Fri, September 07, 1:15 pm
Short paper (30 minutes)
Suwako Uehara (The University of Electro-Communications)
As part of decision-making and persuasion, fluency in two-sided arguments are an important skill to master. In this study, Japanese university learners (N=85) received instructions on presentation methods. Post feedback, the participants did a two-sided argument presentation and completed a 40-statement survey to measure autonomous learning with eight subcomponents. Graphs were plotted showing three groups divided by presentation scores (LowPr, MediumPr, HighPr) against average autonomy scores. Results showed that while more autonomous students received higher presentation scores, a component of autonomy items related to assessment did not reflect this trend. This presentation reports and explores these questions.