In their study regarding the implications behind letting
students commit to their own controlled peer review sessions, Otoshi discovered
the justification for peer review and analyzed the justifications for oral
presentation as the ideal form of revising.
One
of the positive aspects of having students develop their own criteria of grading
is that they will naturally be better at applying “the method of evaluation to their own learning styles, and
thereby to their own benefit as learners.” Reducing any biases that
teachers may impose upon them allows the students not only to learn how to
revise in a way that benefits the editor and the person being reviewed but also
to approach the method of revision with a more open mind that could allow them
to spot errors that could go unnoticed for a teacher. Previous studies we’ve
read show that some comments provided by teachers can be contradicting or too
interchangeable to provide any real assistance. Peer review can help this
process out of its rut by bringing in a fresh perspective to analyze a
colleague’s writing. Among the other benefits that students will gain from peer
review are developing skills useful in academic life and enhancing
interpersonal relationships among learners.
When conducting the study on the effectiveness of oral
presentations, three factors were found to be more apparent than others: The
clarity of speech and voice quality, correctness of language, and audience
interaction. These three traits of oral presentation were found to be present
in descriptions that students attributed to a more effective showcasing of oral
rhetoric. These things are without a doubt all part of proper speech and should
come in handy when we do our presentations next week.
Otoshi, Junko
& Neil Heffernan. (2008). “Factors Predicting Effective Oral Presentations
in EFL Classrooms.” Asian EFL Journal 10.1 (2008). [no pagination]. Web.