logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE LTD
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
RHAPSODE LTD
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
impromptu speaking teacher evaluation peer evaluation self evaluation pre service teacher

Impromptu Speaking Skills of Pre-service Teachers

Emel Guvey Aktay

The purpose of the study is to examine pre-service teachers' impromptu speaking skills on the basis of the evaluations of the instructor, peers an.

T

The purpose of the study is to examine pre-service teachers' impromptu speaking skills on the basis of the evaluations of the instructor, peers and their own. The study employed a descriptive case study design, one of the qualitative research methods. A total of 23 pre-service math teachers taking the course of Art of Effective Speech in a state university in Turkey in the 2016-2017 academic year participated in the study. The data of the study were collected through the observations of the researcher and pre-service teachers. Descriptive analysis was used in the analysis of the data. As a result of the study, it was found that in most of the observation items, the pre-service teachers found themselves inadequate in terms of impromptu speaking skills while they were found to be adequate by their peers and instructor. In addition, it was revealed that the pre-service teachers found themselves inadequate in some items related to the use of voice while they found themselves adequate in most of the items related to articulation/diction and body language and in all of the items related to communication. However, while the instructor observed that the pre-service teachers were generally competent in all the sub-dimensions, she determined that they needed improvement in the sub-dimensions of eye contact, pausing at the appropriate place and speaking without repeating words.  

Keywords: Impromptu speaking, teacher evaluation, peer evaluation, self-evaluation, pre-service teacher

cloud_download PDF
Cite
Article Metrics
Views
557
Download
612
Citations
Crossref
0

Scopus
0

References

Agarwal, M. (2010). Communication for management. Krishna Prakashan Media.

Akkaya, A. (2012). Ogretmen adaylarinin konusma sorunlarina iliskin gorusleri [The opinions of teacher candidates about speech problems]. Mustafa Kemal University Journal of Social Sciences Institute/ Mustafa Kemal Universitesi Sosyal Bilimler Enstitüsü Dergisi, 9(20), 405-420.

Aslanoglu, A. E. (2017). Grup icinde bireyin degerlendirilmesi: Akran ve oz degerlendirme [Assessment of the individual in a group: Peer and self-assessment]. Bogazici University Journal of Education/ Bogazici Universitesi Egitim Dergisi, 34(2), 35-50.

Aslanoglu, A. E., Karakaya, I., & Sata, M. (2020). Universite ogrencilerinin oz ve akran puanlama surecinde puanlama davranislarinin Facet Rasch modeli ile incelenmesi [Evaluation of university students’ rating behaviors in self and peer rating process via many Facet Rasch model]. Eurasian Journal of Educational Research, 89, 25-46.

Bagci, H., & Temizkan, M. (2006). Ilkogretim ikinci kademe ogrencilerinin Turkce ogretmenlerinden beklentileri [The expectations of students from Turkish teachers in the second grade of primary schools]. The Journal of Turkish Educational Sciences/ Turk Egitim Bilimleri Dergisi, 4(4), 477-498.

Basaran, M., & Erdem, I. (2009). Ogretmen adaylarinin guzel konusma becerisi ile ilgili gorusleri uzerine bir arastirma [A research about views of teacher candidates on rhetorical speaking skill]. Kastamonu Education Journal/ Kastamonu Egitim Dergisi, 17(3), 743-754.

Benzer, A. (2015). Turkce ogretiminde beden dili kullaniminin ogrenme ve tutum uzerindeki rolu [The role of using body language in Turkish teaching on learning and attitude]. Hacettepe University Journal of Education/ Hacettepe Universitesi Egitim Fakultesi Dergisi, 30(1), 33-47.

Biri, H. (2014). Akran degerlendirme yonteminin ogretmen egitimine katkisi [Contribution of peer assessment method to teacher education] [Unpublished master’s thesis].  Karadeniz Teknik University.              

Boromisza-Habashi, D., Hughes, J. M. F., & Malkowski, J. A. (2016). Public speaking as cultural ideal: Internationalizing the public speaking curriculum. Journal of International and Intercultural Communication, 9(1), 20-34. https://doi.org/10.1080/17513057.2016.1120847

Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5-12. https://doi.org/10.1111/j.1745-3992.2003.tb00139.x

Brown, G. T. L., & Harris, L. R. (2014). Frontline Learning Research, 3, 22-30.

Browne, K., & Fulcher, G. (2017). Pronunciation and intelligibility in assessing spoken fluency. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 37-53). Multilingual Matters.

Bulut, K., Acik, F., & Ciftci, Ö. (2016). Mikro ogretim tekniginin Turkce ogretmen adaylarinin konusma becerilerine etkisi [The effect      of microteaching                on pre-service Turkish language teachers’  speaking skills]. Journal of Mother Tongue Education/ Ana Dili Egitimi Dergisi, 4(1), 134-150.

Butler, R. (2011). Are positive illusions about academic competence always adaptive, under all circumstances: New results and future directions. International Journal of Educational Research, 50, 251-256. https://doi.org/10.1016/J.IJER.2011.08.006

Butler, N. D. (2017). Learning to speak in the digital age: an examination of instructional conditions for teaching public speaking online. Voice and Speech Review, 11(1), 40-54, https://doi.org/10.1080/23268263.2017.1370805

California High School Speech Association’s Curriculum Committee (2004). Spontaneous speaking. In Speaking across the curriculum: Practical ideas for incorporating listening and speaking into the classroom (pp. 217-236). International Debate Education Association.

Cangi, M. E., & Ozel, S. B. (2019). Turkce konusan hizli bozuk konusmasi olan yetiskinlerin akicisizlik ozelliklerinin ve yasam kalitelerinin incelenmesi: On calisma [A preliminary study of disfluency characteristics and quality of life aspects of Turkish-speaking adults who clutter]. Journal of Language, Speech and Swallowing Research/ Dil Konusma ve Yutma Arastirmalari Dergisi, 2(2), 121-145.

Ceran, D. (2012). Turkce ogretmeni adaylarinin konusma egitimi dersine yönelik tutumlarinin degerlendirilmesi [Turkish teachers attitudes towards the evaluation of speech training course]. The Journal of Academic Social Science Studies, 5(8), 337-358. http://dx.doi.org/10.9761/JASSS_326

Cerci, A. (2014). Telaffuz, vurgu ve tonlama konularinin dinleme destekli ogretimi [Pronunciation, stress and intonation issues aided teaching listening]. International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(3), 467-485. https://doi.org/10.7827/TurkishStudies.5997

Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(1), 93-121. https://doi.org/10.1191/0265532205lt298oa

Clark, H. H. (1996). Using language. Cambridge University Press.

Dundar, M. S. (2016). Akran degerlendirmesinin uzaktan egitimde kullanimi ve akademik basariya etkileri [The use of peer assessment in distance education and its effects on academic success] [Unpublished master’s thesis]. Ondokuz Mayis University.

Emiroglu, S. (2015). Ogrencilerin hazirliksiz konusmada kullandigi farkli kelime sayisinin tespiti ve incelenmesi [Determination and study of number of different words used by students in impromptu speech]. Journal of History School/ Tarih Okulu Dergisi, 8, (XXIII),19-40. https://doi.org/10.14225/Joh764

Eyup, B. (2013). Universite ögrencilerinin konusma becerilerini kullanmaya yonelik tutumlari [The attitudes of university students towards using speaking skills]. The Journal of National Education/ Milli Egitim Dergisi, 197, 95-113.

Falchikov, N. (2007). The place of peers in learning and asssessment. In D. Bound & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp.128-145). Routledge.

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287-322. https://doi.org/10.3102/00346543070003287

Gall, M. D., & Gall, J. P., & Borg, W. R. (1999). Applying educational research: How to read, do, and use research to solve problems of practice. Longman.

Gunes, F. (2020). Turkce ogretiminde hazirliksiz konusma sorunu [Unprepared speaking problem in Turkish teaching]. The Journal of Limitless Education and Research/ Sinirsiz Egitim ve Arastirma Dergisi, 5(2), 109 – 124.            https://doi.org/10.29250/sead.742337

Gurbuzoglu-Yalmanci, S. (2016). Mikroogretim uygulamalarinda akran degerlendirmelerini etkileyen niteliklerin belirlenmesi [Determining the factors that influence peer asessment in microteaching practices]. Kastamonu Education Journal/ Kastamonu Egitim Dergisi, 24(4), 2005-2020.

Habaci, I., Urker, A., Bulut, S., Atici, R., & Habaci, Z. (2013). Beden dilinin egitim ogretim uzerine etkileri [The effects of body language on education-teaching]. Turkish Studies, 8(9), 1639-1655.

Hamzadayi, E., & Dolek, O. (2017). Konusma becerisinin degerlendirilmesinde Turkce ogretmenlerinin yaklasimlari [The approaches of Turkish teachers in evaluating speaking skills]. Journal of Language Education and Research/ Dil Egitimi ve Arastirmalari Dergisi, 3(3), 135-151.

Hansen, J. B. (2016). Practices of response in public speaking the transformation of revision techniques into oral feedback. Review of Communication, 16 (2-3), 213-221. https://doi.org/10.1080/15358593.2016.1187450

Hasirci, S. (2018). Turkce ogretmeni adaylarinin konusma kaygilari uzerindeki etkisi acisindan akran ve ogretmen geribildirimi [Peer and teacher feedback in terms of effect on speaking anxiety of Turkish language student- teachers]. Turkish Studies, 13(4), 685-706. https://doi.org/10.7827/TurkishStudies.13078

Hsieh, S. (2006). Problems in preparing for the English impromptu speech contest. Regional Language Centre Journal, 37(2), 216-235. https://doi.org/10.1177/0033688206067429

Hung, S. T. A., & Huang, H. T. D. (2016). Blogs as a learning and assessment instrument for English-speaking performance. Interactive Learning Environments, 24(8), 1881-1894. https://doi.org/10.1080/10494820.2015.1057746

Hunter, K. M., Westwick, J. N., & Haleta, L. L. (2014). Assessing success: The impacts of a fundamentals of speech course on decreasing public speaking anxiety. Communication Education, 63(2), 124-135. https://doi.org/10.1080/03634523.2013.875213

Hwang, W. Y., Shadiev, R., Hsu, J. H., Huang, Y. M., Hsu, G. L., & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system, Computer Assisted Language Learning, 29(2), 215-241. https://doi.org/10.1080/09588221.2014.927367

Iberri-Shea, G. (2017). Adaptation and assessment of a public speaking rating scale. Cogent Education, 4(1), 1287390, https://doi.org/10.1080/2331186X.2017.1287390

Izgar, G., & Akturk, A. O. (2018). A mixed method research on peer assessment. International Journal of Evaluation and Research in Education, 7(2), 118-126. https://doi.org/10.11591/ijere.v7i2.12770

Johnson, R. (2004). Peer assessments in physical education. Journal of Physical Education, Recreation & Dance, 75(8), 33-40. https://doi.org/10.1080/07303084.2004.10607287

Kansizoglu, H. B. (2012). Konusma dili ve yazi dili etkilesimi [The interaction of spoken language and written language]. Bartin University Journal of Faculty of Education/ Bartin Universitesi Egitim Fakultesi Dergisi, 1(1), 217-235.

Karakoc-Ozturk, B., & Altuntas, I. (2012). Ilkogretim ikinci kademede konusma egitimine yonelik ogretmen gorusleri: Nitel bir calisma [Teachers’ views about speaking education in elementary school: A qualitative study]. Journal of Research in Education and Teaching/ Egitim ve Ogretim Arastirmalari Dergisi, 1(2), 342-356.

Katranci, M. (2014). Ogretmen adaylarinin konusma becerisine yonelik oz yeterlik algilari [Pre-service teachers’ self-efficacy perception of their speaking skills]. Bartin University Journal of Faculty of Education/ Bartin Universitesi Egitim Fakultesi Dergisi, 3(2), 174-195.

Kemiksiz, O. (2019). Akran degerlendirmesine gore Turkce ogretmen adaylarinin hazirlikli konusma becerisinde onem verdikleri hususlar [Important factors in prepared speaking skills according to Turkish language pre-service teachers in terms of peer assessment]. EKEV Academy Journal/ EKEV Akademi Dergisi, 23(80), 393-412.

Kirbas, A., & Kanatli, F. (2019). Turkce ogretmen adaylarinin hazirliksiz konusma surecinde kullandiklari gerekcelendirme rollerinin cesitli degiskenler baglaminda incelenmesi [Investigation of justification roles of Turkish teacher candidates during improvised speech in terms of various variables]. Journal of Advanced Education Studies/İleri Egitim Calismalari Dergisi, 1(2), 140-151.

Kiymaz, M. S., & Doyumgac, I. (2020). Turkce ogretmeni adaylarinin dinlediklerinden hareketle hazirliksiz konusma basarilari: Karma yöntem arastirmasi [Listening-based impromptu speech achievements of pre-service Turkish language teachers: a mixed method research]. Journal of Mother Tongue Education/ Ana Dili Egitimi Dergisi, 8(4), 1049-1070.  https://doi.org/10.16916/aded.718809

Kuru, O. (2017). Mikro ogretim tekniginin akici konusma becerisine etkisi [Effect of the micro teaching technique to fluent speaking]. Ahi Evran University Journal of Kırşehir Education Faculty/ Ahi Evran Universitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 792-810.

LeFebvre, L., LeFebvre, L., Blackburn, K., & Boyd, R. (2015). Student estimates of public speaking competency: The meaning extraction helper and video self- evaluation. Communication Education, 64(3), 261-279. https://doi.org/10.1080/03634523.2015.1014384

LeFebvre, L., LeFebvre, L. E., & Allen, M. (2018). Training the butterflies to fly in formation: cataloguing student fears about public speaking. Communication Education, 67(3), 348-362. https://doi.org/10.1080/03634523.2018.1468915

LeFebvre, L., LeFebvre, L. E., Allen, M., Buckner, M. M., & Griffin, D. (2020). Metamorphosis of public speaking anxiety: Student fear transformation throughout the introductory communication course. Communication Studies, 71(1), 98-111. https://doi.org/10.1080/10510974.2019.1661867

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.

Litman, D., Strik, H., & Lim, G. S. (2018). Speech technologies and the assessment of second language speaking: Approaches, challenges, and opportunities. Language Assessment Quarterly, 15(3), 294-309. https://doi.org/10.1080/15434303.2018.1472265

Liu, N., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290. https://doi.org/10.1080/13562510600680582

Lohmander, A., Klintö, K., Schalling, E., Portela, A. S., Johansson, K., & McAllister, A. (2021). Students take charge of learning – Using e-learning in perceptual assessment in speech–Language pathology. Scandinavian Journal of Educational Research, 65(3), 468-480. https://doi.org/10.1080/00313831.2020.1716064

Lysaght, Z., O’Leary, M., & Ludlow, L. (2017). Measuring teachers’ assessment for learning (AFL) classroom practices in elementary schools. International Journal of Educational Methodology, 3(2), 103-115. https://doi.org/10.12973/ijem.3.2.103

Ministry of National Education. (2017). Ögretmenlik meslegi genel yeterlikleri [General competencies for teaching profession]. https://cutt.ly/0vKxXkt 

Mowbray, R., & Perry, L. B. (2015). Improving lecture quality through training in public speaking. Innovations in Education and Teaching International, 52(2), 207-217. https://doi.org/10.1080/14703297.2013.849205

Nash, G., Crimmins, G., & Oprescu, F. (2016). If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety? Assessment & Evaluation in Higher Education, 41(4), 586-600. https://doi.org/10.1080/02602938.2015.1032212

Ozan, S., & Yurdabakan, I. (2008). Oz ve akran degerlendirmenin temel iletisim becerileri basarisi uzerindeki etkileri [The effects of self and peer-assessment on basic communication skills achievement]. Tip Egitimi Dünyasi, 27, 27-39.

Ozdemir, O., & Erdem, D. (2017). Sunum becerilerinin akran degerlendirmesine arkadasligin etkisi [The effect of friendships to peer assessment of presentation skills]. Turkish Journal of Educational Studies, 4(1), 21-43.

Ozden, M. (2018). Turkce egitimi lisans ogrencilerinin hazirlikli ve hazirliksiz konusma hakkinda gelistirdikleri metaforlar [Metaphores developed by Turkish teacher candidates in terms of prepared-unprepared speech]. Ordu University Journal of Social Science Research/ Ordu Universitesi Sosyal Bilimler Arastirmalari Dergisi, 8(2), 347-357.

Panadero, E., & Brown, G. T. L. (2017). Teachers’ reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education, 32, 133-156. https://doi.org/10.1007/s10212-015-0282-5

Rathel, J. M., Drasgow, E., & Christle, C. C. (2008). Effects of supervisor performance feedback on increasing preservice teachers’ positive communication behaviors with students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 16(2), 67-77. https://doi.org/10.1177/1063426607312537

Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(10), 1-13. https://doi.org/10.7275/9wph-vv65

Safdari, M., & Fathi, J. (2020). Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners. Cogent Education, 7(1), 1818924. https://doi.org/10.1080/2331186X.2020.1818924

Saglam, O., & Dogan, Y. (2013). 7. sinif ögrencilerinin hazirliksiz konusma becerileri [The impromptu speaking skills of 7th grade students]. Mustafa Kemal University Journal of Social Sciences Institute/ Mustafa Kemal Universitesi Sosyal Bilimler Enstitüsü Dergisi, 10(24), 43-56.

Sarpkaya-Aktas, G. (2017). Mikroogretim uygulamalarinda akran degerlendirmelerine gore ögretmen yeterlikleri [Teacher competencies according to peer evaluations in micro-teaching applications]. International Journal of Social Sciences and Education Research, 3(5), 1657-1669. https://doi.org/10.24289/ijsser.329880

Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27, 396-407. https://doi.org/10.1177/088840640402700407

Schneider, C., & Bodensohn, R. (2017). Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence. Assessment in Education: Principles, Policy & Practice, 24(2), 127-146. https://doi.org/10.1080/0969594X.2017.1293002

Schreiber, L. M., Paul, G. D., & Shibley, L. R. (2012). The development and test of the public speaking competence rubric. Communication Education, 61(3), 205-233. https://doi.org/10.1080/03634523.2012.670709

Singh, K. K. G. (2010). A study of impromptu speeches among undergraduates at the university of Malaya. The English Teacher, XXXIX, 51-71.

Sluijsmans, D., Dochy, F., & Moerkerke, G. (1998). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1, 293–319.

Sluijsmans, D., & Prins, E. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22. https://doi.org/10.1016/j.stueduc.2006.01.005

Spiller, D. (2012). Assessment matters: Self assessment and peer assessment.  Teaching Development. http://cei.hkust.edu.hk/files/public/assessment_matters_self-assessment_peer_assessment.pdf

Suthiwartnarueput, T. (2017). The effects of impromptu speaking practice on English speaking ability of Thai EFL students. Journal of Institutional Research in South East Asia, 15(1), 106-120.

Taser, F. (2006). Konusma egitimi [Teaching of speaking]. Papirus.

Tatham, M., & Morton, K. (2011). A guide to speech production and perception. Edinburgh University Press.

Tomak, B. (2021). Evaluation of the “speaking” component of a curriculum applied in a school of foreign languages: An action research in a state university in Turkey. International Journal of Educational Methodology, 7(1), 33-51. https://doi.org/10.12973/ijem.7.1.33

Topcuoglu, F., & Ozden, M. (2015). Diksiyon ve konusma egitimi [Diction and teaching of speaking]. Pegem Akademi.

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276. https://doi.org/10.2307/1170598

Tunkler, V. (2019). Akran degerlendirmenin ogretmen adaylarinin mesleki bilgi ve becerilerine etkisinin incelenmesi [Investigating the effect of peer assessment on preservice teachers’ to professional knowledge and skills]. Marmara University Journal of Educational Sciences/ Marmara Universitesi Atatürk Egitim Fakultesi Egitim Bilimleri Dergisi, 50, 206-221. https://doi.org/10.15285/maruaebd.525171

Uyar, S., Demir, K., & Aksekioglu, B. (2016). A triplet on performance-based assessment: Self, peer and rater assessments. International Journal of Turkish Education Sciences, 4(7), 69-80.

Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047. https://doi.org/10.1080/02602938.2018.1427698

Williamson, L. (2009). On demand writing: Applying the strategies of impromptu speaking to impromptu writing. International Debate Education Association.

Yigit, F., & Kirimli, B. (2015). Turkce ogretmenlerinin alternatif olcme degerlendirme yontemlerinin islevleri ve kullanim sıklıgı hakkindaki gorusleri [Teacher opinions on functions and frequency of using of alternative assessment and evaluation methods]. The Journal of National Education/ Milli Egitim Dergisi, 205, 64-86.

Yildirim, A., & Simsek, H. (2018). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Seckin.

Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.

Yuceer, D. (2014). Turkce ogretmenligi birinci sinif ogrencilerinin hazirliksiz konusma becerileri uzerine bir arastirma [A research on impromptu speech skills of freshmen of Turkish language teaching department] [Unpublished master’s thesis]. Gazi University.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909

Zou, B. (2013). Teachers' support in using computers for developing students' listening and speaking skills in pre-sessional English courses. Computer Assisted Language Learning, 26(1), 83-99. https://doi.org/10.1080/09588221.2011.631143

...