Aadland, H., Espeland, M., & Arnesen, T. E. (2017). Towards a typology of improvisation as a professional teaching skill: Implications for pre-service teacher education programmes. Cogent Education, 4(1), 1295835. https://doi.org/10.1080/2331186X.2017.1295835
Aghdasi, S., Kiamanesh, A., Mahdavi Hazaveh, M., & Safarkhani, M. (2013). Teacher–student interaction in successful and unsuccessful schools' classrooms: A case study of elementary schools participating in PIRLS 2006 and TIMSS 2007. Journal of Education, 119, 93–120. [In Persian]
Akman, Y. (2020). The role of classroom management on confidence in teachers and educational stress. International Journal of Contemporary Educational Research, 7(1), 335-345
https://doi.org/10.33200/ijcer.687109
Bänziger, T., Patel, S., & Scherer, K. R. (2014). The role of perceived voice and speech characteristics in vocal emotion communication. Journal of Nonverbal Behavior, 38(1), 31-52. https://doi.org/10.1007/s10919-013-0165-x
Batrinca, L., Stratou, G., Shapiro, A., Morency, L.-P., & Scherer, S. (2013). Cicero: Towards a multimodal virtual audience platform for public speaking training. In Y. Nakano, M. Neff, A. Paiva, & M. Walker (Eds.), Intelligent Virtual Agents (pp. 116–128). https://doi.org/10.1007/978-3-642-40415-3_10
Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge. https://doi.org/10.4324/9781315687537
Borg, S. (2015). Teacher cognition and language education. Bloomsbury Academic.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.
Butt, M. N., Sharif, M. M., Muhammad, N., Fanoos, A., & Ayesha, U. (2011). Eye contact as an efficient non-verbal teaching technique: A survey of teachers' opinions. European Journal of Social Sciences, 19 (1), 41–45.
Cavanagh, M., Bower, M., Moloney, R., & Sweller, N. (2014). The effect over time of a video-based reflection system on preservice teachers' oral presentations. Australian Journal of Teacher Education, 39 (6), 1-16. https://doi.org/10.14221/ajte.2014v39n6.3
Chandren, S., & Yaacob, A. (2016). Action research on enhancing accounting students' oral presentation skill. In A. M. Othman (Ed.), European Proceedings of Social and Behavioural Sciences (pp. 321–325). Future Academy. https://doi.org/10.15405/epsbs.2016.08.28.
Chica, M. (2018). Encouraging questions in classrooms: Strategies for participation. Journal of Education and Practice, 9 (12), 45–53.
Chollet, M., Wörtwein, T., Morency, L. P., Shapiro, A., & Scherer, S. (2015, September). Exploring feedback strategies to improve public speaking: An interactive virtual audience framework. In Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing (pp. 1143-1154). https://doi.org/10.1145/2750858.2806060
Claessens, B. J. C., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276. https://doi.org/10.1108/00483480710726136
Dashteh, A., Nourian, M., & Samiei Zafarghandi, M. (2021). Exploring teachers’ experiences regarding barriers and challenges in learning mathematics. Education Strategies in Medical Sciences. 14(6), 175–185. [In Persian].
De Grez, L. (2009). Optimizing the instructional environment to learn presentation skills (Doctoral dissertation, Ghent University).
Derwing, T. M., & Munro, M. J. (2009). The foundations of accent and intelligibility in pronunciation research. Language Teaching, 42(4), 479-490. https://doi.org/10.1017/S026144480800551X
Ferrer-Pardo, V. R., Jiménez-Pérez, I., Gil-Calvo, M., Pérez-Soriano, P., & Priego-Quesada, J. I. (2022). Relationship between students' perception of a rubric for oral presentations and their academic characteristics. Education Sciences, 12 (11), 765. https://doi.org/10.3390/educsci12110765
Galván-Sánchez, I., Verano-Tacoronte, D., González-Betancor, S. M., Fernández-Monroy, M., & Bolívar-Cruz, A. (2017). Assessing oral presentation skills in electrical engineering: Developing a valid and reliable rubric. International Journal of Electrical Engineering Education, 54 (1), 17-34. https://doi.org/10.1177/0020720916659501
Gomez, A. (2019). Oral proficiency assessment of pre-service teachers of a public University in the Philippines. The ASTR Research Journal, 1 (1).
Greculescu, A., Todorescu, L. L., Popescu-Mitroi, M. M., & Fekete, A. C. (2014). Oral communication competence and higher technical engineering. Procedia - Social and Behavioral Sciences, 128, 169-174. https://doi.org/10.1016/j.sbspro.2014.03.138
Gumilar, B. S., Anisa, N., Faturahman, H., & Nanda, D. A. (2023). Student Teachers' Strategies to Obtain Students' Attention During Teaching Practice. Journal of English Language Teaching, 4 (2), 72-78. https://doi.org/10.24256/foster-jelt.v4i2.136
Gunderson, J. E., MacDonald, L. J., & Gunderson, W. A. (2021). Integrating rubric-based metacognitive reflection to improve scientific research presentations. Journal of Chemical Education, 98(7), 2272-2278. https://doi.org/10.1021/acs.jchemed.0c01470
Heath, S., & Shine, B. (2021). Teaching techniques to facilitate time management in remote and online teaching. Journal of Teaching and Learning with Technology, 10(Special Issue), 1-12. https://doi.org/10.14434/jotlt.v10i1.31370
Helminen, T. M., Kaasinen, S. M., & Hietanen, J. K. (2011). Eye contact and arousal: The effects of stimulus duration. Biological Psychology, 88 (1), 124-130. https://doi.org/10.1016/j.biopsycho.2011.07.002
Huda, V. T. (2025). Indonesian teachers’ senses of humor in teaching EFL classes: Students’ perceptions in Jombang, East Java (Doctoral dissertation, Universitas Muhammadiyah Malang).
Ishino, T., Goto, M., & Kashihara, A. (2022). Robot lecture for enhancing presentation in lecture. Research and Practice in Technology Enhanced Learning, 17 (1), 1-22. https://doi.org/10.1186/s41039-021-00176-6
Jaca, C. A. L., & Javines, F. B. (2020). Oral communication needs of pre-service teachers in practice teaching. Randwick International of Education and Linguistics Journal, 1(1), 67–73. https://doi.org/10.47175/rielsj.v1i1.31
Jakonen, T. (2020). Professional embodiment: Walking, re-engagement of desk interactions, and provision of instruction during classroom rounds. Applied Linguistics, 41(2), 161-184. https://doi.org/10.1093/applin/amy034
Keller, M. M., Goetz, T., Becker, E. S., Morger, V., & Hensley, L. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest. Learning and Instruction, 33, 29-38. https://doi.org/10.1016/j.learninstruc.2014.03.001
Kennedy, L. M. (2023). Here ghost nothing: A novice teacher's letter to the ghosts that haunt them. Teaching and Teacher Education, 133, 104259. https://doi.org/10.1016/j.tate.2023.104259
Kerby, D., & Romine, J. (2009). Develop oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85 (3), 172-179. https://doi.org/10.1080/08832320903252389
Kherfane, N. E. H., & Belferd, L. (2025). Cognitive load theory and textbook design: An analysis of design problems in the Algerian third-grade English textbook. Journal of Language and Education, 10(1), 610–623. https://doi.org/10.37167/1677-010-001-041
Kleftodimos, A., & Triantafillidou, A. (2022). The use of the video platform FlipGrid for practicing science oral communication. TechTrends, 1-21. https://doi.org/10.1007/s11528-022-00801-1
Konchiab, S., & Munpanya, P. (2021). Investigating Thai EFL undergraduates' oral presentation performances and experiences, using teacher and student self-assessments. THAITESOL Journal, 34 (1), 96–117.
Kothgassner, O. D., Felnhofer, A., Beutl, L., Hlavacs, H., Lehenbauer, M., & Stetina, B. (2012, September). A virtual training tool for giving talks. In International Conference on Entertainment Computing (pp. 53-66). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33542-6_5
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Küçük, T. (2023). The power of body language in education: A study of teachers' perceptions. International Journal of Social Sciences & Educational Studies, 10 (3), 275-289. https://doi.org/10.23918/ijsses.v10i3p275
Lee, Y. J. J., & Liu, Y. T. (2022). Promoting oral presentation skills through drama-based tasks with an authentic audience: A longitudinal study. The Asia-Pacific Education Researcher, 31 (3), 253-267. https://doi.org/10.1007/s40299-021-00557-x
Lege, R. F. (2012). The effect of pause duration on intelligibility of non-native spontaneous oral discourse (Master’s thesis, Brigham Young University, Provo, UT).
Lei, A. Y., & Li, H. (2025). Humor in the classroom: An introvert’s perspective and implementation. Journal of Accounting and Finance, 25(1), 10–23. https://doi.org/10.33423/jaf.v25i1.7508
Lopez, L. D., Reschke, P. J., Knothe, J. M., & Walle, E. A. (2017). Postural communication of emotion: Perception of distinct poses of five discrete emotions. Frontiers in Psychology, 8, 710. https://doi.org/10.3389/fpsyg.2017.00710
Mæland, K., & Espeland, M. (2017). Teachers' conceptions of improvisation in teaching: Inherent human quality or a professional teaching skill? Education Inquiry, 8 (3), 192-208. https://doi.org/10.1080/20004508.2017.1293314
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282.
Moè, A., Frenzel, A. C., Au, L., & Taxer, J. L. (2020). Displayed enthusiasm attracts attention and improves recall. British Journal of Educational Psychology, 90 (4), 911-927. https://doi.org/10.1111/bjep.12338
Moga-Recalde, J., Palau, R., & Márquez, M. (2021). How classroom acoustics influence students and teachers: A systematic literature review. Journal of Technology and Science Education, 11(2), 245-259. https://doi.org/10.3926/jotse.1098
Mohammadzadeh, R. (2017). Classroom management: Psychological principles and applications. In Proceedings of the Conference on Modern Research in Iran and the World in Psychology, Educational Sciences, Law, and Social Sciences. [In Persian]
Moore, D. A., & Healy, P. J. (2008). The trouble with overconfidence. Psychological Review, 115(2), 502-517. https://doi.org/10.1037/0033-295X.115.2.502
Murillo-Zamorano, L. R., & Montanero, M. (2018). Oral presentations in higher education: A comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education, 43 (1), 138-150. https://doi.org/10.1080/02602938.2017.1303032
Nadolski, R. J., Hummel, H. G., Rusman, E., & Ackermans, K. (2021). Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education. Educational Technology Research and Development, 69 (5), 2663-2682. https://doi.org/10.1007/s11423-021-10030-7
Nagao, K., Tehrani, M. P., & Fajardo, J. T. B. (2015). Tools and evaluation methods for discussion and presentation skills training. Smart Learning Environments, 2(1), 1–22. https://doi.org/10.1186/s40561-015-0011-1
Ochoa, X., & Zhao, H. (2024). OpenOPAF: An open-source multimodal system for automated feedback for oral presentations. Journal of Learning Analytics, 11 (3), 224-248. https://doi.org/10.18608/jla.2024.8411
Peng, C. (2025). The power of humor: Its impact on cognitive load and affective filtering in EFL learning. International Educational Research, 8 (2), 15. https://doi.org/10.30560/ier.v8n2p15
Pérez-Torregrosa, A. B., Gallego-Arrufat, M. J., & Cebrián-de-la-Serna, M. (2022). Digital rubric-based assessment of oral presentation competence with technological resources for preservice teachers. Estudios sobre Educación, 43, 177-198. https://doi.org/10.15581/004.43.009
Pittig, A., Arch, J. J., Lam, C. W. R., & Craske, M. G. (2013). Heart rate and heart rate variability in panic, social anxiety, obsessive-compulsive, and generalized anxiety disorders at baseline and in response to relaxation and hyperventilation. International Journal of Psychophysiology, 87, 19-27. https://doi.org/10.1016/j.ijpsycho.2012.10.012
Porter, S. B., Odegard, T. N., Farris, E. A., & Oslund, E. L. (2024). Effects of teacher knowledge of early reading on students' gains in reading foundational skills and comprehension. Reading and Writing, 37, 2007-2023. https://doi.org/10.1007/s11145-023-10448-w
Ranjbar, M. (2015). Teachers’ educational and managerial competencies and skills in the cultural, social, and economic development of students. In Proceedings of the Second International Conference on Research in Science and Technology, Turkey. [In Persian].
Ritchie, S. M. (2016). Self-assessment of video-recorded presentations: Does it improve skills?. Active Learning in Higher Education, 17 (3), 207-221. https://doi.org/10.1177/1469787416654807
Ryskaliyev, A., Askaruly, S., & James, A. P. (2016, September). Speech signal analysis for the estimation of heart rates under different emotional states. In 2016 International Conference on Advances in Computing, Communications and Informatics (ICACCI) (pp. 1160-1165). IEEE. https://doi.org/10.1109/ICACCI.2016.7732201
Salib, F. A. (2019). Teaching by pause technique in the classroom. Dirasat: Human and Social Sciences, 46(2, Suppl. 2), 817-822. https://doi.org/10.35516/0103-046-988-058
Saragih, W., Saragih, N. A., Siregar, R. A., & Natalia, C. H. (2022). Investigating EFL teachers' perception on task-based language teaching for speaking skills. Teaching English Language, 16 (1), 203–234.
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. (2020). Questioning Techniques and Teachers' Role in the Classroom. Shanlax International Journal of Education, 8(4), 45-49. https://doi.org/10.34293/education.v8i4.3260
Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., & Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction, 43, 52-60. https://doi.org/10.1016/j.learninstruc.2015.12.003
So, A. W.-Y., & Broom, C. (2013). Speech rate and pausing in the L2 classroom: Effects on listening comprehension and speaking fluency. TESOL Quarterly, 47(4), 677-700. https://doi.org/10.1002/tesq.73
Stemler, S. (2000). An overview of content analysis. Practical assessment, research, and evaluation, 7(1).
Suñol, J. J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R. M., & Planas-Lladó, A. (2016). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 41 (4), 622-637. https://doi.org/10.1080/02602938.2015.1037720
Sweller, J. (2023). The development of cognitive load theory: Replication crises and incorporation of other theories can lead to theory expansion. Educational Psychology Review, 35(4), 95. https://doi.org/10.1007/s10648-023-09817-2
Sweller, J., Van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational psychology review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5
Tanveer, M. I., Lin, E., & Hoque, M. (2015, March). Rhema: A real-time, in-situ intelligent interface to help people with public speaking. In Proceedings of the 20th International Conference on Intelligent User Interfaces (pp. 286-295). https://doi.org/10.1145/2678025.2701386
Thienpermpool, P. (2021). Teachers' practice and perceptions of self-assessment and peer assessment of presentation skills. English Language Teaching, 14 (12), 183-188. https://doi.org/10.5539/elt.v14n12p183
Tsang, A. (2020). Enhancing learners' awareness of oral presentation (delivery) skills in the context of self-regulated learning. Active Learning in Higher Education, 21 (1), 39-50. https://doi.org/10.1177/1469787417731214
Vaghoor Kashani, M., Hajihosseinnejad, G., Mousapour, N., & Ebrahimzadeh, E. (2019). Strategies for enhancing teachers’ professional competencies and determining their effectiveness. Research in Curriculum Planning, 16(2), 55–76. [In Persian]
van Ginkel, S., Gulikers, J., Biemans, H., Noroozi, O., Roozen, M., Bos, T., ... & Mulder, M. (2019). Fostering oral presentation competence through a virtual reality-based task for delivering feedback. Computers & Education, 134, 78-97. https://doi.org/10.1016/j.compedu.2019.02.006
Waluyo, B., & Rofiah, N. L. (2021). Developing students' English oral presentation skills: Do self-confidence, teacher feedback, and English proficiency matter?. MEXTESOL Journal, 45 (3), Article n3. https://doi.org/10.61871/mj.v45n3-14
Zhou, W., & Lee, J. C. (2025). Teaching and learning with instructional humor: A review of five decades of research and further directions. Frontiers in Psychology, 16, Article 1445362. https://doi.org/10.3389/fpsyg.2025.1445362
