| It is found that junior middle school students lack motivation and confidence in oral English learning.In order to help junior middle school students learn oral English better and cultivate oral self-confidence,scholars have proposed that oral activities before English class can arouse students’ interest and improve students’ oral ability.However,the existing research lacks data to prove the effectiveness of this oral teaching method,and also ignores the relationship between oral activities and students’ psychological state.This study thus focuses on the impact of personal presentation teaching method on oral performance and self-efficacy.The study explored the effects of personal presentation activities on oral performance and self-efficacy by means of a controlled experiment.The subjects of this study were 118 junior middle school students from Beijing Road Middle School in the Rizhao city,Shandong Province.The experimental class carried out 12 weeks of personal presentation training before class,and the control class adopted the traditional teaching method of reading words,texts and oral materials.The research used tests,interviews,questionnaires and other tools to master students’ attitudes towards oral English,learning demands and learning difficulties,measured the students’ oral self-efficacy,and tested the students’ oral performance.After the teaching experiment,the author conducted a questionnaire survey,interview and test oral performance on the students in the two classes again,and explored the role of personal presentation excluding factors such as family education and extracurricular counseling.Then SPSS was used to deal with the survey data,and analysis and discussion were carried out.Finally,it was found that:1.According to the percentile scoring method,the oral English performance and selfefficacy level of the students in the two classes are medium.After a period of oral training,the oral performance and self-efficacy of the experimental class have reached a good level,while those of the control class have improved,but they are still at a medium level.2.T-test shows that compared with traditional reading,personal presentation activities are more effective in improving students’ oral performance and self-efficacy.3.Through personal presentation activities,students experience success,observe the excellent performance of others,get positive comments from teachers and exercise a peaceful attitude,which increases the time of oral training and improves their selfconfidence and initiative in oral learning.During the activity,problems such as improper duration and improper material selection should be avoidedTherefore,the paper puts forward relevant teaching implications:1.The level of students’ oral English and self-efficacy is not high and the learning cycle is long.Teachers should guide students to strengthen training and prepare for long-term efforts.2.In daily teaching,teachers should provide more communication training and improve students’pragmatic expression ability.3.Pay attention to students’ psychological state,improve students’ sense of self-efficacy and stimulate students’ potential.4.Monitor and implement the three links of personal presentation-before,during and after the activity,so that students will have a better oral learning experience. |
