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A Case Study on University Liberal Education Presentation Class Utilizing Self-Listening Evaluation

  • The Journal of General Education
  • 2023, (24), pp.89~116
  • DOI : 10.24173/jge.2023.07.24.3
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : June 20, 2023
  • Accepted : July 13, 2023
  • Published : July 31, 2023

Ji-hyun Kim 1

1경상국립대학교

Accredited

ABSTRACT

This study aims to explore the educational significance of implementing self-listening evaluations in university liberal presentation class to enhance students' perception of active listening and effective presentation skills. This paper highlights the importance of the audience's active role as attentive listeners for successful presentations, emphasizing that listening contributes more to communication satisfaction than speaking. In this regard, the study designed an educational approach to enhance students' listening abilities by incorporating self-listening evaluations during the listening of peer presentations in the "Presentation Writing" class at one of the universities in the 23rd 1st semester. The approach included instruction on overall teaching and learning aspects related to presentation performance, as well as attitudes towards listening. The study then applied the approach in actual classes and collected students' feedback on the self-listening evaluations. The results showed that students demonstrated focused attention on peer presentations through the use of self-listening evaluations, and their listening attitudes changed and improved as they concentrated on the presentations. Additionally, it was observed that self-listening evaluations empowered students as active participants in discourse, helping them apply the evaluations to their own presentations. This paper underscores the need to foster listening skills in university liberal presentation classes, alongside speaking skills, through the utilization of self-listening evaluations. It provides a fresh perspective on listening education and the study of active listening in the context of university liberal presentation classes.

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