The Effects of Critical Friends on the Self-Esteem and Academic Oral Presentation Ability of Teacher Students

  • Malisuwan, Pattapee (Intelligence Operations Division, Naval Intelligence Department, Royal Thai Navy, Ministry of Defense)
  • Received : 2017.08.15
  • Accepted : 2017.08.28
  • Published : 2017.08.31


The purpose of this study is to evaluate the effects of critical friends on self-esteem and the academic oral presentation ability of undergraduate students. A pretest was conducted in the first week of the semester. A pre-academic oral presentation preparation was held from the second week to the seventh week and followed by pedagogical speech activities from the eighth week to the eleventh week. The research instruments are Academic oral presentation behavior and self-esteem evaluation forms. The samples were 37 third year undergraduate students, who were purposively selected from the educational technology class at the Chulalongkorn University. The statistics used for analyzing quantitative data are frequencies, means, standard deviations, one sample t-tests, and Pearson's Product-Moment Correlations. It was found that the 37 third year undergraduate teacher students had higher self-esteem at the statistically significant level of .05 and academic oral presentation scores after the activity were statistically significant at the .05 level.


  1. Arnau, L., Kahrs, J., & Kruskamp, B. (2004). Peer coaching: Veteran high school teachers take the lead on learning. NASSP Bulletin, 8(9), 26-41.
  2. Baskerville D., and Goldblatt, H. 2009. Learning to be a critical friend: from professional indifference through challenge to unguarded conversations. Cambridge Journal of Education, 39(2), 205-221.
  3. Botella, C., Hofmann, S. G., & Moscovitch, D. A. (2004). A self-applied, Internet-based intervention for fear of public speaking. Journal of Clinical Psychology, 60(8), 821-830.
  4. Coopersmith, S. (1984). Self-esteem inventories. San Francisco, CA: Consulting Psychologist Press.
  5. Heller, H. (1988). "The Advisory Service and Consultancy". In Gray, H. (Ed) Management Consultancy in Schools (1988), LON: Cassell.
  6. Kerby, D., & Romine, J. (2012). Develop oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85, 172-179.
  7. Maslow, A. H. (1970). Motivation and personality (2nd ed.), NY : Harper & Row.
  8. Petek, T. (2014). The Teacher as a Public Speaker in the Classroom. Studies in Literature and Language, 9 (1), 124-133.
  9. Schreiber, L. M., Paul, G.D. & Shibley, L. R. (2012). The development and test of the public speaking competence rubric. Communication Education, 61(3), 205-233.
  10. Steinfield C., Elllison N. B. & Lampe C. (2008). Social capital, self-esteem, and use of online social network sites: A longitudinal analysis. Journal of Applied Developmental Psychology, 29, 434-445.
  11. Vitoonmetha, M. (2000). A development of Kalyanamitta system for enhancing selfesteem of nursing students. (doctoral dissertation). Faculty of Education, Graduate School, Chulalongkorn University, Bangkok, Thailand.
  12. Weimer, M. (1993). Improving your classroom teaching, Newbury Park, CA: Sage.
  13. Zhao, S., Grasmuck, S., & Martin, J. (2008). Identity construction on Facebook: Digital empowerment in anchored relationships. Computers in Human Behavior, 24, 1816-1836.