An investigation into using oral presentation to improve speaking skill of major students at hanoi university of business and technology

Topic: An investigation into using oral presentation to improve speaking skill of major students at HaNoi University of Business and Technology TABLE OF CONTENTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 The urgency and reasons to choose the topic 1.2 Research objectives and questions 1.2.1 General objective 1.2.2 Research questions 1.3 Research subject and scope .6 1.3.1 Research subject .6 1.3.2 Research scope 1.5 Contributions of the research 1.5.1 Theoretical contribution 1.5.2 Practical contribution CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical of Oral Presentation .8 2.1.1 Definition of Oral Presentation 2.1.2 Types of Oral Presentation 2.1.3 The benefits of using oral presentations in the language classroom 11 2.1.4 Issues with using oral presentations in the language classroom 13 2.2 Theoretical of Speaking Skills 15 2.2.1 Definitions of speaking 15 2.2.2 The importance of speaking 15 2.2.3 Factors affecting speaking performance 16 2.2.4 Speaking problems 18 2.3 Oral Presentations and Speaking Skill 19 2.3 Research Previous 19 CHAPTER 3: RESEARCH MOTHODOLOGY 22 3.1 Research Design 22 3.2 participant .22 3.3 Data Gathering Tool 22 3.4 Data Collection .23 3.5 Data Analysis 23 CHAPTER 4: RESULTS AND DISCUSSION 25 4.1 Participants’ Information .25 4.2 Real situation of usage presentations to improve speaking skills 26 4.2.1 Real situation of oral presentation skill 26 4.2.2 Analyzing the real situation of English speaking skills survey .33 4.3 The Benefits Of Presentation for Speaking Development .39 CHAPTER 5: CONCLUSION .44 5.1 Conclusion 44 5.2 Recommendation 44 5.2.1 For teachers 44 5.2.2 For students 45 5.3 Limitation of the study 45 REFERENCE 47 APPENDIX 49 ABSTRACT This research is conducted by the researcher to explore and discuss the benefits of using presentations in improving the speaking skills of English majoring students at HaNoi University of Business and Technology Speaking skill has always been considered one of the most difficult skills of learning English It is the speaking skills that help the English language perform its own communication function Moreover, speaking skills also contribute to reinforcing the listening skills of learners, helping to increase vocabulary and practice related skills Therefore, improving speaking skills is always the desire of students majoring in English in general and students majoring in English at HaNoi University of Business and Technology in particular To the research of the topic, the researcher has chosen the research method which is statistics, description and collection tool as a survey questionnaire about the current situation of oral presentation and speaking skill English of English major students at HaNoi University of Business and Technology The research results have shown that the use of presentations has many benefits in improving the speaking skills of English students majoring in HaNoi University of Business and Technology The presentation has helped them to speak English more fluently, improve their vocabulary, improve their pronunciation skills and, importantly, help them gradually overcome the psychological barrier of speaking English in public Thereby, the researcher also has recommendations for students and teachers to increasingly help students improve their speaking skills CHAPTER 1: INTRODUCTION 1.1 The urgency and reasons to choose the topic Today, English is becoming more and more popular around the world Englishspeaking is considered the most important language skill A large part of the world's language learners learn English to improve their oral English We may use words to describe things, complain about people's behavior, ask politely or entertain people jokingly (Richards and Renandya 2002) Tarigan (1990) determined that spoken language is a language skill developed in childhood before listening, which means spoken language is a basic skill in language learning Hornby (1995:37) asserts that through spoken language, language learners will be evaluated according to most actual situations English is considered to be the most widely used language in the world Many people learn this language for better jobs, job security or more effective communication with more people According to Ur (1996), speaking seems to be the most important of all four skills (listening, speaking, reading and writing), because people who know a language are usually considered to be speakers of the language Davies & Pearse (1998) believes that the main goal of English teaching is to provide learners with the ability to use English effectively and accurately in communication However, not all language learners, after years of English learning, can communicate fluently and accurately due to lack of necessary knowledge Mastering the art of spoken language is the most important aspect of learning a second or foreign language, and success is to measure the ability to talk in that language (Fauziati, 2010: 15) It is observed that learners have no chance to speak English either in class or outside They also lack the opportunity to contact the authentic English environment so that they can communicate and express in English Learning to speak also requires a lot of practice and attention They often stutter when they speak English Moreover, learners cannot come into contact with the culture of native English speakers As a result, language learners' oral ability is very poor Therefore, finding and discovering techniques to help English learners improve and enhance speaking skills is extremely necessary At HaNoi University of Business and Technology, English language majors have been given a lecture Oral speaking activities have always been thought to provide a great opportunity for learners to develop speaking skills When making an oral presentation, the presenter is required to speak for a few minutes in a structured way and cover many different aspects of the presentation topic In order to prove that oral presentation technology is helpful to improve students' oral ability, some researchers have conducted similar studies Oral presentation, as a teaching and learning skill, is effective for improving students' oral ability (according to Laili, 2015) In her classroom action research on 10th grade students in Mann Trengalek, she found that students can enhance their confidence in speaking in front of friends This skill also helps students to solve their oral problems when they seldom attend speaking-learning classes However, up to now there has been no research investigating the use of oral presentations in improving students' speaking skills at HaNoi University of Business and Technology From the above reasons, the researcher has decided to choose the topic “An investigation into using oral presentation to improve speaking skill of major students at HaNoi University of Business and Technology” as the topic of my master's thesis with the hope that the study topic will contribute to discovering the benefits of presentation by mouth in improving students' speaking skills at HaNoi University of Business and Technology thereby proposing a number of measures to improve oral presentation skills and speaking skills of students 1.2 Research objectives and questions 1.2.1 General objective The main objective of this study is to investigate the use of oral presentations to improve students' speaking skills at HaNoi University of Business and Technology To achieve the main goals set out, the topic needs to achieve specific goals as follows  Identify the status of oral presentations by students at HaNoi University of Business and Technology  Identify the current situation of students learning speaking skills at HaNoi University of Business and Technology  The effectiveness of oral presentations in improving students' speaking skills of HaNoi University of Business and Technology  Find ways to help students improve their speaking skills through oral presentations 1.2.2 Research questions In order to complete the research objectives, the research raised the following specific research questions: (1) What is the reality of oral presentation of students at HaNoi University of Business and Technology? (2) How students learn speaking skills at HaNoi University of Business and Technology? (3) How did oral presentations help HaNoi University of Business and Technology students improve their speaking skills? (4) What measures help students improve speaking skills through oral presentations? 1.3 Research subject and scope 1.3.1 Research subject The research subject of the topic is the use of oral presentations to improve students' speaking skills of HaNoi University of Business and Technology 1.3.2 Research scope  Spatial extent: The study was carried out among students at Hanoi University of Business and Technology  Time range: Primary data was collected through a survey questionnaire collected by the author during the period from April 15, 2021, to May 15, 2021 1.5 Contributions of the research 1.5.1 Theoretical contribution Although there are many domestic and foreign research topics related to this issue However, different subjects, scope and methods of research will have different results The results of this study cannot be used for this study subject and scope for another study subject Currently, no research related to this issue has been done with the research subject student of HaNoi University of Business and Technology Therefore, the research has contributed to the theoretical foundation of the oral presentations in general and the use of oral presentations to improve the efficiency of students' speaking skills in particular 1.5.2 Practical contribution Based on the research results, the study proposes a number of solutions to improve the efficiency of using presentations to improve speaking skills of students in general and students at HaNoi University of Business and Technology in particular Thereby this research gives teachers teaching English speaking skills some ideas about how to deal with students who are lazy to practice speaking in the classroom and help students find one of the methods of learning Practice helps improve your own speaking skills The thesis will be a useful document for research related to finding and exploring techniques to improve English speaking skills CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical of Oral Presentation 2.1.1 Definition of Oral Presentation Presentation is an extension of oral communication ability There, the speakers showed their knowledge of specific topics Participants can choose the title or teacher to give them In order to talk about this matter with their classmates later, the participants did a small study to get more information about this topic The presenters will give the most important information first and leave the details to the end Presentation is like a formal conversation, as a natural activity to talk to a group (Baker, 2000) Most people spend hours a day talking to others, but oral statements are formal conversations, which is a difficult task for them Presentation is part of spoken language, and the purpose of practicing it is to communicate It is designed for notification or persuasion Rendering occurs within the organization and has a time limit Presentations should be carefully structured In addition, speakers can use visual aids to support their speeches If the presentation is directed and organized, it will give students learning experience and teach them an important skill, as analyzed by Melion and Thompson (1980), which will be beneficial to ESL/EFL in all disciplines and future work Speaking is a very good learning experience At the end of the speech, the speaker gave the audience the opportunity to ask what they did not know Presenters responded so that they could complete their work (Chivers and Shoolbred, 2007) Moreover, Mandal (2000) believes that presentations are usually made in a commercial, technical, professional or scientific environment The audience is likely to be more professional than those who take part in typical speech activities Presentation is a kind of speech, but it is different from ordinary speech because the latter is more natural and simple 2.1.2 Types of Oral Presentation 2.1.2.1 Informative presentations The main objective of this presentation is to let the audience learn something new Speakers use informative speeches in such speeches The purpose of information presentation is to communicate with the audience and provide them with rich information within a limited time As Chivers & Shoolbred (2007) said, the purpose of an informed statement can be to describe a new political event, organize a group of important events, or publish a report on a certain topic in the form of research Moreover, in this kind of presentation, presenters use informative speech to explain a concept, guide the audience, show a process, or describe an event in an academic context In addition, speakers can choose their own topics In many organizations, students or employers are expected to report progress at key stages of the project (Chivers & Shoolbred, 2007) In short, the purpose of the presenters in this presentation is to provide their research results in an informed way Moreover, they answer questions from the audience about their topics 2.1.2.2 Instructional presentations Whatley (2001) argues that the purpose of a directive statement is to give specific instructions or commands The demonstration is likely to be longer because it must completely cover the theme The audience should acquire new knowledge or skills in the instructional presentation Explain why information or skills are valuable to the audience and explain the learning objectives of the course Rendering process, if it is related to the content that viewers who use the following methods will participate in later Prove it first, without comment Please prove it again with a brief explanation The third demonstration, step by step, with instructions Participants are required to practice their skills Provide participants with an opportunity to ask questions and give and get feedback from you and their colleagues Link learning with practical use Participants are asked to specify way they will use it 2.1.2.3 Decision-making presentations Again, Whatley (2001) argues that the presenter's purpose in making decisions is to get the audience to take the action you suggest The decision presentation puts forward strong enough ideas, suggestions and arguments to persuade the audience to implement your requirements In the decision presentation, presenters must tell the audience what to and how to it The presenter should also tell them what will happen if they not follow his/her requirements At the same time, presenters must draw attention to the problem with a story explaining the problem, point out the necessity of solving the problem, and use a common or common example to explain it Presenters can describe their solutions so that the problem can be satisfactorily solved and the two worlds are compared/compared with the solved and unsolved problems Finally, the audience is called upon to take action to help solve the problem and provide them with ways to become part of the solution 2.1.2.4 Arousing presentations According to Whatley (2001), the purpose of the presenter in an exciting presentation is to make people think about a certain problem or situation The presenter needs to arouse the emotion and wisdom of the audience to make it easier for them to accept your point of view Use vivid language in presentations that arouse sincerity and enthusiasm To this, presenter can draw attention to a story that illustrates (sometimes exaggerated) the problem, point out the necessity of solving the problem, and use a common or common example to illustrate it The presenter can describe his/her solution to obtain a satisfactory solution to the problem, accompanied by a comparison/comparison between the two worlds and the solved and unsolved problems Finally, the audience is urged to take actions to help solve the problem and provide clear, relaxed and immediate instructions to the audience 2.1.2.5 Persuasive presentations Persuasive presentation is to influence the audience's thoughts on a topic they can propose or choose It is usually used to make the audience respond or Object 38 Figure 17 Kind of Activity Using to Teach Speaking From the above column chart it shows that the most used activity by teachers is discussion (42.5%), then presentations (30%), role-playing game is ranked third (15%) and at the end the same is dialogue (7.5%) No one says their teachers have been involved in communicative games This has shown that the teachers have also used presentations as a tool to improve students' speaking skills  Question 16: Which activity does your teacher use most? Object 40 Figure 18 The Activity that Students Like The above information item aims to ask students about their favorite activities As we have noticed, 31 students (37.5%) like to discuss because they think that the discussion gives them the opportunity to talk about more than one other activity and enables them to express their opinions on different topics Students get new ideas from their classmates and teachers Some students said they like to discuss because we prefer to sit in situ and talk rather than talk in front of the whole class Twenty students (25%) prefer role-playing because it enhances their interactive ability and handles different situations to develop their English level In addition, some students find role-playing an interesting activity (17) Students (20%) like to speak because they think they will become teachers in the future, and oral speaking is helpful to them because they improve their pronunciation and public speaking ability In addition, some students think that speaking can help them to speak in front of their classmates Those students regard oral presentation as a technical way to learn from each other, acquire new words, acquire new information and learn to ask questions 12.5% of the students prefer social games because they communicate and enjoy their study time (06) Students (7.5%) prefer dialogue because it can help them interact with each other  Question 17: Do you think that giving presentations helps enhancing your speaking skill? Object 42 Figure 19 The Use of Presentation to Enhance Students’ Speaking Skill From the pie chart above it shows that almost all of the students participating in the survey agreed that the presentation helped them improve their speaking skills Only people (2.5%) said that the presentation has no effect on their speaking skills The survey results of this question show that the majority of students are aware of the benefit of giving presentations on their speaking skills 4.3 The Benefits Of Presentation for Speaking Development  Question 1: The presentation gives me more confidence when speaking English in front of a crowd Object 44 Figure 20 Presentations help more confidence Based on the chart in Figure 4.20, it shows that the majority of respondents (75%) strongly agree and 12% agree with the opinion that the presentation helps them feel more confident when speaking English first crowd However, 13% of them also think that giving presentations does not help them feel more confident speaking English And 3% of respondents choose the answer strongly disagree The above results show that, the first year students of Thu Dau University, after giving lectures, initially realized the positive results that this achievement brought them in improving their speaking skills Brother The first is to help them relieve their fear of speaking English in crowd  Question 2: Presentations help me increase my vocabulary Object 46 Figure 21 Presentations help increase vocabulary Through the column chart in Figure 4.21 shows, all respondents said that giving presentations on different topics helped them increase their vocabulary significantly This is a factor that contributes to their speaking ability, avoiding being stopped talking due to not finding the right vocabulary Up to 82% of respondents strongly agree with the above point However, still 3% of respondents said that the presentation did not really help them improve their vocabulary  Question 3: Presentation helps to have better speech intonation Object 48 Figure 22 Presentations help improve intonation when speaking English From the chart in Figure 4.22 it shows that the majority of respondents said that actively participating in presentations helped them improve their intonation when speaking English (70%) Of which 68% said they strongly agree with the above point However, up to 20% of respondents said that giving presentations did not help them much improve their English intonation In which, 3% of respondents strongly disagree with the above point of view  Question 4: Presentation helps improve English pronunciation skills Object 50 Figure 23 Presentations help improve English pronunciation skills From the chart in Figure 4.23 it shows that almost all survey participants noticed that their English pronunciation improved when they actively participated in presentations In which up to 86% of them strongly agree with the above point Only of the survey respondents said that their pronunciation has not improved much by giving presentations  Question 5: Presentation helps to speaking English more fluently Object 52 Figure 24 Presentation helps to speaking English more fluently 65% of students surveyed strongly agree that actively participating in presentations helps them speaking English more fluently, 22% of students surveyed agree with the above point However, up to 13% of respondents said that giving presentations did not help them speaking English more fluently CHAPTER 5: CONCLUSION 5.1 Conclusion The research was conducted to investigate the benefits of oral presentations on improving the speaking skills of first-year English language students at HaNoi University of Business and Technology, who have been studying theories show on school chair Research focuses on studying the current state of students' speaking and speaking skills and their perception of the benefits that presentations bring to their English speaking skills The research results show that the students majoring in English at HUBT still have a psychological fear of having to speak in front of a crowd, and in the process of learning to speak English they still encounter quite a lot difficulties related to pronunciation skills, vocabulary, However, the vast majority of respondents were aware of the benefits that giving presentations to improve their speaking skills such as: presentations that have contributed The part that helps them reduce the embarrassment of speaking English in public, actively participating in presentations on other topics has helped them have a rich background and a larger vocabulary In addition, the presentation helped them improve their English pronunciation and helped them speak English with better intonation and fluency 5.2 Recommendation 5.2.1 For teachers In order to help students improve their presentation skills, thereby improving their speaking skills, teachers need to have specific support measures as follows: (1) Teachers need to be active in responding and helping students correct mistakes in grammar, pronunciation or presentation organization From there, provide students with some solutions to fix those mistakes (2) Teachers should strive to help students eliminate their fear of making mistakes by encouraging them to speak more This will help students build confidence in speaking (3) When students start making presentations, they not know how to use body language (eye contact, gestures, and facial expressions) So teachers can help their students improve these aspects by giving them more presentation practice (4) Teachers should encourage their students to participate in questioning and giving opinions in presentations by other classmates (5) Create a vibrant learning environment that helps students participate more actively in speaking activities in the classroom 5.2.2 For students Through the research process has shown that students still have certain difficulties that make them not really confident in giving presentations and improving their English speaking skills In order to make a good presentation, students need to improve some of the following problems: (1) First, students need confidence in their English speaking skills They need to constantly improve and sharpen their pronunciation skills by learning the correct pronunciation of words In addition, it is necessary to overcome your fear of making mistakes when making presentations (2) Second, students need to practice how to prepare a presentation effectively and know how to use visual aids to help enrich the presentation (3) Third, when giving presentations, students need to be more active in using body language including faces, expressions, gestures and eye contact 5.3 Limitation of the study The research focuses on investigating the benefits of presentation in improving the speaking skills of English language students at HaNoi University of Business and Technology However, the number of students participating in the survey was only about 80 people Therefore, it cannot fully represent the thoughts of other students Therefore, the research results are not really generalizable In addition, due to the limited time of the study, the survey only used a survey tool, a questionnaire for students, without the evaluation of teachers Since then, I have suggested that future studies need to conduct research with a broader scope of study than all students majoring in English language and a larger number of samples participating in the survey Research results are more general Moreover, when doing the research, it is necessary to add some other data collection tools such as interview, observation method REFERENCE Baker, A (2000) Improve your Communication Skill Kogan Page Chivers, B.,& Shoolbred.(2007) A Students’ Guide to Presentation Making your Count SAGE Publications Los Angeles: London, New Delhi, and Singapore Girard, M P., & Trapp, P (2011) “An exploratory study of class presentations and peer evaluations: Do students perceive benefits?” Gray, F E (2010) Specific Oral Communication Skills Desired in New Accountancy Graduates Business Communication Quarterly, 73(1), 40-67 Hanifah, T.K (2013) Developing student’s Speaking ability thourgh powerpoint presentation Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: Oxford 97 University Press Hornby G Working with Parents of Children and Young People with Special Educational Needs London: LittleWood, W (1981) Communicative Language Teaching Cambridge: Cambridge University Press Mahmud, G (2015) Improving the student’ speaking ability througt case presentation method 10 Meloni, C, & Thompson, S (1980) Oral Reports in the Intermediate ESL Classroom TESOL Quarterly 11 Nunan,D.(1991).Language Teaching Methodology A Textbook for Teachers New York,Pentice Hall Intermediate (UK)LTD 12 Reich, R (1991) The work of nations: Preparing ourselves for 21st century capitalism New York: Knopf 13 Richards JC and Renandya WA Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Press; 2002 14 Russ, T (2009) The status of the business communication course at U.S colleges and universities Business Communication Quarterly, 72 (4), 395-413 Retrieved from http://www.bcq.theabc.or 15 Thornbury, S (2005) How to Teach Speaking Harmer, J (Ed) London: Longman 16 UR, P (2000) A course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 17 Whatley, R.P (2001) Types of Presentations Retrieved on January 5th 2017 from http://www.salesvantage.com/article/560/Types-of-Presentations 18 Zitouni, L.M (2013) The Use of students’ Oral presentations in Enhancing speaking skill in the English language classroom APPENDIX SURVEY QUESTIONNAIRE This questionnaire is designed to carry out the research “An investigation into using oral presentation to improve speaking skill of major students at HaNoi University of Business and Technology” Your assistance in completing the survey questionnaire greatly contributed to the completion of this study All information provided is for topic research purposes only and not for any other purpose Thank you very much for your cooperation! I/ General Information How old are you? A 18-23 years old B Greater than 23 years old Gender A Male B Female How long have you been studying English? A From to years B From to years C From to years II/ Presentation and Speaking Skill D Over 10 years Do you know what presentation is? A Yes B No Does your teacher ask you to prepare presentation? A Always B Often C Sometimes D Rarely Do you think that you have the ability to presentation? E Never A Yes B No C Somehow When your teacher asks you to presentation how much time, you take in your preparation? A Much time B Few time Do you use visual aids in your presentation? A Always B Often C Sometimes D Rarely E Never What aspects of students’ presentation they like their teacher to give more feed back? A Pronunciation mistakes B Body language (facial expressions, C Grammar mistakes eye contact, gesturers D The content and organization of the presentation Do you feel shy about giving presentations? A Yes B No If your answer is “yes”, is it because A Fear of speaking in public B Fear of making pronunciation mistakes C Fear of teacher’s negative evaluation What should the teacher to help you in giving an oral presentation? ………………………………………………………………………………………… ………………………………………………………………………………………… 10 Which of the four skills you wish to master most? A Listening B Speaking C Reading D Writing 11 Do you agree that in order to learn the language you have to speak it? A Strongly agree B Agree C Disagree 12 Do you have difficulties in speaking? D Strongly disagree A Yes B No If yes, would you give some of the difficulties that you have? ………………………… ………………………………………………………………………………………… ……………………………………………… ……………… 13 When you are asked to speak in classroom, you A Speak without any problem B Hesitate C Make any argument to avoid speaking D Get embarrassed 14 Do you speak English with your classmates outside the classroom? A Always B Sometimes C Never 15 Which activity does your teacher use most? A Discussion C Communicative games E Dialogues 16 Which activity does you like most? B Role- playing D Presentation A Discussion B Role- playing C Communicative games D Presentation E Dialogues 17 Do you think that giving presentations helps enhancing your speaking skill? A Yes B No III/ Những lợi ích thuyết trình việc nâng cao kỹ nói STT Question Strongly agree Presentations help me feel more confident when speaking English before crowd Presenting on many different topics has helped me enrich my vocabulary on different topics The presentation helped me to have a English speaking intonation Presentations improve better help my English pronunciation Presentations help speak fluently English me me more Agree Disagre Strongly e disagree ... status of oral presentations by students at HaNoi University of Business and Technology  Identify the current situation of students learning speaking skills at HaNoi University of Business and Technology. .. investigation into using oral presentation to improve speaking skill of major students at HaNoi University of Business and Technology? ?? as the topic of my master's thesis with the hope that the study topic... and Technology? (2) How students learn speaking skills at HaNoi University of Business and Technology? (3) How did oral presentations help HaNoi University of Business and Technology students improve