FOONG FW*, Matsuno H, Ogasawara H, Noguchi A, Hasegawa K and Wajima R
Article first published online: February 3, 2015
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Purpose: In this study, we investigated if effective teaching and better understanding of pharmaceutical science English (PSE) lectures would be established with microphone use (MU) involving the lecturing (lecturer/professor) and listening (students) parties. Methods: A total of 247 university students in two Japanese universities participated in the study. Lectures for the semester were interactive: students were encouraged to participate by reading passages in the book or written contents on the board, answering questions posed by the lecturer, and other means. On different occasions, the lecturer would use different MU patterns: i.e. no MU for the students and lecturer (NMU), MU for only the students (SMU), or MU for only the lecturer (LMU), or MU for both the lecturer and the students (LSMU). At the end of semester, students were given a lecture-feedback questionnaire to answer. They were encouraged to state the reasons for their own MU choice. Results and Discussion: The effective response rate was 57% (141/247). Of the 141 MU-relevant responses, 7 (5%), 12 (9%) and 117 (83%) respectively opted for LMU, SMU and LSMU, although 4 (3%) preferred NMU. The major reasons for opting LSMU by students were in the following order of preference: Acoustically well perceived (50%); to receive immediate response from the lecturer (15%); to appreciate various/different PSE contents/passages (10%) among others. From observations during lectures executed by the lecturer and findings from the present study, the high preference for LSMU (83%) reflected the need for MU by both lecturer and students during lectures (vs NMU, SMU, LMU) to enhance comprehension of the lecture and enunciation by students.
Keywords: Student-lecturer microphone use (MU), teaching/learning of science English