00:20
Book Title
start
“Pedagogical Practices and Psychological Influences on the Development of English-Speaking Skills in University Learners”
Based on the Thesis Written by Jesús Romero-Argueta, Universidad de Oriente, El Salvador, 2025.
1/20
00:20
introduction of the book
Explores how teaching and emotions shape assessment.
2/20
00:20
BOOK OVERVIEW/SUMMARY
Shows link between methods, motivation, and learning outcomes.
3/20
00:20
AUTHOR CONTEXT
Romero-Argueta, professor at Universidad de Oriente, El Salvador.
4/20
00:20
English learners still struggle with fear and grades pressure.
CONNECTION TO TODAY
5/20
00:20
THESIS STATEMENT
True assessment must blend pedagogy and psychology.
6/20
00:20
ARGUMENT 1:
Effective teaching improves assessment results.
7/20
00:20
EVIDENCE
Active strategies boost confidence (p. 874).
8/20
00:20
explanation of evidence
When students speak and interact, they learn and perform better.
9/20
00:20
Pedagogical methods make learning meaningful.
CONCLUDING ARGUMENT
10/20
00:20
ARGUMENT 2
Psychological support reduces test anxiety.
12/20
00:20
EVIDENCE
11/20
00:20
Less fear → better focus and self-expression. Relaxed student
EXPLANATION OF THE EVIDENCE
15/20
00:20
💡
13/20
00:20
CONCLUDING ARGUMENT
Assessment must care for minds and skills alike.
14/20
00:20
COUNTER ARGUMENT
Teachers lack time or training for emotional focus.
16/20
00:20
PERSONAL REFELCTION
I’ve seen anxiety limit classmates’ English progress.
17/20
00:20
REAL WORLD IMPLICATIONS
Supportive assessment builds confident communicators.
18/20
00:20
FINAL THOUGHT
We assess to help, not to judge.
20/20
00:20
Thanks!
Thank you fo listening!
👏
Book Title
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Transcript
00:20
Book Title
start
“Pedagogical Practices and Psychological Influences on the Development of English-Speaking Skills in University Learners” Based on the Thesis Written by Jesús Romero-Argueta, Universidad de Oriente, El Salvador, 2025.
1/20
00:20
introduction of the book
Explores how teaching and emotions shape assessment.
2/20
00:20
BOOK OVERVIEW/SUMMARY
Shows link between methods, motivation, and learning outcomes.
3/20
00:20
AUTHOR CONTEXT
Romero-Argueta, professor at Universidad de Oriente, El Salvador.
4/20
00:20
English learners still struggle with fear and grades pressure.
CONNECTION TO TODAY
5/20
00:20
THESIS STATEMENT
True assessment must blend pedagogy and psychology.
6/20
00:20
ARGUMENT 1:
Effective teaching improves assessment results.
7/20
00:20
EVIDENCE
Active strategies boost confidence (p. 874).
8/20
00:20
explanation of evidence
When students speak and interact, they learn and perform better.
9/20
00:20
Pedagogical methods make learning meaningful.
CONCLUDING ARGUMENT
10/20
00:20
ARGUMENT 2
Psychological support reduces test anxiety.
12/20
00:20
EVIDENCE
11/20
00:20
Less fear → better focus and self-expression. Relaxed student
EXPLANATION OF THE EVIDENCE
15/20
00:20
💡
13/20
00:20
CONCLUDING ARGUMENT
Assessment must care for minds and skills alike.
14/20
00:20
COUNTER ARGUMENT
Teachers lack time or training for emotional focus.
16/20
00:20
PERSONAL REFELCTION
I’ve seen anxiety limit classmates’ English progress.
17/20
00:20
REAL WORLD IMPLICATIONS
Supportive assessment builds confident communicators.
18/20
00:20
FINAL THOUGHT
We assess to help, not to judge.
20/20
00:20
Thanks!
Thank you fo listening!
👏