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Self-presentation is a fundamental aspect of social interaction, shaping both how others perceive individuals and how they view themselves. This dynamic process influences behaviors in various social settings, often leading people to adjust their appearance, speech, and demeanor to align with their desired identity. While self-presentation can be deliberate or unconscious, it plays a critical role in interpersonal relationships and self-perception.Forms of Self-PresentationSelf-presentation can...
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People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
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Self-monitoring is a central construct in understanding individual differences in self-presentation strategies across social contexts. It refers to how individuals observe, regulate, and control their expressive behavior and self-presentation following situational cues. Self-monitoring reflects a person's sensitivity to social appropriateness and willingness to adapt behavior to fit varying interpersonal demands.High vs. Low Self-Monitoring IndividualsIndividuals high in self-monitoring are...
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Processes of Self-Presentation01:29

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Effective self-presentation is a central component of social interaction and identity construction. It relies on the dynamic processes of defining the situation and engaging in self-disclosure. These mechanisms help individuals navigate social context expectations and manage how others perceive them, fostering mutual understanding and relationship development.Defining the SituationSocial situations are shaped by collectively understood frames—a set of widely understood rules or...
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VIDEO BLOGGING AND ENGLISH PRESENTATION PERFORMANCE: A PILOT STUDY.

Shao-Ting Alan Hung1, Heng-Tsung Danny Huang2

  • 11 Department of Applied Foreign Languages, National Taiwan University of Science and Technology.

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Video blogging significantly improved English as a Foreign Language (EFL) students' oral presentation skills, particularly in areas like projection and intonation. However, the project also heightened student anxiety.

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Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Second Language Acquisition

Background:

  • Oral presentations are crucial for English as a Foreign Language (EFL) learners.
  • Traditional methods may not fully address all aspects of presentation skills.
  • Video blogging (vlogging) offers a novel approach to practice and feedback.

Purpose of the Study:

  • To assess the effectiveness of video blogging in enhancing EFL students' oral presentation performance.
  • To explore EFL students' perceptions and experiences with a video blog project.

Main Methods:

  • A semester-long video blog project involving 36 English-major juniors.
  • Students uploaded 3-minute virtual presentation clips over 18 weeks.
  • Performance was evaluated by three raters using a 14-skill scale; qualitative data from reflections and interviews were also collected.

Main Results:

  • Significant improvement in overall oral presentation performance was observed.
  • Key skills showing substantial gains included projection, intonation, posture, introduction, conclusion, and purpose.
  • Learners perceived vlogging as beneficial for learning but also reported increased anxiety.

Conclusions:

  • Video blogging is a valuable tool for improving specific oral presentation skills in EFL contexts.
  • While effective, the emotional impact (anxiety) of video blogging on learners needs consideration.
  • Future research could explore strategies to mitigate anxiety associated with vlogging for language learning.