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Findings of Action Level: Evaluation Checklist Results

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Findings of Action Level: Evaluation Checklist Results

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Findings of Action Level: Survey Results

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Findings of Action Level: Survey Results

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Action Level:

Presentations were conducted either individually or with pairs by the students

Survey was taken

Focus Group Discussions

Data Collection Tools

My own Reflection Notes

Questionnaire with students

Evaluation Checklist to assess student presentation skills

Cue card strategy and Plot Line Instruction applied

"Sandwich Feedback" Instructed for the presenters

Peer Feedback was given to each others

My observations about students behavior

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In my observations of students at the university, I have noticed a concerning trend about their presentation skills.: My focus is on their lack of confidence while presenting. They demonstrate uncertain speech delivery (lack of presentation skill) with noticeable signs of 37% of using fillers like "umm" and "err," along with frequent pauses and a monotonous voice. Additionally, relying  heavily on their mobile phones during presentations indicates their weak self-assured manner when speaking in front of the class. Moreover, they tend to focus their gaze on me rather than engaging with their audience, which can create a disconnect. So, these challenges suggest a need for targeted support and training to help students build their confidence and improve their presentation skills.

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How did I collect the Data?

Quantitatively: Pre and Post-Questionnaires and 2 Evaluation Checklists were taken

Qualitatively: 2 Focus Group Discussions and Literature Analysis were conducted

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Step 1: Pre-Feedback Questionnaire

Step 2: Presentation and Evaluation Checklist 1

Step 3: Focus Group Discussion 1

Step 4: Feedback Strategy Instruction

Step 5: Presentation and Evaluation Checklist 2

Step 6: Focus Group Discussion 2

Step 7: Post-Feedback Questionnaire

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RQ1. Teacher Behaviour: "What specific feedback strategies do I implement to support my students' self-confidence when they get embarrassed while presenting?

RQ2 Teacher Perception: "What specific feedback elements do I identify/think as effective in improving my students' presentation skills, and how do I assess their effectiveness?"

RQ3 Students Behaviour: What do/say my students do when they receive feedback after the presentation?

RQ4 Student Perception: "How do my students perceive their own confidence  before and after receiving feedback?"

RQ5 Others Perception: "How do my colleagues perceive the effectiveness of feedback in enhancing student confidence during the presentation?

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My research focuses on the lack of presentation skills among senior university students, particularly challenges related to confidence, speech clarity, organization, and effective audience engagement through Feedback Framework in academic contexts.

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My name is Mokhira Alibekova, an EFL instructor at Jizzakh State Pedagogical University, Uzbekistan. I work primarily with fourth-year undergraduate students, focusing on enhancing their English language proficiency, academic communication skills, and pedagogical competence. My professional interests include effective language teaching methodologies, learner development, and improving students’ readiness for academic and professional contexts.

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