Using Oral Presentations to improve Task Response in Writing

摘要

International Language Tests such as IELTS (International English Language Testing System) and TOFEL (Test of English as a Foreign Language) in their long writing component employ Task Response as one of the four scoring criteria. Task Response operates at a global level, it examines how well an argument is presented and supported. This paper proposes a method to improve Task Response through the use of Oral Presentations with both formative written feedback and dual mode interactive feedback post-presentation. In addition suggestive feedback during the preparation phase of a presentation. At the beginning of the first class and again at the end of the course students were required to write an essay of 250-300 words on an IELTS/TOEFL style question. A comparison of task Response in both set was conducted and showed a marked increase in all three areas that were examined. The paper concludes with a discussion of factors: Dual Mode Interactive Feedback, Summary Requirement and PowerPoint Structure that may have an impact on course instruction and outcomes.