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Poster Presentation Technique in TEFL

Research · September 2015

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University of Baghdad College of Education for Humane Sciences/Ibn Rushd Department of Educational and Psychological Sciences

Poster Presentation Technique in TEFL

Prepared by: Hussein G. Karam Supervisor By

• PhD. Dr. Fatin Khairy AL-Rifa'ay

Abstract: This research is presented poster presentation technique in TEFL. It includes the notion of poster presentation, historical review poster presentation, characteristics poster presentation, advantages and disadvantages poster presentation, contents and the rules of teacher and students in applying poster presentation. 1.1. The Notion of Poster Presentation Posters are mounted pictures or photographs accompanied by textual cues or captions. The purpose of the posters is to encourage student participation and provide controlled practice in a given English structure

• r concept. Each poster is created on 11x17-inch bond paper. The layout

may be horizontal or vertical. To increase durability and make the poster firm, it is first adhered to a piece of polycarbonate of the same size, then

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covered with contact paper to protect the ten to twelve pictures or photographs that may accompany the textual cues (Reilly,2007:25). A poster is a visual presentation that often includes graphs, tables, photos, charts, titles, and brief textual summaries of research information (Hollander,2002:103). A poster combines text and graphics to present project in a way that is visually interesting and accessible. It allows to display work to a large group of other scholars and to talk to and receive feedback from interested viewers (Kemper, 1:2007). Poster is not a mini-paper; it’s a poster Even though a poster or the research described in a poster may lead to a paper, the poster itself is not a paper. Posters involve face-to-face communication aimed at people who are physically moving. There are often scores of other posters all around

• you. Like advertisers in prime time, you must compete for attention

(Beilenson, 2002:3). A poster is a static, visual medium that you use to communicate a key idea related to your research: it presents that idea in verbal and graphic

• ways. Unlike an oral presentation, a poster does (most) of your talking—

it should stand on its own, be self-explanatory (even as it enables conversations with viewers) (Barbara, 2004:1). Poster presentation is usually a combination of pictures and text arranged in an aesthetic manner for easy viewing and for conveying information (Borland Conference, 2003:87). Posters Presentation is "mounted pictures or photographs accompanied by textual cues or

• captions. The purpose of the poster is to encourage student participation

and provide controlled practice in a given English structure or concept". (Reilly, 2007:25)."Poster presentation is not a mini-paper. Its involve face-to-face communication aimed at people who are physically moving". (Beilenson, 2002:3).27

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Stoss (2013:2) points out that, poster presentation should represent a “...well-designed, eye-catching, and engaging... display of research or scientific information.” The poster should convey the results

• f research activities as to promote the educational achievements of the

poster's presenter. Bayne (2005:1) remarks that presentation would consist of an individual presenter, a pair or a small group presenting to or fronting a larger audience, usually the remainder of the class. Opportunity may be allowed for question time at the end of a presentation. While such presentation formats are reflections of reality in academia or business circles. Poster presentation is increasingly used at conferences to disseminate research findings, either alone or as an adjunct to oral papers and workshop sessions. Bold eye-catching material attracts attention and stimulates discussion and posters are seen to offer many advantages. They stimulate learning and foster many vital skills which learners require in their acquisition of knowledge and in their careers as nurses, engineering, biology, medicine, teaching (Bracher, and et.al, 1998:552). Poster presentation as a method of assessment (generically referred to as alterative assessment) has developed, in part, from recent research on

• learning. Contemporary cognitive psychology indicates that meaningful

learning is reflective, constructive and self-regulated and that all learning requires learners to think and actively construct evolving mental models. The realization of what is involved in meaningful learning, together with the recognition of the role of social context in shaping higher order cognitive abilities and dispositions, suggests that what is important in assessment is evidence of how and whether students organize, structure and use information in context to solve problems Baxter and Glaser (1998) (as cited in Summers, 2005:24).

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1.2. Historical Review Posters have been introduced into scientific meetings in the United States in the 1970s. They have rapidly become a way to present large numbers of research reports and have been widely accepted as a viable complement and alternative to slide presentations and symposia or workshops (Maugh, 1974:219). Posters offer advantages both for meeting arrangements and for communication efficiency. More posters can be scheduled in less space than can oral presentations, and those attending meetings have access to more papers in the same amount of time with greater flexibility for their own schedules (Figure 2-2). Some convention centers can provide large areas and display boards more easily than they can provide numerous meeting rooms and visual projection equipment. (Davis, and et al, 2012:189). The past twenty-five years have witnessed a strong move within educational institutions from a lecture-based instruction paradigm towards an active learning paradigm where learning responsibility is handed over to learners and the instructor acts as a guide and a facilitator. This shift in focus on developing excellence in communication skills, both oral and written, has brought in several changes in English for Specific Purposes (ESP) and technical communication syllabus and course design. Some of these changes are “well developed professional communication skills, collaborative work practices, effective self- management and a clear understanding of social responsibility (EL- Sakran and Prescot, 2013:75, 76). Sorensen and Boland (1991:333,334). Say that, Poster presentation is not new. Literature from the early 1980s onwards has documented its use in promoting learning, communicating research, enhancing collaboration

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and networking skills and in developing critical thinking and synthesis of information. In addition, motivation is further enhanced by a degree of choice over what is studied and feelings of ownership and control over the work done. This in turn generates in students an appreciation of their own accomplishments and those of others (Bracher, and etal, 1998:552). Throughout the history of posters, they have been successfully used as a medium of expression, be it political propaganda or a simple advertisement for a product. So it is no wonder that eventually posters became a very successful tool in academia to bring research results or product information to as many scientists as possible, all gathered under

• ne roof. This helped in networking, exchanging views, getting new

ideas, and for fruitful discussion (see fig.2-3). Posters are typically shown during conferences, either as a complement to a talk, or as a publication (Eylid, 2011:1). 1.3. Characteristics of Poster Presentation Parvis (2001:35, 44) points out that, to speak effectively in front of a group is “…a skill that has to be taught to students and needs to be honed throughout college life and into the job market”. Students should have the

• pportunity and instruction that will enable them to attain these skills and

capabilities. There are more than one characteristic for poster presentation figured

• ut by different scholars as mentioned below:

1- It provides authentic contexts that reflect the way the knowledge will be used in real life; (Herrington and Oliver, 2000:4).

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2- It supports collaborative construction of knowledge and Promote reflection to enable abstractions to be formed (ibid); 3- It promotes articulation to enable tacit knowledge to be made explicit (ibid); and 4- It provides coaching and scaffolding by the teacher at critical times; and provides for authentic assessment of learning within the tasks (ibid). 5-It is relatively informal; contact one to one or one to few (Davis and Duunagan 2012:141). 6-No moderator; direct contact takes placed and, no buffer between the speaker and audience (see fig.2-4). (ibid); 7-Time limit somewhat flexible and audience free; only truly interested remain(ibid); 1.4. Advantages and Disadvantages of Poster Presentation There are more than one advantage and disadvantage of poster

• presentation. Advantages of poster presentation are the following

1- Poster presentation can be used as excellent alternative medium for developing communication skills (O’Neill, G. and Jennings, D. 2012: 4). 2- It involves students in the assessment process and encourage students to investigate a topic thoroughly (ibid); 3- It provides opportunities for peer-learning and promote a positive attitude for students (ibid). 4-Posters foster oral practice, enhance traditional methodology by empowering students, encourage authentic communication and posters increase self-confidence (Reilly, 2007:26);

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5-Posters work with various learning styles, effective in large, heterogeneous groups and posters help minimize incorrect language (ibid: 27); 6-Posters’ visual cues reduce reversion to L1 (ibid); 7-Posters allow teachers to monitor student speech and practice to improve pronunciation (ibid: 28); and 8-Posters permit integration of material with subject. (See figure 2-5 (ibid); 9-It bridges the gap between language study and language use (King, 2002:2) 10-It allows using the four language skills in a naturally integrated way (ibid); 11-It helps students to collect, inquire, organize and construct information; enhancing team work (ibid); 12- It helps students become active and autonomous learners (ibid). 13- Students learn best when linkages between teaching and research are expressed in a practical manner (Deonandan, et al, 2013:183). 14-It is fun to make and interesting to look at (Furmanovsky and Sheffner, 1996:1). 15-There is little or no reading of notes in the presentation (Fith, 2006:1).(48) 16-Shift focus from teacher-centered practices to students’ collaborative learning-centered environments, thus achieving more confidence and responsibility (EL-Sakran and Prescott, 2013:80, 81).

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17- It Provides learners with real opportunities to create their own texts, engage in real communication tasks with real audiences, and reflect on the outcome of their communication process (ibid). 18-It provides opportunities to negotiate meaning when communication problems arise (ibid). 19- Student presenters like the experience and requested its continued use with future cohorts. Poster presentations cater for allow for personality preferences, students’ creativity in poster design and show each team member’s contribution to the research projects (ibid). 20- It is less formal, more time, more personal, and less anxiety- provoking for the presenter (Wagner and et al 1979:582). 21-There is a two-way information exchange: the audience is more likely to question, and there is an opportunity for detailed discussion (ibid). 22-Posters can facilitate the rapid communication of scientific ideas, visually represent ideas, stimulate an exchange of ideas between the presenter and the audience reading the poster, be a summary of work done, be viewed when the author is not present, and allow for valuable networking opportunities(Hofmann, 2010:499). 23- It disseminats findings in a relaxed, informal, interactive and social context (Ranse and Aitken, 2012:1, 2); 24- It Provides an opportunity to speaking with delegates who are interested in the poster topic (ibid); and 25- It allows to presentation within a group; this is particularly useful for novice presenters (ibid). The Disadvantages of Poster Presentation are:

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1-The poorly prepared presentation that can often occur in situation also presents a problem for the instructor, as they may be unsure as to which

• f the students’ errors they should be correcting. In the worst-case

scenario this can lead to a group of students who end up disliking oral presentations, and an instructor who believes that students gain nothing from giving oral presentations (Wilson and Brooks,2014:514). 2-Using presentations in the classroom is time-consuming, and this is because in many oral presentations only one student can present at a time (ibid). 3-Presentations require a lot of time and effort to implement correctly in the classroom. Teachers have to carefully limit the amount of cognitive demands the presentations put on the students as many EFL learners “lack the core fluency” required to give an effective oral presentation (Jordan, 1997:203). 4-The instructor focuses on the presenter, it is sometimes difficult to monitor the activity of the other students (Kinikin and Hench,2012: 92). 5- Most students are actively participating; however, some students leave

• r engage in side conversations (ibid).

6- A further difficulty is determining how much content non presenters learn from their fellow classmate’s poster presentations (ibid). 7-It has pitfalls concerning nervous presenters and board audiences (Munby, 2011:157). 8-The presenter is not able to view other presentations at the same session (Wagner and Hopkins, 1979:582). 9- The presenter may have to repeat the presentation several times: the

• verall delivery is more tiring for the presenter (ibid).

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10-Contradictory results from separate groups cannot be debated publicly (ibid). 11-Issue surrounding the poster as a form of assessment is the time involved in preparation and marking by the student and assessor. There is an ethical duty to ensure that the time required to complete assessable tasks is realistic and within the course requirements. (Summers, 2005:25). 12-Some educators may view the poster merely as a piece of art rather than a serious academic statement. Marking consistency is also problematic due to interpretation of assessment performance and the reliability of interpretation (ibid: 26). 13- A major problem with student-driven discussions is that they occur when no student appears willing to speak, or when discussions become dominated by the same student(s) Chan (2011:77). 1.5. Contents of Poster Presentation As Bayne (2005:98) points out, a poster should contain: 1-Photos, pictures or other graphics, 2-White space (areas on the poster where there is nothing), 3-Colours (if possible), 4-Large fonts (thick, dark, bold, easy-to-see), 5-Variety of Fonts (if possible), 6-Short phrases or words, NOT sentences, 7-Knowledge (content that you will need to explain), 8-Good Organization,

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9-Bullets or Symbols, 10-Large paper surface (a poster should be visible from a few meters; it need not be one large sheet of paper - be imaginative 4 x A4 or 3 x A3 for example). But according to Berkeley (2010:1). a poster should contain the following elements: 1-The Poster Title (with author names directly underneath followed by the names of associated institutions) 2-Introduction, Background, or Abstract (a place to quickly summarize topic and trigger audience’s interest) 3-Materials and Methods or Process (a place to describe process and what led to results) 4-Results (the place where the results of experiment are explained) 5-Conclusions or Discussion (the place where to explain why results are conclusive and provide the reader with a short but solid justification of hypothesis) 6-References or Literature Cited (a list of the literature have to be cited regarding the project, by listing the names of authors, publications and publishing dates) 7-Acknowledgments sometimes replaced by Contact Information (This section is optional). Finally, Davis, and et al (2012:178). believe that what posters should contain are: 1- Title. 2- Introduction. Hypothesis. Justification.

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Literature. Objectives. 3- Methods. Equipment and Materials. Sampling and Technique. Methods of Analysis. 4- Results and Discussion. Objectives Accomplished . Data. 5- Conclusions. Accomplishment of Objectives. Accuracy of Hypothesis. Application of Results. 1.6. Teacher's Roles King (2002,3) says that, working with students on oral presentations is a challenging job for teachers because it not only involves training in

• ther disciplines such as speech communication and public speaking, but

also demands more of teachers in terms of time and effort in lesson planning and teaching techniques. When a teacher moves from the traditional role of teacher as an authoritative expert to the new role of facilitator of learning, students feel a drastic change. With such a student- led activity as oral presentation, teachers need to have some psychological preparation for meeting the resistance from students, since some of them are not receptive to project learning and are uncomfortable when given autonomy. Furthermore, the importance of creating a supportive learning atmosphere, acquiring interaction skills,

• incorporating. A teacher has various roles:

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1-He is the guide, organizer, consultant, resource person, and supporter, helping students to select topics, and helping them learn the use of various visual aids (ibid:5). 2-He integrates curriculum and instruction materials into teaching and creating learning environment that encourages active engagement in learning and self-motivation (Osa and Musser, 2004:16); 3-He creates learning opportunities those are adapted to the needs of diverse learners and uses a variety of instructional techniques to encourage students’ development of critical thinking, problem solving, and performance skills (ibid); 4-He devises different approaches to make the learning materials, especially complex materials, learnable to all students (ibid); and 5-He provides the opportunity for students to interact with information to be learned in diverse and different ways (ibid). 6-He asks students to keep eyes on the audience when talking about transparencies and. also reminds students to refer to the image or texts on the whiteboard or projector (King, 2002: 6). 7-He reduces what can be a quite heavy linguistic burden and encourages students to find and (more importantly) learn how to use, maps, photos, cartoons, graphs etc, to illustrate their topic( Furmanovsky and Sheffner,1996:1). 8-He provides a comfortable environment for students to practice some of the skills needed in making a class presentation (ibid). 9-He involves the joint creation of a physical product, made by the students' own efforts-both intellectual and artistic (ibid). 1-7. The Student's Roles On the other hand, students have different roles. They:

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1- acquire the tools, experience and the confidence needed to present their

• wn ideas, clearly and effectively (Hovane, 2009:42).

2- develop their critical thinking skills by making decisions about content, organization and the needs of their audience. They will also identify strengths and weaknesses in their classmates’ presentations (ibid). 3- use presentation skills to “perform” and “communicate” in a cooperative and collaborative learning environment (ibid). 4- are not told or asked to pretend, imagine, or assume a role or an audience; by contrast they are engaged in real and authentic communication tasks using several communication skills and genres, and negotiating and producing specified preset goals (EL-Sakran and Prescott, 2013:80). 5- function in both initiating and responding roles and thus perform a wide range of language functions (e.g. asking and giving information, agreeing and disagreeing) (ibid: 81). 6- should all be given an opportunity and support to lead, present and initiate discussions with the rest of the class or group (Chan, 2011:77). 7- study items of the course contents and then use the information they have gained in real life-task-based activities and teaching, learning, and assessment all take place as the students perform the task(EL-Sakran and Prescott, 2013:81). 8- use language for real purposes, involving discussions, negotiations, and decision making (ibid). 9- will also learn speech building techniques that help them to generate details, find, evaluate and organize information and develop and support

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• ideas. Speech building techniques range from simple brainstorming to

creating and using visual aids (Hovane, 2009:42). 10- will learn new communication skills including: physical and non- verbal skills such as: eye contact, gesture and posture. Together these skills promote effective speech delivery (ibid). 11- will work in pairs or in groups to learn, synthesize and practice presentation skills and techniques and will review and critique each

• ther’s work as they create presentations and evaluate each other’s

performances (ibid). 12- are free to choose any topic they prefer in three categories: event-or goal-oriented; student-initiated; and in-depth topic studies, in order to enhance their self-expression and creativity (King 2002:5). 13- choose their own partners, since it is much easier for students to work

• ut their own schedules for getting together outside the classroom (ibid:

4). 14- choose one student as the coordinator or leader who is, responsible for evenly distributing the assignments among members (ibid). 15- should know how to handle the equipment themselves and make sure everything is working a week before the presentation. They need to come to the class early to set up the equipment and become familiar with it (ibid: 5). 16- afford relational opportunities for leadership, cooperation and healthy relationship promoted by greater commitment to explore their innate creativities, enthusiasm and development of artistic ability (Aduradola and Akeredolu-Ale 2013:10). 17- as a team, will orally present the content of their posters, then answer questions from each judge (Deonandan, et al, 2013:184).

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18- use information effectively to accomplish a specific purpose to satisfy

• ther students as they create and then present their posters (Kinikin and
• Hench. 2012:91).

19- are forced by the limitation of size and space, to identify the key points that they must make (Furmanovsky and Sheffner, 1996:1). 20- use the provided rubric as a guide as they prepare their posters (Kinikin and Hench. 2012:91). 21- will not only evaluate their peers, but also learn each group's strong and weak points from presentations. Students are informed in advance of the criteria by which their presentations will be evaluated. It is helpful for students to know the teacher's expectations and grading criteria (King 2002:6). :ﺺﻠﺨﺘﺴﻤﻟا .ﺔﯿﺒﻨﺟا ﺔﻐﻠﻟﺎﻛ ﺔﯾﺰﯿﻠﺟﻻا ﺔﻐﻠﻟا ﺲﯾرﺪﺗ ﻲﻓ ﺮﺘﺳﻮﺒﻟا ضﺮﻋ ﺔﯿﻨﻘﺗ ﻢﯾﺪﻘﺗ ﻲﻓ ﺚﺤﺑﻻ اﺬھ فﺪﮭﯾ ،ﺮﺘﺳﻮﺒﻟا ضﺮﻋا ﺔﯿﺨﯾرﺎﺘﻟا ﺔﻌﺟاﺮﻤﻟاو ،ﺮﺘﺳﻮﺒﻟا ضﺮﻋ مﻮﮭﻔﻣ ﻦﻣ ﻞﻛ ﺚﺤﺒﻟا اﺬھ ﻦﻤﻀﺘﯾو سرﺪﻤﻟا رودو ،ﺮﺘﺳﻮﺒﻟا ىﻮﺘﺤﻣو ،ﺮﺘﺳﻮﺒﻟا ضﺮﻋ بﻮﯿﻋو ﺪﺋاﻮﻓو ،ﺮﺘﺳﻮﺒﻟا ضﺮﻋ ﺺﺋﺎﺼﺧو .ﺮﺘﺳﻮﺒﻟا ضﺮﻋ ﻲﻓ ﺐﻟﺎﻄﻟاو Bibliography Aduradola, R. R., and Akeredolu-Ale, B. I. (2013). The Power of Student’s Involvement: Using Posters as Teaching Tools in Managing Large Classes. Nigeria: English for Specific Purposes World.

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