The Development of English Presentation Skills Through The Integration of Digital Technology and Team-Based Learning for Higher Vocational Certificate Students
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Abstract
This quasi-experimental study examined the development of English presentation competence through the integration of digital technology, particularly Canva as a tool for collaborative presentation development, and team-based learning for Higher Vocational Certificate students. Such competence is essential for vocational learners in digitally driven professional contexts. The objectives of this study were to: 1) compare students’ digital technology skills for presentation before and after instruction; 2) compare students’ English presentation skills before and after instruction; and 3) examine students’ satisfaction with the learning activities.
The sample consisted of 28 first-year Higher Vocational Certificate students majoring in Digital Business Technology. The research instruments included: 1) a learning management plan integrating digital technology with Team-Based Learning implemented over six weeks; 2) an assessment form for digital technology skills for presentation; 3) an English presentation skills assessment; and 4) a student satisfaction questionnaire. Quantitative data were analyzed using descriptive statistics, including means and standard deviations.
The findings revealed that students’ digital technology skills for presentation and English presentation skills after the intervention were significantly higher than before the intervention at the .01 level. In addition, students reported a high level of satisfaction with the learning activities. The results indicate that integrating digital technology with team-based learning is an effective approach for enhancing English presentation skills in vocational education contexts.
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References
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