This study examines the factors affecting the degree of improvement in the public speech classroom. Based on her own past pilot study, the author approaches this question by focusing on two leading factors: learners’ perception of classmates and their ways of learning from classmates. The subjects are Japanese university students in a public-speaking course. Their responses to a post-course questionnaire are analysed using Pearson’s correlation coefficient to examine what factors affect the learner’s degree of performance improvement in terms of 1) how they perceive classmates, 2) how they use classmates as learning sources, and 3) what kinds of feelings they have during the course. In addition, the open-ended comments of students about learning from their classmates’ feedback are compared between those with a high degree of improvement and those with a low degree of improvement. In conclusion, the factors affecting the degree of improvement are individualistic perception rather than emotional cohesiveness in a classroom community, critical and usually negative recognition of their own performance, and the ability to analyse classmates’ feedback in comparison without losing their own “self-reflective base.” Hence, a student’s having a “self-reflective base” in learning is the key to learn from classmates effectively.
|Keywords:||Public Speaking, Recognition, Perception, Classmates, Performance, Communication|
Lecturer, Core Center, Obirin University, Shibuya, Tokyo, Japan
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