 39-50.
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Roland P. Stout. (2019) Reimagining an Oral Presentation Assignment as a TED Talk Improves Student Oral Presentations, Leading to More Significant Learning. Journal of Chemical Education 97:1, pages 271-274.
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Stan Van Ginkel, Ramona Laurentzen, Martin Mulder, Asko Mononen, Janika Kyttä & Mika J. Kortelainen. (2017) Assessing oral presentation performance. Journal of Applied Research in Higher Education 9:3, pages 474-486.
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Sian M Ritchie. (2016) Self-assessment of video-recorded presentations: Does it improve skills?. Active Learning in Higher Education 17:3, pages 207-221.
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