Digitale verktøy som mediator under muntlige presentasjoner på engelsk: En kvalitativ studie av utvikling av performative og muntlige ferdigheter
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Access to digital technologies changes how presentations are practiced in English as a second language, including oral exams. Consequently, the research in the present thesis addresses the following topic: "Digital technologies as mediator of oral presentations in second language learning: A qualitative study of developing oral and performative skills". I investigate how digital technologies mediate students' oral presentations in English. The study emphasizes how social, cultural and material artefacts afford and constrain students in developing and demonstrating their oral language skills. The main focus of this study is on the students' practices and their reflections on such practices. The study was conducted with help from eleven 10th graders and their teachers during December 2009. From a socio-cultural perspective on learning, this study examines how technologies and language mediate students' oral presentations in English. Hence, the concepts of mediation and multimodality are central to this study. The methods used are qualitative. They consist of video recordings of students' presentations in English, and thematic discussions based on the presentations and group interviews. In the analysis we find that students use an approach similar to show and tell, while the technologies and modalities facilitate the oral presentation. The performative aspects of the presentations are prominent. Technologies help students find, consolidate, summarize, and present relevant information. When speaking, they are limited by the use of scripts and slides with too much structured information. If, however, the slides contain text types such as photos, maps and graphs, we see that multimodality mediates an oral presentation that would have been difficult to achieve without digital technologies.