INTRODUCTION
Rationale of the study
Since the introduction of English in Vietnam, learners primarily concentrated on grammar and translation to communicate with foreigners However, with the rapid development of society, there is a growing emphasis on communicative language teaching in education Consequently, speaking has become a crucial aspect of learning English One effective method for enhancing speaking skills among English learners is through oral presentations.
Oral presentations have become a prevalent method in English language teaching, garnering significant attention from researchers globally (Miles, 2003) This approach is considered one of the most valuable opportunities for students, enhancing their speaking skills in front of an audience (Miles, 2003) Zhu (2005) emphasizes the importance of presentations in skill development, highlighting that they are multi-task activities that require learners to articulate and visually support their speech simultaneously The dual purposes of oral presentations are to inform and persuade listeners, underscoring their growing significance in contemporary teaching and learning environments.
Numerous studies have explored the success factors of oral presentations in EFL classrooms, highlighting their benefits and the perceptions of teachers and students regarding their impact on language skills, including pronunciation, grammar, and vocabulary However, there is a notable lack of research focused on the challenges faced by elementary students during oral presentations, particularly in Vietnam This gap in the literature serves as a primary motivation for the current study.
In an English center in Hanoi, all learners, including elementary students, are required to complete oral presentations as part of their courses, highlighting the center's commitment to the significance of presentation skills However, both elementary and intermediate students struggle with this task, indicating that even regular practice does not guarantee improvement in presentation abilities As a teacher at the center, the researcher saw an opportunity to investigate the challenges elementary students face during oral presentations in speaking lessons.
The study titled “The Difficulties of Elementary Students in Oral Presentations During Speaking Lessons: A Case Study of an English Center in Hanoi” aims to address key challenges faced by elementary students It is designed to benefit all students, with a particular focus on the unique needs of younger learners.
Research aims
This research aims to investigate the challenges faced by elementary students during oral presentations in speaking lessons at an English center in Hanoi Additionally, the study gathers students' expectations regarding their teachers' support in addressing these issues.
Research questions
The above overall aim is expected to be fulfilled by addressing the following research questions:
Question 1: What are the difficulties faced by elementary students in doing presentation?
Question 2: What do students expect from their teachers to help them overcome the difficulties?
Scope of the study
This study examines elementary students at the center who have participated in oral presentations during class It aims to identify the challenges these students face while delivering oral presentations in speaking lessons.
Methods of the study
This study utilized a combination of methods for data collection, including observation, face-to-face questionnaires, and interviews, to ensure a reliable and comprehensive understanding of the subject The questionnaires and interviews provided in-depth insights, while observation contributed to the objectivity of the findings Following data analysis, several key conclusions were reached.
Significance of the study
This study examines the challenges faced by elementary students during oral presentations in speaking lessons, aiming to enhance their presentation skills The findings serve as a valuable guide for students, helping them recognize and address these difficulties, ultimately fostering a positive shift in their attitudes and behaviors towards learning Additionally, the research aims to boost students' interest in presentations by providing effective strategies to overcome obstacles Furthermore, it seeks to contribute to the existing literature on the difficulties encountered by elementary students in Vietnam, offering a reference point for future researchers interested in this topic.
Design of the thesis
This study consists of four chapters:
Introduction presents the rationale for conducting the study along with its aims, research questions, significance and design
Chapter 1 - Literature Review conceptualizes the framework of the study including the key concepts such as the definition of oral presentation, its types and significance in EFL classrooms, the definition of difficulty, its classification, students‟ difficulties in presentation, characteristics of young learners and factors hindering young learners‟ from presenting A brief overview of the related studies are also provided
Chapter 2 - Research methodology presents the context, the methodology used in this study including the objects, data collection instruments, data collection procedure and analysis
Chapter 3 – Findings and discussion presents a comprehensive analysis of the data and gives discussion on the findings of this study
Chapter 4 – Conclusion offers the summary of findings, implications, limitations, and recommendations for further study.
DEVELOPMENT
LITERATURE REVIEW
This chapter outlines the study's framework by defining oral presentations and their types, emphasizing their importance in English as a Foreign Language (EFL) classrooms It explores the definition and classification of difficulties faced by students during presentations, particularly focusing on the challenges encountered by young learners Additionally, it examines the characteristics of young learners and the factors that hinder their ability to present effectively A concise overview of related studies is also included.
Presentations, as defined by Kaul (2005), encompass ideas, concepts, or issues shared with an audience An oral presentation extends beyond large gatherings; it serves as a vital communication tool in various settings, including workplaces and classrooms, enabling individuals to express opinions and provide clear explanations Research in this field highlights the importance of presentations in effectively conveying ideas.
Hyland (1991) describes oral presentations as a blend of spoken and visual communication aimed at informing or persuading an audience in organizational contexts Given the constraints of time, effective presentations require meticulous organization, including a well-structured outline and accurate facts Speakers should enhance their delivery with visual aids, communicate their message clearly and confidently, and be prepared to address questions from the audience While this process can be challenging, it is attainable through a strong understanding of oral communication skills and practical experience in their application.
Delivering effective oral presentations in English involves more than just mastering the language and adhering to guidelines; it demands a nuanced understanding of sociolinguistic dynamics and cognitive skills, especially for learners.
English as an Additional or Foreign Language (EAL/EFL) (Morita, 2000; Adams,
Effective oral presentations, when guided and organized, provide students with valuable learning experiences and essential skills beneficial for ESL/EFL contexts, as noted by Melion and Thompson (1980) Chivers and Shoolbred (2007) emphasize that engaging in presentations enhances the learning process Mandal (2000) highlights that presentations typically occur in specialized environments, such as business or scientific settings, where the audience is more knowledgeable than in standard speech events It is important to recognize the distinctions between regular speech and oral presentations, with the latter being a more structured form of communication.
In general, a presentation is a formal talk to one or more people that
An effective oral presentation conveys ideas and information clearly and logically, serving as a valuable tool for sharing knowledge and delivering lectures According to Kaul (2005), a successful presentation comprises four essential components: the presenter, the audience, the message, and the tools used to communicate.
In this study, the concept of presentation will be narrowed down to a short talk by one person or a group of people introducing and describing a particular subject
Chivers and Shoolbred (2007, p.2) emphasize that grasping the presentation style is crucial for achieving the primary objective of the presentation Consequently, speakers can tailor their presentation type based on its intended goal, as presentations can be categorized in various ways.
According to Whatley (2003), there are five types of presentation as follows:
(1) Informative presentation, (2) Instructional, (3) Arousing presentation, (4) Persuasive presentation and (5) Decision-making presentation
There are five main types of presentations, each serving a distinct purpose Informative presentations update the audience on events, plans, products, and regulations Instructional presentations provide specific directions, equipping listeners with new knowledge or skills Arousing presentations engage the audience's emotions and intellect, encouraging them to consider new ideas on a topic Persuasive presentations aim to convince listeners to accept a proposal by offering solutions to controversies or problems Lastly, decision-making presentations logically present ideas and arguments to motivate the audience to take specific actions, clearly outlining the "what" and "how" of the proposed suggestions.
Based on the learner's proficiency level, objectives, and classroom context, specific types of presentations should be utilized Given the classroom environment, students' proficiency levels, and the focus on oral output, informative presentations are deemed the most appropriate for EFL classrooms.
Although oral presentation is widely used, few students have fully understanding about its significance
Improving students' speaking skills is crucial, as effective presentations enable them to speak fluently in public According to Miles (2010), most students engaged in oral presentations aim to enhance their English communication abilities and public speaking competence Zhu (2005) also noted that oral presentations provide an excellent opportunity for students to explore topics in depth.
Oral presentations not only improve students' speaking skills but also offer various benefits, including enhanced technology use in learning Research by Al-Issa & Al-Qubtan (2010) indicates that these presentations facilitate effective technology integration, while King (2002) highlights that students can deliver engaging and visually appealing talks through tools like PowerPoint.
One significant advantage of group work is the enhancement of students' collaboration skills (King, 2002; Al-Issa & Al-Qubtan, 2010) When tasked with preparing an oral presentation, students engage in discussions to select topics, outline their presentations, and develop content This process fosters understanding and cooperation among group members, leading to a cohesive and unified effort in their work Consequently, the emphasis on group oral presentations proves to be highly beneficial for students.
According to King (2002), oral presentations offer a valuable advantage by fostering the development of four language skills in a natural setting Additionally, creating a presentation outline is crucial for effective preparation, as highlighted by Zhu (2005) This process requires students to engage in multiple readings, synthesize information, and organize their findings Furthermore, Al-Issa & Al-Qubtan (2010) noted that classmates enhance their listening skills while engaging with the presenting group.
Finally, oral presentation makes students more active (Al-Issa & Al-Qubtan,
2010) Students do not have to learn by heart, instead, they are required to be
“interactive, dynamic, reflective, and independent learning and critical thinking.”
(Al-Issa & Al-Qubtan, 2010) King (2002) also has the same point of view She affirmed in her research paper that oral presentation is “a learner- centered activity”
Maximos (1968) identified difficulties as obstacles that hinder students from reaching correct answers in their activities, suggesting that difficulties can be measured by the frequency of repeated mistakes, specifically those occurring at a rate of 25% or more Similarly, Othman (1990) echoed this sentiment, defining difficulties as factors that impede students from attaining accurate answers and emphasizing that a 25% error rate serves as an indicator of underlying issues.
Al Qassim (2000) defines learning difficulties as a condition characterized by a consistent decline in student learning, regardless of their typical or atypical cognitive abilities This decline is not attributed to issues related to visual perception, hearing, physical movement, or social circumstances.
RESEARCH METHODOLOGY
This chapter outlines the methodologies employed in the study, detailing the rationale behind the adoption of a descriptive approach It presents information on the participants, instruments used, the procedures followed, as well as the processes of data collection and analysis.
The researcher employed a descriptive research approach to investigate the challenges faced by elementary students during oral presentations in speaking lessons According to Brown and Rodgers (2002, p.117), descriptive research is defined as a method that outlines group characteristics or behaviors in numerical terms They further explain that descriptive statistics are utilized to analyze the data from descriptive research, focusing on aspects such as central tendency and dispersion.
A study conducted at an English center in Hanoi highlights its comprehensive English programs for students from kindergarten to high school Each course consists of twenty 90-minute lessons, where students learn essential vocabulary related to daily life, including themes like school, family, animals, sports, food, and clothing By the end of the course, students can fluently understand and apply various language structures With classes held twice a week, both written and oral English skills are emphasized Speaking practice involves activities such as reading aloud, answering questions, role-playing, storytelling, and oral presentations Notably, students deliver presentations on teacher-suggested topics during the 11th and 17th lessons, either individually or in groups.
The primary student group at this center is the largest, comprising 18 classes that follow a comprehensive six-level English course designed to enhance young children's four essential language skills This course, which includes Starters 1 and 2, Movers 1 and 2, and Flyers 1 and 2, features age-appropriate, theme-based content aligned with child development stages Utilizing the Kid's Box series from Cambridge University Press (3rd edition), each of the six levels—from Kid's Box 1 to Kid's Box 6—contains 8 to 12 engaging topics such as "My School," "My Family," and "Our Hobbies." Each topic is structured into 4 or 5 lessons, delivered over a span of 2 to 3 weeks, ensuring a comprehensive and enjoyable learning experience for young learners.
Children engage in two 90-minute English lessons each week, where they develop language skills and life competencies through diverse tasks and projects in a supportive environment Starting from the primary level, elementary students practice oral presentations as part of their speaking lessons While this activity enhances their English speaking abilities, students often encounter various challenges during the process.
This study focuses on a population of 225 elementary students aged six to ten, who have limited experience with oral presentations at school These students participate in after-school English courses to enhance their language skills and acquire fundamental English knowledge They aim to use English for communication with teachers and peers, as well as to support their learning in subjects like Mathematics and Science As part of their curriculum, students are required to perform oral presentations during speaking lessons.
The researcher conducted a study using a sample of ten classes, randomly selecting one or two classes from each of the six levels, ranging from Starters 1 to Flyers 2 Each class consisted of 10 students, resulting in a total of 100 students participating in the study.
100 students The sample included both male and female students
The researcher utilized observation, questionnaires, and interviews as key instruments to efficiently gather essential information and directly address respondents' questions This approach facilitated a comprehensive understanding of the subject matter.
The study's questionnaire comprises two parts: the first part aims to identify the difficulties elementary students face during presentations, while the second part gathers insights on students' expectations from teachers to help them overcome these challenges Part 1 includes twenty statements, and Part 2 contains five statements, all designed to assess factors influencing students' oral presentation performance, as outlined in Chapter 1 and adapted from Ayman Hassan Abu El Enein's 2011 research This adaptation ensures the questionnaire is suitable for younger students, focusing on three main criteria: clarity of speech and voice quality, correctness of language, and overall presentation skills.
The study on audience interaction is based on a questionnaire that evaluates four key criteria: "Language," "Content," "Personal Trait," and "External Factor." While Ayman Hassan Abu El Enein's questionnaire includes 35 statements, this research utilizes a more concise version with only 20 statements.
Dishonesty in questionnaire responses can arise from factors such as social desirability bias and the desire for privacy To address this, researchers assure respondents that their privacy is respected and that their identities will remain confidential In the study, many students initially felt shy about sharing their opinions However, by ensuring anonymity, students were more comfortable completing the questionnaire, leading to more honest and effective responses.
Questionnaires can suffer from unreliable responses, as participants may select answers without fully reading the questions or available options Additionally, some questions may be overlooked, affecting data validity To enhance response rates and ensure accurate feedback, the researcher aimed to create a concise questionnaire with straightforward questions.
The questionnaire was translated into Vietnamese to ensure clarity and uniform understanding among respondents This approach minimized any difficulties in grasping the questions' meanings Additionally, the researcher was able to gauge respondents' emotional reactions and feelings through their facial expressions, reactions, and body language.
The research used a Likert scale, which frequently utilizes a rating scale from
The use of a scale ranging from "slightly agree" to "strongly disagree" enhances the quality and assertiveness of responses, as opposed to offering multiple choice options This approach enables researchers to gather data from a larger population in a shorter timeframe when utilizing questionnaires.
An observation checklist was developed to identify the challenges students face during class presentations, focusing on four key criteria: "Language," "Content," "Personal Trait," and "External Factor." The checklist comprises fifteen items, enabling efficient numerical coding for data analysis Prior to the observations, I communicated my research objectives to the center manager, teachers, and students, obtaining their consent for the study Ultimately, ten classes were observed during the 11th or 17th lesson of their courses To ensure a smooth observation process, I arrived early to each class, minimizing disruption to the learning environment.
45 minutes so the researcher observed 50 presentations of students in total
FINDINGS AND DISCUSSION
This chapter outlines the findings and discussions derived from the study, presenting the results obtained from students' questionnaires, observations, and interviews These results are analyzed to effectively address the research questions.
3.1 Data collected from the questionnaire
The data gathered from the questionnaire addresses two key research questions The researcher analyzed the responses by calculating the sum, mean, standard deviation, percentage weight, and rank for each item in the questionnaire.
3.1.1 Students’ difficulties in doing presentation
Tables 3.1, 3.2, 3.3, 3.4, 3.5 shows the result of the first question: “What are the difficulties faced by elementary students in doing presentation?”
Table 3.1: The sum of responses, means, std deviation and the rank of each item from of the first domain from the questionnaire
No Language Sum Mean Std
You use appropriate transitional words
Your presentations have enough appropriate vocabulary and expressions
Your presentations have enough appropriate structure of sentences
- Item no (2) "You use correct grammar." occupied the first rank with percent weight (67.6%)
- Item no (4) "Your presentations have enough appropriate vocabulary and expressions." occupied the second rank with percent weight (64%)
- Item no (3) "You have correct pronunciation." occupied the third rank with percent weight (61.2%)
- Item no (1) " You use appropriate transitional words.” occupied the fourth rank with percent weight (57.6%)
- Item no (5) "Your presentations have enough appropriate structures of sentences." occupied the last rank with percent weight (56.2%)
Table 3.2: The sum of responses, means, std deviation and the rank of each item from of the second domain from the questionnaire
No Content Sum Mean Std
Your presentations are given in an organized way
You outline the presentation objectives to audience
You stick to the objectives of the speech
Your presentations have a good connection of ideas
You deliver the presentation with clear ideas and examples
As shown in Table 3.2 we can observe the difficulties from the most to the least arranged in order according to the percentage weight and rank:
- Item no (5) "You deliver the presentation with clear ideas and examples." occupied the first rank with percent weight (59.4%)
Over 45% of students acknowledged that their oral presentations were often disorganized, lacked clear objectives for the audience, and failed to establish a coherent connection of ideas.
- Item no (3) "You stick to the objectives of the speech." occupied the last rank with percent weight (42.4%)
Table 3.3: The sum of responses, means, std deviation and the rank of each item from of the third domain from the questionnaire
No Personal trait Sum Mean Std
You do not fear negative evaluation and comments
You keep eye- contact with audience
You use body language and gestures
- Item no (2) "You present fluently." occupied the first rank with percent weight (65.8%)
Over 60% of students reported that they faced significant challenges during oral presentations, citing a lack of confidence, fear of negative evaluation, and inadequate use of body language and gestures as major obstacles.
- Item no (4) "You keep eye-contact with audience." occupied the last rank with the percent weight of (54.8%)
Table 3.4: The sum of responses, means, std deviation and the rank of each item from of the fourth domain from the questionnaire
No External factor Sum Mean Std
You prepare carefully for the presentation
You are familiar with the criteria of effective oral presentation
You have the right to choose the topics
You have motivation towards giving the oral presentation
You are not interrupted by the audience
As shown in Table 3.4 we can observe the difficulties from the most to the least arranged in order according to the percentage weight and rank:
- Item no (4) "You have motivation towards giving the oral presentation." occupied the first rank with percent weight (63%)
- Item no (5) "You are not interrupted by the audience." occupied the second rank with percent weight (60.8%)
- Item no (1) "You prepare carefully for the presentation." occupied the third rank with percent weight (55.6%)
- Item no (2) "You are familiar with the criteria of effective oral presentation.” occupied the fourth rank with percent weight (54.2%)
- Item no (3) "You have the right to choose the topics.” occupied the last rank with percent weight (48%)
Fifth: The whole scope of the questionnaire:
To conclude the results, the sum of responses, means, std deviation and the rank of each field of the questionnaire were used Table 3.5 shows this:
Table 3.5: The sum of responses, means, std deviation and rank of each domain from and all questionnaire
No Field No of items Sum Mean Std
In Table 3.5, the "Personal trait" category ranked highest with a weight of 61.69%, followed closely by "Language" at 61.32% The "External factor" category secured the third position with a weight of 56.32%.
“Content” occupied the last rank with percent weight (51.24%) That indicates that
Personal traits significantly hinder students' ability to deliver effective oral presentations, primarily due to psychological factors impacting their performance Therefore, it is essential for educators to focus on enhancing students' confidence and nonverbal communication skills prior to assigning oral presentation tasks.
The total score of the difficulties of the questionnaire had a percentage weight of (57.71%) that indicates these difficulties have a serious effect on students‟ achievement when doing oral presentation
The analysis of the questionnaire results, detailed in Tables 3.1 to 3.4, reveals that grammar mistakes were identified as the most significant challenge, receiving the highest difficulty rank with a percentage weight of 67.6% for item no 12.
Fluency in presentation ranked second with a weight of 65.8%, highlighting the significant impact of psychological factors on students' performance during oral presentations Anxiety and excessive fear were identified as key issues, particularly for students speaking English as a foreign language.
Social factors significantly contributed to the challenges presenters faced in maintaining eye contact with their audience Therefore, it is recommended that teachers prepare students psychologically for presentations, fostering confidence and nurturing friendly relationships among students and between teachers and students.
This study contrasts with Chen's (2009) findings, which indicated that undergraduate students experienced moderate anxiety levels manageable for them In contrast, this research highlights that elementary students face significant anxiety issues, including hesitation during presentations, a lack of confidence, and fear of negative evaluation The discrepancy between the two studies can be attributed to the different age groups examined, with Chen focusing on undergraduates while this study targets younger students.
The findings of the study are similar with Cheng and Warren (2005) study
The study focused on an integrated feedback method where students first create presentation outlines, evaluate each other's work, and then deliver presentations based on peer suggestions During in-class presentations, both teachers and classmates assess the performance using established rubrics The researchers emphasized that by dedicating time to teach students effective eye contact, presentation organization, audience interaction, body language, and time management, teachers can enhance students' ability to deliver successful presentations in the target language.
An ethnographic study by Morita (2000) at a Canadian university revealed that both native and non-native speakers faced challenges with oral presentations Native speakers struggled primarily with psychological issues, particularly low confidence In contrast, non-native speakers identified three main difficulties: linguistic, sociocultural, and psychological, with their English proficiency being a key concern Their feelings of inadequacy were intertwined with these challenges, highlighting the complexities of using a foreign language for communication Consequently, it is evident that English as a Foreign Language (EFL) students often experience significant nervousness during oral presentations due to these multifaceted difficulties.
A study by Young (1990) aligns with current research, highlighting that a teacher's non-threatening error correction and friendly demeanor can significantly reduce students' anxiety in foreign language classrooms The survey revealed that students value three key teacher characteristics: a good sense of humor, friendliness, and a relaxed attitude, all of which contribute to alleviating classroom anxiety Furthermore, the study identified various challenges associated with delivering oral presentations, emphasizing the importance of preparing presentations according to specific criteria.
3.1.2 Students’ expectation of their teachers to help them overcome the difficulties
Table 3.6 shows the result of the second question: “What do students expect from their teachers to help them overcome the difficulties?”
Table 3.6: The sum of responses, means, std deviation and rank of each item from of the second part from the questionnaire
No Expectation your teachers Sum Mean Std
Teachers give more interesting and useful topics
Teachers give detailed guide about how to make a good presentation
Teachers give better scores or a reward for the best presentation
Teachers help brainstorming some ideas that can appear in the presentation
Teachers provide some activities to make students able to use language without fear to make mistakes
- Item no (2) "Teachers give detailed guide about how to make a good presentation." occupied the first rank with percent weight (89.6%)
- Item no (1) "Teachers give more interesting and useful topics." and item no (3)
“Teachers give better score or a reward for the best presentation.” occupied the second rank with percent weight (86.2%)
- Item no (5) "Teachers provide some activities to make students able to use language without fear to make mistakes." occupied the third rank with percent weight (86%)
- Item no (4) "Teachers help brainstorming some ideas that can appear in the presentation." occupied the last rank with percent weight (84%)
Figure 3.1: Teachers give more interesting and useful topics
The pie chart reveals that 57% of students believe that providing more interesting and useful topics is crucial for overcoming their challenges, while 26% also support this expectation In contrast, less than 15% of students do not anticipate teachers offering such topics Overall, it is clear that teachers should focus on delivering more engaging and relevant content to meet student needs.
No optionDisagreeStrongly disagree
Figure 3.2: Teachers give detailed guide about how to make a good presentation
The pie chart indicates that 66% of students believe that providing a detailed guide on creating effective presentations is a valuable method to help them address their challenges Additionally, 20% of students concur with this perspective, while 11% opted for "No option." Overall, the importance of offering such guidance is underscored by the fact that only 2% of respondents disagreed, and merely 1% strongly disagreed with the notion that teachers should provide detailed instructions on making good presentations.
Figure 3.3 Teachers give better scores or a reward for the best presentation
The pie chart presents data about the percentage of students‟ agreements with
No option Disagree Strongly disagree
CONCLUSION
4.1 A summary of the major findings
This research aims to investigate the challenges faced by elementary students during oral presentations in speaking lessons at an English center in Hanoi Additionally, the study seeks to provide insights for teachers regarding their students' expectations to address these issues The key findings will be summarized and organized according to the two main research questions.
The findings of this study revealed that there are many difficulties faced by elementary students in doing presentation Among these difficulties, “Language”,
Students face significant challenges during oral presentations due to personal traits and external factors Key difficulties include grammar mistakes, hesitation, and a lack of motivation Common grammar issues involve the misuse of singular and plural nouns, as well as countable versus non-countable nouns Additionally, the complexities of English tenses, such as simple, progressive, and perfect forms, further complicate their presentations Students often prioritize accuracy over fluency, leading to hesitation and increased grammatical errors during their delivery.
Based on the study's findings, students facing challenges in oral presentations seek support from teachers to enhance their speaking skills and overall learning experience Key recommendations include providing detailed guidance on effective presentation techniques, offering more engaging and relevant topics, and implementing a reward system for outstanding presentations to boost motivation Additionally, students desire activities that encourage language use without the fear of making mistakes and assistance in brainstorming presentation ideas Notably, teachers also echoed these solutions during interviews, highlighting a shared understanding of the necessary support for student improvement.
This study aims to establish clear criteria for oral presentations that teachers can use to evaluate students, ultimately enhancing their presentation and English speaking skills It emphasizes the importance of motivating students to engage in diverse oral activities, such as role-play and dialogues, to improve their speaking abilities The findings suggest that oral presentations, typically reserved for advanced university students, can also be effectively implemented for elementary-level learners Thus, oral presentations should be recognized as a valuable teaching method for enhancing speaking skills and can serve as an effective means of oral assessment for students With well-defined objectives and procedures, oral presentations can be beneficial across all EFL classes in Vietnam.
Despite the researchers' extensive efforts in the study, a significant methodological limitation arises from the use of questionnaires for data collection, particularly with young learners as respondents This demographic may not provide fully honest answers due to factors such as social desirability bias Additionally, the potential for hasty responses exists, where participants might select answers without thoroughly reading the questions or options Acknowledging these limitations is crucial for enhancing the reliability of future research.
Future research should expand the study's scope to enhance reliability and generalizability Additionally, it is essential for upcoming studies to explore the social and psychological factors affecting presenters, the impact of body language during presentations, and the significance of oral presentations in educational settings.
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This survey aims to investigate the challenges faced by elementary students during oral presentations in speaking lessons at an English center in Hanoi Your participation in answering the questions is greatly valued, and rest assured that your responses will remain anonymous in any analysis of the data.
Read the following statements carefully before answering any of them If you face any difficulty, please ask your instructor
Part 1: What are your difficulties in doing presentation?
Strongly Disagree Disagree No opinion Agree Strongly
1 You use appropriate transitional words
Your presentations have enough appropriate vocabulary and expressions
Your presentations have enough appropriate structure of sentences
Your presentations are given in an organized way
You outline the presentation objectives to audience
You stick to the objectives of the speech
Your presentations have a good connection of ideas
You deliver the presentation with clear ideas and examples
You do not fear negative evaluation and comments
14 You keep eye-contact with audience
15 You use body language and gestures
16 You prepare carefully for the presentation
You are familiar with the criteria of effective oral presentation
18 You have the right to choose the topics
You have motivation towards giving the oral presentation
20 You are not interrupted by the audience
Part 2: What do you expect from your teachers to help you overcome the difficulties?
Strongly Agree Agree No opinion Disagree Strongly
Teachers give more interesting and useful topics
Teachers give detailed guide about how to make a good presentation
Teachers give better scores or a reward for the best presentation
Teachers help brainstorming some ideas that can appear in the presentation
Teachers provide some activities to make students able to use language without fear to make mistakes
Thank you for your time and participation!
APPENDIX 2 Khảo sát học sinh
Bảng câu hỏi khảo sát này nhằm nghiên cứu “Những khó khăn của học sinh tiểu học khi thuyết trình trong giờ học nói tại một trung tâm tiếng Anh ở Hà Nội” Chúng tôi rất cảm kích sự hỗ trợ của bạn trong việc trả lời các câu hỏi dưới đây Xin hãy yên tâm rằng thông tin của bạn sẽ được bảo mật và không bị nhận diện trong bất kỳ thảo luận nào về dữ liệu.
Trước khi trả lời bất kỳ câu hỏi nào, hãy đọc kỹ các vấn đề sau Nếu bạn gặp khó khăn, xin hãy hỏi người hướng dẫn của mình.
Phần 1: Những khó khăn của con khi làm bài thuyết trình là gì ?
STT Khó khăn Rất không đồng ý
1 Con sử dụng từ nối thích hợp
2 Con sử dụng đúng ngữ pháp
Bài thuyết trình của con sử dụng từ và diễn đạt thích hợp
Bài thuyết trình của con sử dụng cấu trúc câu phù hợp
6 Bài thuyết trình của con có trình tự
Con nêu mục đích của bài thuyết trình cho người nghe
8 Con bám vào mục đích của bài nói
9 Bài thuyết trình của con có sự kết nối giữa các ý
10 Con diễn đạt các ý và ví dụ rõ ràng Đặc điểm tính cách
11 Con thuyết trình tự tin
12 Con thuyết trình trôi chảy
Con không sợ bị đánh giá và nhận xét tiêu cực
14 Con tương tác bằng mắt với người nghe
15 Con sử dụng ngôn ngữ cơ thể
16 Con chuẩn bị bài thuyết trình cẩn thận
Con biết rõ tiêu chí của bài thuyết trình hiệu quả
18 Con được chọn chủ đề thuyết trình
19 Con có động lực thuyết trình
20 Con không bị gián đoạn bởi người nghe
Phần 2: Con mong muốn điều gì từ giáo viên của bạn để giúp bạn vượt qua những khó khăn trên?
STT Sự mong muôn từ giáo viên của con
Giáo viên đưa ra nhiều chủ đề thú vị hơn
2 Giáo viên hướng dẫn chi tiết cách làm bài thuyết trình tốt
Giáo viên cho điểm cao hoặc phần thưởng cho bài thuyết trình tốt nhất
Giáo viên giúp liệt kê các ý cho bài thuyết trình
Giáo viên đưa ra các hoạt động để học sinh có thể sử dụng ngôn ngữ mà không sợ mắc lỗi
Cảm ơn con đã dành thời gian để tham gia khảo sát!
No Difficulties Appeared Disappeared Notes
Speakers do not use appropriate transitional words
Presentations lack appropriate vocabulary and expressions
Presentations lack appropriate structure of sentences
6 Presentations are given in a disorganized way
Speakers do not outline the presentation objectives to audience
8 Speakers do not stick to the objectives of the speech
9 Presentations lack a good connection of ideas
Speakers deliver the presentation with unclear ideas and examples
11 Speakers speak with lack of confidence
13 Speakers do not keep eye- contact with audience
14 Speakers lack using body language and gestures
15 Speakers are interrupted by audience
1 What are the most common and serious difficulties in terms of language faced by your elementary students in doing presentation? Can you give examples?
2 What are the most common and serious difficulties in terms of content faced by your elementary students in doing presentation? Can you give examples?
3 What are the most common and serious difficulties in terms of personal trait faced by your elementary students in doing presentation? Can you give examples?
4 What are the most common and serious difficulties in terms of external factor faced by your elementary students in doing presentation? Can you give examples?
5 Among four groups of difficulties above, what is the most popular and serious group? Why
6 What do your students expect from you to help them overcome their difficulties in doing presentation?
7 How can teachers do to help our students overcome their difficulties in doing presentation?
APPENDIX 5 The transcription of the interview
1 What are the most popular and serious difficulties in terms of language faced by your elementary students in doing presentation? Can you give examples?
- Teacher 1: Young learners often find it difficult to express their ideas because they do not have enough vocabulary
Students often struggle to grasp complex concepts and articulate their emotions, thoughts, and ideas due to the challenging nature of the language During presentations, they tend to translate word-for-word, which hinders effective communication.
Many students require additional support in structure and vocabulary to effectively express their ideas Some struggle with vocabulary usage due to a lack of attention to word forms and prepositions.
2 What are the most popular and serious difficulties in terms of content faced by your elementary students in doing presentation? Can you give examples?
- Teacher 1: Young learners often do not have the clear ideas and steps for each part of their presentation, so that their content sometimes lacks connection and ambiguous
- Teacher 2: They have a great difficulty in presenting a new topic without any background support Some topics are unfamiliar to the students
- Teacher 3: Students find it is hard to remember what they prepared to say They also need time to arrange the ideas
3 What are the most popular and serious difficulties in terms of personal trait faced by your elementary students in doing presentation? Can you give examples?
- Teacher 1: Some young learners are shy and nervous when doing presentation