Abstract:

Developing oral communication skills and understanding the socio-linguistic aspects of language, in particular, is a major goal of foreign language education. This is especially true at the post-secondary level, where students will need to be able to communicate professionally and in culturally diverse settings. Unfortunately, many of the common teaching methods used in classrooms do not allow students to interact with real-world language and, thus, cannot help students develop their ability to express themselves orally. As a result, educators have been seeking alternative ways of creating opportunities for students to participate more actively and to improve their ability to effectively communicate orally.

The purpose of this study is to explore the pedagogical potential of the Pecha Kucha presentation method as a new approach to providing students with more effective opportunities to develop oral communication and social linguistics abilities in Spanish language instruction. Pecha Kucha is a method of giving presentations that consists of 20 slides shown automatically for 20 seconds each. Thus, the presenter is forced to organize his/her thoughts in a clear and concise manner, using visual aids to illustrate points and to capture the audience's attention. Although originally developed as a unique means of presenting creative projects, Pecha Kucha has evolved over time as a tool to assist students in developing critical thinking and communication skills.

From a discourse-oriented viewpoint on language education, the acquisition of language is viewed as a socially situated process involving interaction and engagement with authentic discourses. As such, the acquisition of oral communication is not only the production of spoken forms, but it is also the ability to establish meaning in specific social, cultural, and communicative contexts.

This study employed a qualitative case study design conducted in higher education courses in two different fields (Secretarial Studies and Tourism). A number of learning activities were designed and implemented utilising this method, which included having students produce and present Pecha Kucha presentations focused on topics related to culture and language in Spanish speaking countries. Data collection consisted of classroom observations, analysis of student-produced presentations, and documentation of how students participated in and engaged with the activities.

Findings from the study indicate that the Pecha Kucha format can serve as a significant aid in the development of oral communication skills by requiring students to think clearly and synthesise large amounts of information and then present the information in a well-organised and engaging manner. Moreover, the activities provided opportunities for students to engage actively and to reflect on language and cultural diversity within the context of the Spanish-speaking world. Finally, the Pecha Kucha format aided students in developing confidence in their ability to engage in oral communication.

In general, the study suggests that incorporating creative presentation formats into language education may lead to more interactive and student-centred learning environments. Combining discourse-based approaches to pedagogy with creative formats for communication can facilitate the development of both communicative and sociolinguistic skills in students, particularly in higher education contexts where communication and cultural awareness are essential.

Keywords:

Pecha Kucha, Spanish language education, oral communication, sociolinguistic awareness, innovative pedagogy.