英文摘要 |
This study aims to explore college students’ perceptions of teacher and peer critiquesfor their presentations. It attempts to investigate the differences between two groups (daydivision students and night division students) of students’ opinions towards teachercritiques and peer critiques for their presentations. Both groups of students enrolled in theclass of Public Speaking. A self-inventory questionnaire and a semi-structured interviewwere the main instruments used in the research to collect data. Both groups of studentsfilled out the questionnaires at the end of the school year. The t-test and descriptivestatistics were used to calculate the results of the questionnaires. Three day divisionstudents and three night division students joined one-to-one semi-structured interviews.The results of the questionnaires indicate that night division students and day divisionstudents believe that there is no significant difference in the peer critiques of theintroduction, the body and the conclusion of the speech. Day division students agree morethat critiques by teacher help them more than critiques by peers than night divisionstudents. The results of the interviews have the similar outcome. It is proposed that peercritiques tend to focus more on the body language while teacher critiques are moreprofessional and they give more useful suggestions including relating the examples to theaudience, organizing the speech, maintaining strong eye-contact and the use of language intheir presentation. This study implies that students require more professional trainingbefore they conduct peer’s critiques and night division students need more supportivenessto build up their confidence in the class of Public Speaking. |