Research
Gwee, S., & Toh-Heng, H. L. (2015). Developing Student Oral Presentation Skills with the Help of Mobile Devices. International Journal of Mobile and Blended Learning, 7(4). Retrieved from https://link.galegroup.com/apps/doc/A428008722/PROF?u=tea&sid=PROF&xid=f5d4daf3
Summary: Students were asked to create video presentations and were then asked to review their presentations in both formal (classroom) and informal (out of classroom settings). The research found that the formal review had a significant impact, especially on group presentations. The use of video for analyzing presentations increased students' engagement, and students found it was useful because it provided immediate feedback. The study provides an observation checklist for effective oral presentations and a sequence of activities for the students.
Anstey, M., & Bull, G. (2010). Helping teachers to explore multimodal texts. Curriculum Leadership Journal, 8(16). Retrieved from http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?%20issue%20ID=12141
Summary: Multimodal texts are defined as text that can be deliver various formats, such as live, paper, or digital electronic. In this article, the author introduces five semiotic systems defined in multimodal texts.
Baker, W. H., & Thompson, M. P. (2004, June). Teaching presentation skills. Business Communication Quarterly, 67(2), 216+. Retrieved from https://link.galegroup.com/apps/doc/A117449775/PROF?u=tea&sid=PROF&xid=96728e1b
Summary: This brief article gives concrete steps for increasing the quality of student presentations, beginning with planning, and concludes with tips for helping students analyze their performance. The emphasis is upon preparing and delivering the presentation, rather than on the student's gestures or what they are saying wrong. The goal is to increase students' security and also increase students' knowledge on how to prepare and deliver a message successfully.