Comparative Analysis of Speech Practice and Peer Feedback Aspect According to Face-to-face and Non-face-to-face Courses

Abstract

This study aims to analyze face-to-face and non face-to-face presentations centered on the cases of college students who participated in speaking classes. Since COVID-19, non face-to-face education has become a form of university education, and learners' presentations have been made in a completely different context depending on whether they are made in face-to-face or non face-to-face classes. Therefore, based on the previous study showing that the context can affect communication methods and perceptions, the presentation and the peer feedback pattern in the face-to-face and non face-to-face situations were examined. To this end, the face-to-face presentations of 60 participants enrolled in speaking courses were collected, to which their non face-to-face presentations were compared. As a result, in terms of presentation, the language expressions, voice elements, and visual elements in their face-to-face presentations and non face-to -face presentations showed different aspects. In addition, peer feedback also showed differences according to class methods, such as evaluating the proportion and the adequacy of the presentation. As a result of this study, we learned that we need a differentiated educational strategy for face-to-face presentations and non face-to-face presentations. We also discussed how there is a need to improve the realism of learning and to use presentations to achieve this goal.