[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589788-105":3,"doc-detail-589788-en":73,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","observing-myself-in-the-video-fostering-reflective-practice-in-oral-presentation-training-article","Observing “Myself” in the Video - Fostering Reflective Practice in Oral Presentation Training - Article","","This paper examines video-supported reflection as a teaching approach to strengthen EFL students’ reflective practice in oral presentation training. Guided by reflective learning theory, the study designs four instructional stages: creating reflection scenarios, providing reflection scaffolds, facilitating collaborative reflection, and summarizing learning gains. Data from students’ reflective journals and focus group interviews show improved reflective abilities and positive perceived learning gains, while student problems are analyzed through research and practice on how to support reflective learning.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/observing-myself-in-the-video-fostering-reflective-practice-in-oral-presentation-training-article/589788/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/observing-myself-in-the-video-fostering-reflective-practice-in-oral-presentation-training-article/589788.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What major outcomes are reported from the project?","Question",{"text":63,"@type":64},"Findings indicate a positive impact on students’ reflective abilities and their perceived learning gains, alongside identification of problems encountered by students during the process.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},589788,1792930387,{"code":4,"msg":74,"data":75},"success",{"doc_id":71,"user_id":76,"nickname":42,"user_avatar":77,"doc_module":4,"category_id":78,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":79,"file_id":80,"file_url":81,"file_type":82,"file_size":83,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":84,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":85,"faqs":86,"seo_title":87,"seo_description":12,"update_tm":88,"read_time":89,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training\u003Cbr>Aiping Li*, Tianxiao Peng\u003Cbr>School of Arts and Sciences, National University of Defense Technology, China Corresponding Author: Aiping Li, E-mail: [liaiping08@nudt.edu.cn](liaiping08@nudt.edu.cn)\u003Cbr>The research is financed by the Hunan Educational Science Fund, China. No. XJK015BGD001. |  |\n| --- | --- |\n| ARTICLE INFO\u003Cbr>Article history\u003Cbr>Received: March 08, 2018\u003Cbr>Accepted: May 01, 2018\u003Cbr>Published: June 30, 2018\u003Cbr>Volume: 9 Issue: 3\u003Cbr>Advance access: May 2018\u003Cbr>Conflicts of interest: None\u003Cbr>Funding: Hunan Educational Science Fund, China. No. XJK015BGD001 .\u003Cbr>Key words:\u003Cbr>Reflective Learning, Reflective Journals, Video-supported Reflection, Reflective Thinking Levels, Oral Presentation | ABSTRACT\u003Cbr>This paper proposes using video-supported reflection to facilitate EFL students’reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning. |\n\nINTRODUCTION  \nAs an essential professional communication skill for employees ofthe 21st century, oral presentation (OP) is strongly recommended by English as Foreign Language (EFL) educators for classroom teaching. Often, because of time constraints, students are given little or no opportunities to practice oral presentation, and they are “obliged to do much of the work on their own”(Boyle 1996:117) . In EFL teaching practice, most students are simply assigned to do this task as an assessment, but seldom get adequate feedback from the teacher.  \nHow can we improve this situation? Researchers have emphasized that the teaching of communication skills should value the necessity of involving students in purposeful reflection on their own weaknesses. At the same time, video reflection has been embraced across a range of discipline areas, such as language education, preservice teacher training and medical education, etc. Despite the acceptance of reflection or video reflection in education, Ryan (2013) states that learners are not often taught how to reflect or how best to communicate their knowledge through reflection. A review of the related literature shows that there has been a lack of empirical study on the impact of video-supported reflection on students’ reflective practice in English language teaching. Thus there is still much to be understood regarding how  \nvideo-supported reflective practice gets done to facilitate students’ reflective practice of oral presentations.  \nDrawing on the theory of reflective learning, this study attempted to incorporate a video-based reflective learning project into an intensive OP training program in the EFL course at tertiary level. The study aimed to describe how the target students could be guided to get involved in reflective practice, and examine how the project would affect students’reflection ability and evaluations ofthe learning experience. We attempted to contribute further concrete evidence to substantiate the benefits of using video-supported reflective learning in oral presentation training. It was designed around the following research questions:  \n1) Does video-based reflective learning help students to enhance the breadth and depth of their reflection on oral presentation performance?  \n2) What are students’ feedback and evaluati","cbCaigUlsgbCHjSF","https://ap.wps.com/l/cbCaigUlsgbCHjSF","pdf",390266,"English","# Introduction\n## Oral presentation challenges in EFL teaching\n## Role of reflection and video reflection\n# Theoretical background\n## Reflection and reflective learning\n## The reflective cycle","[{\"question\":\"What major outcomes are reported from the project?\",\"answer\":\"Findings indicate a positive impact on students’ reflective abilities and their perceived learning gains, alongside identification of problems encountered by students during the process.\"}]","Observing “Myself” in the Video - Fostering Reflective Practice in Oral Presentation Training - Article | PDF",1792068127,18,{"code":4,"msg":74,"data":91},[92,96,100,104,109,114,118,121,126,129,133],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Exam",70,"exam",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},5,"Comic",60,"comic",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},"Healthcare",40,"healthcare",{"id":78,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":119,"slug":120},30,"research-report",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},9,"Religion & Spirituality",20,"religion-spirituality",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":124,"slug":128},"World Cup","world-cup",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":130,"slug":132},10,"Lifestyle","lifestyle",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":105,"slug":136},19,"General","general"]