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Here I suggest re-framing your research question to make it less broad - more addressing the question of the extent to which Singlish is still associated with lower education or lower socio-economic class, given societal changes regarding perceptions of Singlish, both by the general public and authorities (such as the SGEM).

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An interesting presentation, but quite confusing regarding what sort of study this was and what the 'data' was. Also, as was pointed out, the title was quite misleading. The presentation was not about speed of decipherability at all.

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Very well-done! This was an engaging presentation and I commend you for being very transparent with the analysis/coding information. You also handled my question about fan fiction being a gendered phenomenon very well. I'll just point out that none of us can ever be COMPLETELY objective - we can only STRIVE to be as objective as possible.

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Singlish perceptions among students at IP and non-IP schools

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Singlish perceptions among students at IP and non-IP schools

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An engaging and well-organised presentation, but more methodological details would help clarification and I think it would be good to highlight general societal changes regarding Singlish perceptions and efforts to eradicate it over the course of the last 20 years - for example, it was only in the first few years of the SGEM that they were actively promoting Singlish eradication.

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An engaging and well-organised presentation - but I would adjust the title to not present an adversarial relationship between advertising and authenticity. Advertising is seeking to utilise the power of authenticity! And be sure to adjust the 'quantitative' and 'qualitative' labels. It's actually the survey data that is the quantitative part of the study.

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Mastery of content knowledge (language ideologies regarding Hokkien) was clear and slides were very attractive. Topic clearly also quite significant. Presentation, however, was hurt a lot by Issue's muffled audio. I suggest more explicit acknowledgment of Honesty as the only solidarity trait investigated as a limitation (e.g., No 'friendly' or 'hard-working').

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Feedback Guidelines (for Panellist Reference)

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Feedback Guidelines (for Panellist Reference)

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Thank you for spending time with us this morning to help our young researchers! You may consider giving feedback to projects based on their presentation delivery and on the following points:

1. Mastery of subject knowledge

- Does the project demonstrate extensive knowledge of subject?

- Is there convincing evidence to support ideas and conclusions?

- Are all questions answered with clear elaboration?

2. Organisation of presentation

- Is the organisation of the argument clear and logical?

3. Significance of project

- Is the project relevant or important to the field?

- Will it make a significant contribution?

~ HSSRP 2024 Organising Committee.

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To add a comment to a post, click the space that says: Add comment. Alternatively, you can add a post by pressing the "+" under the project tag heading you are commenting on. When leaving a comment, please begin with your project tag/name.
For example:
Dr Smith: this group has demonstrated extensive knowledge of the subject. However, you can try to make more eye contact with the audience.
XYZP9: the presentation was well organised but the slides were too cluttered and difficult to read. You spoke energetically!