Students’ Awareness of Their Oral Presentation Skills through Self-assessment of Video Recording

Abstract

This research investigates the role of self-assessment through video recordings in enhancing students’ awareness of their oral presentation skills and identifying areas for improvement. Specifically, it addresses three key questions: (1) Does self-assessment of video recording affect students’ awareness of the development of their oral presentation skills? (2) Does self-assessment of video recording help students identify what oral presentation skills should be improved? (3) Does the quality of reflection of students support the students’ self-assessment of their oral presentation skills? The study was conducted with senior high school students enrolled in Media and Information Literacy. After receiving approval from the academic supervisor, participants recorded a 2–3-minute presentation, which they then assessed using a self-assessment questionnaire. Students were also asked to reflect on their self-assessment activity, and their reflective outputs were evaluated using an analytic rubric. Descriptive analysis was applied to the self-assessment data, while thematic analysis was used for the qualitative reflections. The results indicate that self-assessment enhanced students’ awareness of their presentation skills and helped them identify areas for improvement. The quality of students' reflections also contributed to the accuracy and depth of their self-assessments. This study recommends the integration of self-assessment in oral communication classrooms to foster student autonomy and suggests further research to validate these findings through triangulation of data sources.