Rationale for the study
Attitudes play a crucial role in influencing students' achievements in English as a Foreign Language (EFL) classrooms, with a positive attitude toward learning English being a key predictor of fluency This influence extends beyond language acquisition to affect learners' choices and usage of the language In Vietnam, the educational shift from a teacher-centered to a learner-centered approach has highlighted the importance of learners in various educational aspects, including teaching methods and proficiency assessment Consequently, understanding learners' attitudes is essential for enhancing the effectiveness of English teaching.
The Vietnamese Prime Minister’s Decision 1400/QĐ-TTg, issued on September 30, 2008, approved the "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020" project, emphasizing the importance of foreign language education, particularly English The goal is for most Vietnamese youth graduating from vocational schools, colleges, and universities to independently use a foreign language by 2020, enhancing their confidence in communication and opportunities in a multicultural environment A key method to achieve this communicative competence is through learner-centered activities, such as oral presentations, which are increasingly incorporated into English teaching plans Research indicates that presentation skills are vital in the workplace and offer numerous benefits, including bridging the gap between language study and use, integrating language skills naturally, fostering information organization and teamwork, and promoting active, autonomous learning among students (Nguyen, 2009).
At Quang Ninh University of Industry (QUI), English is a mandatory subject, and oral presentations are emphasized in the credit-based system, particularly in large classes Despite this focus, the English presentation skills of students, especially those in accounting, remain unsatisfactory.
After four years of teaching EFL at QUI, I've observed varying attitudes among my students regarding English presentations While some students are eager to enhance their presentation skills, others experience discomfort and pressure This disparity prompts me to conduct research to better understand and address these challenges.
I have chosen to focus my minor thesis on "A Study on Students’ Attitudes Towards Doing English Presentations at the Department of Accounting at Quang Ninh University of Industry." I aim for this research to make a meaningful contribution to enhancing the teaching and learning of presentation skills at QUI.
Aims of the study
This study is conducted to explore the accounting students’ attitudes towards delivering presentations in English Therefore, the aims of the research are:
to discover the students’ attitudes at Department of Accounting at QUI towards doing English presentations
to find out the reasons why they had those attitudes.
Research questions
To translate the aims into reality, two research questions are raised for exploration as follows:
(1) What are the attitudes of the students at Department of Accounting at QUI towards doing English presentations?
Significance of the study
This study aims to provide valuable insights for both students and teachers in the English division at QUI by exploring students' attitudes and expectations regarding English presentations It seeks to understand the underlying reasons for these attitudes and, based on the findings, offers suggestions to enhance students' interest and foster positive attitudes towards English presentations Ultimately, these efforts are designed to support students in achieving greater proficiency in the English language.
Methods of the study
To achieve the stated objectives, a survey approach was chosen, as it is highly effective for examining various factors influencing language learning These factors include evolving demographic contexts, the institutional environments of L2 professionals, relevant policies impacting education, program management, teacher training, educators' attitudes towards language varieties, classroom practices, target language standards, and students' language usage and development (Johnson 1991:105).
The research employed a mixed-methods approach, utilizing both qualitative and quantitative techniques for data collection and analysis A questionnaire served as the main research tool, while student interviews were conducted to enhance and validate the responses gathered from the questionnaire.
The study was carried out in the following steps:
First, a questionnaire was designed and delivered to students to investigate their attitudes towards doing English presentations and reasons for such attitudes
Second, interviews with some students were designed to get supplementary information and make the data collected more reliable
Then, the data was collected, sorted and analyzed quantitatively and qualitatively to obtain realistic results
To end with, pedagogical implications for enhancing students’ positive attitudes in giving English presentations will be proposed based on the results found from all data collection instruments.
Scope of the study
This study examines the attitudes of 96 first-year non-English major accounting students at QUI towards oral presentations in English within a classroom setting Due to time constraints, the research was not extensive, but it aims to provide valuable insights and recommendations to enhance the teaching and learning of oral presentation skills Ultimately, the goal is to improve students' proficiency in delivering effective oral presentations.
Design of the study
The study is organized into three main parts: Introduction, Development and Conclusion
Part A - Introduction - presents the rationale, aims, research questions, significance, methods, scope and design of the study
Part B - Development - consists of three chapters:
Chapter I of the Literature Review establishes the theoretical foundation for the study by examining two key aspects: attitudes and presentations It begins by exploring oral presentations, including their definitions, advantages, and characteristics The chapter then addresses learner-related factors that impact students' success in language acquisition and presentation skills Additionally, it discusses significant issues surrounding attitudes, particularly language attitudes, their roles, and the factors influencing these attitudes in the context of language learning Finally, a summary of previous research related to the topic is provided.
Chapter II - Methodology outlines the research process, beginning with the context in which the study took place It then details the selection of research instruments used, followed by an overview of the data collection procedures and methods of data analysis employed throughout the study.
Chapter III - Data Analysis and Discussion presents a comprehensive examination of the data gathered through the research methodology outlined in Chapter II This analysis is divided into two sections: the first section focuses on the results obtained from the student questionnaire, while the second section highlights insights derived from the student interviews.
In conclusion, this study highlights key findings regarding students' attitudes toward English presentations and offers recommendations for enhancing these attitudes It also addresses certain limitations within the research and proposes avenues for further exploration in this area.
LITERATURE REVIEW
Oral presentations
Oral presentation is an extension of oral communication skill There are many ways to propose its definition According to Josef (1998), presentation means
An oral presentation is defined as a formal talk by one person to a group, aimed at introducing and describing a specific subject According to Barker (2000), it resembles a formal conversation, while Brian (2002) views it as a transmission of a message The Oxford Advanced Learner’s Dictionary (2010) describes a presentation as an act of showing or giving something to someone Peter and Graham (2006) further clarify that it involves a talk or speech delivered by one or more presenters to an audience of two or more people Overall, oral presentations serve as a structured form of communication designed to convey ideas, messages, and information clearly.
In the context of English lessons for accounting students, presentations are a structured form of activity where students present on topics either of their choosing or assigned by the teacher Comfort (1995) describes these presentations as being subject matter-oriented and distinct from informal conversations, as they are carefully prepared and resemble written communication.
1.1.2 The advantages of student presentations
Effective oral presentation skills are crucial in education, social interactions, and professional environments When guided and organized properly, oral presentations not only enhance the learning experience but also equip ESL/EFL students with valuable lifelong skills applicable across all school subjects and future careers.
Presentations serve as a valuable learning opportunity for students, enhancing their English proficiency before graduation According to Chivers and Shoolbred (2007), various factors, including academic courses and situational contexts, influence the reasons students are tasked with delivering presentations.
Oral presentations enhance students' practical skills, bridging the gap between language study and real-world language use According to King (2002: 402), student presentations offer numerous advantages, fostering effective communication and boosting confidence in language proficiency.
In oral presentations, students naturally integrate all four language skills, enhancing their ability to collect, inquire, organize, and construct information These presentations foster teamwork and promote active, autonomous learning As King (2002: 402) notes, incorporating oral presentations into lesson plans is a widely recognized learner-centered activity that effectively improves students' oral proficiency.
To be more specific, Chivers and Shoolbred (2007: 8) provide advantages gained from student presentations as below:
Student-centred participation in their learning
Developing new knowledge and different perspectives on a topic
Practice in a known environment/situation
Increasing confidence to speak and present in front of an audience
Improving marks earned for a module assessment
Developing a wide range of communication and presentation skills
Preparation for skills needed in the workplace
An exchange of roles and perspectives from audience to presenter
An effective oral presentation significantly enhances students' communication skills, making their English learning experience easier and more productive As noted by Emden and Becker (2004: 1), this improvement is crucial for academic success and personal development.
Enhancing your public speaking skills is one of the most significant advantages of pursuing further or higher education In particular, oral presentations play a crucial role in teaching foreign languages, especially within a university setting.
An effective presentation engages the audience and helps them achieve their research objectives while providing interesting and useful information Students often retain more from peer presentations than from lectures, and they tend to remember their own presentations even better than the content delivered by instructors.
Chivers and Shoolbred (2007: 20-21) claim that in order to prepare and delivery an effective presentation, these characteristics are very important:
Creating an effective English presentation can be challenging due to its required content, structure, and preparation Students must learn how to meticulously prepare and organize their presentations Furthermore, mastering the delivery of their presentation is crucial, as it significantly enhances the effectiveness of the content.
1.1.4 Oral presentation skills in the language classroom
Presentation skills are invaluable in language classrooms, as they provide students with an opportunity to share their project findings and enhance their understanding of the subject matter Through presentations, students can engage with their peers, receive questions, and challenge their knowledge, fostering a deeper comprehension of the topic.
Presentations play a vital role in task-based learning by emphasizing specific language points and skills, making them an effective method for reinforcing and expanding on lessons They encourage student engagement through audience tasks, such as answering questions related to the presentation, fostering active listening among peers (Pham, 2011) In classroom settings, oral presentations can be integrated as collaborative activities where students discuss a topic in small groups Following their discussions, each group representative shares their ideas, or members take turns presenting different sections of their work.
Vo (1994, cited in Nguyen, 2009) gives suggestions for teachers when assigning oral presentations, in which the procedure of oral presentation should come as below:
1 At the beginning, let students know that all of them will have chances to speak in front of the class
2 Put up a large calendar so that students can choose the date they prefer
3 After the break of every class session, have one student come forward and speak about his/ her topic
4 The teacher sits in the audience during the speech
5 Time limit for each student should be about five minutes
6 Let other members of the class raise their questions and comment until the speaker has finished (if the presenter has difficulty in answering the audience questions, the teacher and other students can help)
7 After each speech, give the speaker some feedback (it is highly recommended that compliments should come before criticism in order not to discourage the speaker)
Teaching oral presentation skills is a challenging task for educators, as they must simultaneously adopt various roles To ensure that oral presentations are both beneficial and enjoyable for students, teachers need a well-structured plan and effective methods for instruction and feedback.
1.1.5 Factors affecting students’ oral presentation
Oral presentation is not an essay task According to Barker (2000: 113)
“Speaking to groups is notoriously stressful activity” In her study, Nguyen (2009) investigated and concluded that students’ oral presentation can be affected by these following reasons:
According to Ur (1996), language proficiency encompasses both accuracy and fluency A learner who has successfully mastered a language is capable of understanding and producing it with precision and ease, effectively receiving and conveying messages.
Individual factors affecting on students’ success in language learning
Language mastery varies significantly among learners, as each student possesses unique characteristics that influence their proficiency Research has identified key factors affecting second language acquisition, including age, aptitude, intelligence, cognitive style, attitudes, motivation, and personality (Ellis, 1985) According to Narayanan et al (2008), effective linguistic skill development requires high motivation, a positive attitude toward the language, low anxiety, and ample exposure to the target language Lightbown and Spada (2013) assert that inherent individual differences among learners can predict their success or failure in language learning, emphasizing the importance of personality, intelligence, aptitudes, age, attitudes, and motivation in determining language acquisition outcomes.
Recent research highlights the significant impact of students' attitudes on second language acquisition, with positive attitudes contributing to greater success and proficiency in language learning Conversely, negative attitudes can hinder progress Understanding language attitudes is essential for effective language teaching and planning This insight has inspired me to conduct a study focused on examining students' attitudes toward English presentations.
Attitudes
Attitude is often defined as an evaluative response to a specific object or referent, shaped by an individual's beliefs and opinions, as noted by Gardner (1985) This means that a person's perceptions can significantly influence whether their attitude towards an object is positive or negative.
According to Gardner (1985), attitudes consist of three key components: cognitive, affective, and conative The cognitive component encompasses an individual's belief structure, the affective component relates to emotional responses, and the conative component reflects the inclination to act towards the attitude object.
According to Wikipedia, attitudes are formed based on the ABC model, which includes Affect, Behavior, and Cognition The affective response reflects an individual's emotional preference for an entity, while behavioral intention indicates typical actions or verbal expressions related to that entity Additionally, cognitive response involves an evaluation that shapes an individual’s beliefs about the object Notably, most attitudes stem from direct experiences or observational learning within one's environment.
Looking from a different angle, Brown (2000: 180) also suggests that
Attitudes are shaped early in childhood through a complex interplay of influences, including parental guidance, peer interactions, and exposure to diverse individuals This development is a gradual process, reflecting the various emotional and social experiences that individuals encounter throughout their lives.
An attitude is a hypothetical construct that reflects an individual's level of like or dislike towards a specific subject Typically, attitudes are categorized as positive or negative evaluations of a person, place, thing, or event, commonly known as the attitude object.
Attitude is a vital mental state that significantly impacts human behavior It shapes an individual's feelings, thoughts, and beliefs about their surroundings Consequently, people's reactions and responses to various situations are largely determined by their attitudes.
Language learning is closely linked to attitudes towards languages, as defined in the Longman Dictionary of Applied Linguistics (2010) as the feelings speakers have towards their own and others' languages These attitudes can be shaped by perceptions of linguistic complexity, ease of learning, cultural significance, and social status, reflecting broader sentiments about the speakers of those languages Holmes (1992, cited in Pham, 2013) emphasizes that language attitudes encompass views on the language itself, its speakers, and their culture Unlike general attitudes, language attitudes specifically pertain to the perceptions individuals hold regarding language.
This study concentrates on exploring students’ attitudes towards only one respect of learning language - doing English presentations
1.3.3 Roles of learners’ attitudes in language learning
Research has demonstrated a reciprocal relationship between learners' attitudes and their language acquisition, with Lightbrown and Spada (1999) emphasizing that attitude is crucial for success in learning Depending on learners' perspectives, language learning can either enrich their experiences or foster resentment Brown (2000) argues that positive attitudes significantly enhance language proficiency, while negative attitudes can diminish motivation and hinder successful learning outcomes He further asserts that positive views towards oneself and both the native and target language groups contribute to improved proficiency, as noted by Sahin (2005).
41) holds a view that there is a significant correlation between students’ attitudes and their achievement in English lessons, which suggests that attitudes towards target language may be taken as a predictor of achievement In his study, Karahan (2007: 84) finds out positive language attitudes let learners have positive orientation towards learning English He asserts when students hold the positive attitudes, they become more active in their learning process, so their positive attitudes can help them access to the target language easier
Learners' language attitudes play a crucial role in successful language acquisition, with positive attitudes significantly enhancing language learning and leading to better outcomes This study investigates students' attitudes towards English presentations, aiming to identify strategies that promote positive attitudes while minimizing negative ones.
1.3.4 Factors affecting learners’ attitudes towards language learning
Language attitude has recently received remarkable attention from many language researchers They share the opinions that attitudes are clearly influenced by many factors in the students’ upbringing (Gardner, 1985: 43)
Social psychologists assert that attitudes are shaped by individual experiences (Kumaravadivelu, 2006: 38), leading to diverse perspectives among learners Key factors influencing success in language acquisition include age, aptitude, motivation, cognitive style, learning strategies, and personality (Longman Dictionary of Applied Linguistics, 2010: 287) While the concept of individual differences encompasses a range of variables, core elements such as personality, ability/aptitude, and motivation are essential (Dürnyei, 2005: 7) Ultimately, students' personal traits significantly impact their attitudes towards learning.
Learners' language-learning attitudes are influenced by both personal dispositions and external forces, specifically environmental and pedagogic factors The environmental aspect encompasses social, cultural, political, and economic influences that shape the second language (L2) educational context Meanwhile, the pedagogic factor involves the interactions between teachers, learners, and the learning environment, which can foster either positive or negative attitudes in students Research by Pham (2014) highlights that students' attitudes are directly impacted by teacher-related factors, including their behaviors and practices, as well as the conditions and materials present in the learning environment.
In other words, external factors associated with teachers and learning environment play a vital role in influencing students’ attitudes
This study identifies both internal factors, such as students' personal traits, and external factors, including teachers and the learning environment, as key determinants directly influencing students' attitudes.
Review of previous studies related to students’ language attitudes
The attitudes of students towards learning foreign languages, especially English, have garnered significant interest from educators and researchers globally Since the early 2000s, there has been a notable increase in research exploring various facets of this topic.
Choy and Troudi (2006) explored the evolution of students' attitudes towards learning English in a Malaysian college, revealing notable differences compared to their secondary school experiences The study highlighted that both the social environment of the school and the students' family backgrounds play significant roles in shaping these attitudes towards English learning.
In a study by Karahan (2007) examining language attitudes in Turkey, a questionnaire adapted from previous research was utilized as the sole method of data collection The results revealed that while participants acknowledged the significance of the English language, their attitudes towards learning it were only moderately positive.
Noursi (2013) carried out a study entitled Attitudes toward Learning English:
A study conducted at the UAE Technology High School examined the impact of teachers' nativity on students' attitudes The results indicated that the nativity of teachers did not significantly affect students' positive orientation toward the language.
A study conducted by Bagheri and Andi (2015) in Iran explored the connection between medical students' attitudes towards learning English and their proficiency in the language The findings revealed a small positive correlation, indicating that students with more favorable attitudes towards English language learning tended to have higher levels of English proficiency.
While the findings of many researchers, such as Tamimi (2009), Tanni
(2015), identified students’ attitudes toward the English language, Zainol et al
A study conducted in 2012 examined the attitudes of Libyan secondary school students towards learning English, revealing a predominantly negative perspective among participants While many studies indicate a generally positive attitude towards English, they also highlight a diversity of attitudes, suggesting that learners exhibit a spectrum of feelings towards the language.
At Hanoi University of Languages and International Studies, numerous M.A theses have explored students' attitudes regarding different facets of English learning and teaching A notable study focuses on students' perspectives on English grammar acquisition, specifically examining the case of Do Son Continuing Education Centre in Hai Phong.
Phong city (Khuc, 2010); Students’ attitudes towards learning to speak English at
A study conducted at the Faculty of Electrical Engineering Technology, Hanoi University of Industry, investigated first-year students' attitudes towards learning English listening, revealing a general negativity in their perceptions (Pham, 2014) Data was gathered through student questionnaires and teacher interviews, highlighting the need for strategies to enhance students' positive attitudes towards their English listening education.
Despite various studies exploring different aspects of English presentations, there has been a lack of research specifically focused on students' attitudes towards delivering these presentations Previous theses have addressed factors influencing oral presentations among second-year English majors at Hanoi University of Industry (Nguyen, 2009), examined the challenges faced by first-year non-major English students in business presentations at Dai Nam University (Nguyen, 2010), and evaluated assessment criteria for effective EFL presentations at Hanam Teachers Training College (Pham, 2011).
METHODOLOGY
Setting of the study
2.1.1 A brief overview of QUI and English Division at QUI
With a legacy of nearly 60 years, QUI has been instrumental in training the workforce primarily for coal companies and various industries in and beyond Quang Ninh province Today, the university has diversified its academic offerings to include disciplines such as Business Administration, ICT, and Mechanics In line with the educational standards in Vietnam, QUI also mandates English as a core subject for its students.
English Division of QUI consists of 10 teachers whose ages range from 28 to
45 All of the teachers are graduated from the University of Foreign Languages and 70% of them have acquired MA degree at University of Languages and International Studies, VNU Teachers of English at QUI have applied various teaching methods according to the skills and the level of students they are in charge of At present, within the credit-based system, especially in the condition of large classes, oral presentations receive much attention from the management as well as the English teaching staff In reality, though the teachers always maintain their enthusiasm in their teaching, they still admit that the ability to do English presentations of their students was still far from satisfaction
Students at QUI, primarily from Quang Ninh province, are admitted based on their National High School Exam results or academic performance, without the need for an English proficiency test As non-English majors, many students show minimal interest in studying English, often learning solely to pass exams They typically lack exposure to native speakers, limiting their opportunities for real communication, which results in difficulty speaking the language While they perform better in writing and grammar, they struggle with verbal communication skills Observations reveal that students often feel shy and embarrassed during speaking activities, leading to limited verbal expression, and many consider speaking the most challenging skill to master.
2.1.3 A brief description of the English course and material
QUI offers two stages of English courses, starting with General English, which emphasizes vocabulary, grammar, phonology, and speaking skills This stage is divided into two terms, each consisting of 60 periods The English Division at QUI uses the New Headway Pre-intermediate textbook, similar to other English Departments at non-English major universities in Vietnam.
The third edition of the course book by John and Liz Soars, published by Oxford University Press in 2010, is designed for General English students and consists of 12 units covering common life topics such as Friends, Lifestyles, and Jobs Each unit features seven parts, including Language Focus, Vocabulary, and Everyday English, while integrating the four essential English skills: Reading, Listening, Speaking, and Writing Speaking activities encourage group and pair work to practice grammar, with approximately two periods dedicated to speaking skills per unit In the second stage, students aim to enhance their communicative competence and acquire specialized knowledge for English for Specific Purposes (ESP), with materials tailored to their disciplines to improve specialized vocabulary, reading, and translation skills.
Participants of the study
To achieve the study's objectives, approximately 100 freshmen majoring in Accounting from general English classes (DH.K8) at QUI were selected These 18-year-old students, currently in their second term, have spent over seven years studying English, yet only a few excelled in their first English final exams While they possess a foundational understanding of grammar and an active vocabulary primarily used in writing, their presentation skills remain limited Consequently, as first-year non-English majors, they encounter significant challenges when tasked with English presentations A notable issue among these students is their tendency to adopt a passive role in English classes, relying heavily on the course materials and instructors The decision to focus on Accounting majors stems from their comparatively stronger English background, as some have chosen English as part of their admission subjects.
Research instruments
To obtain data for the study, two instruments were employed: survey questionnaire and follow-up interviews
This study employed a questionnaire as the primary research instrument due to its widespread use in research Questionnaires are cost-effective, enabling distribution to a large number of respondents, and facilitate quick and easy data collection (Hoang Van Van, 2015).
This study utilized a five-point Likert scale questionnaire, developed from the research of Emden & Becker (2004), Reinhart (2002), Narayanan et al (2008), and Al-Nouh et al (2015) The questionnaire was specifically adapted from the Attitude Questionnaire by Narayanan et al (2008) and incorporated means and standard deviations related to EFL college students' perceptions of difficulties in oral presentations based on personal traits identified by Al-Nouh et al.
The questionnaire consists of 44 items (criteria) which fall into three major categories: A, B and C
Category A consisting of 6 items is designed to explore students’ attitudes towards learning English by checking the reasons why they learn the language
Category B, comprising 18 items, aims to investigate students' attitudes towards English presentations across three key factors: their awareness of the significance of English presentations, their feelings regarding oral presentation tasks, and their engagement in activities during presentation periods.
Category C includes 20 items aimed at investigating the key factors influencing students' attitudes toward English presentations The first 12 items focus on internal factors linked to students' personal characteristics, while the remaining 8 items examine external factors associated with teachers and the learning environment.
All items were written in both English and Vietnamese to ensure that students can fully understand the questions and respond explicitly, without having difficulties in expressing their ideas
This study employed both questionnaires and interviews to gather data, enhancing the validation of students' responses regarding their attitudes towards presentations The primary objective was to explore students' perceptions and the underlying reasons for these attitudes While not rooted in naturalistic inquiry, the research aimed to provide a comprehensive understanding of students' presentation-related experiences.
I opted for a structured interview format, characterized by a completely predetermined agenda (Nunan, 1992), to ensure consistency in data collection The follow-up interview aimed to gather more in-depth insights, leading to the selection of two groups of students from the questionnaire respondents The first group comprised the five most achievable students, while the second group consisted of the five least achievable students.
To thoroughly investigate the topic, interviewees were posed three key questions regarding the significance of presentation skills, their emotions towards presenting, and the factors that foster positive attitudes For ease of data analysis, these questions were presented individually to each student, who responded in sequence With the students' consent, the interviews were recorded for research purposes To facilitate deeper insights, participants were permitted to express themselves in Vietnamese, allowing the researcher to gather more comprehensive information The collected interview data underwent qualitative analysis following the completion of the sessions.
Data collection procedure
The procedures of data collection were as follows:
1 Stating the aims and delivering hard copies of the questionnaire to the students
2 Gathering back the questionnaire after ensuring that all items in the questionnaire were fully evaluated
3 Conducting interviews with the selected students
4 Sorting and analyzing the data collected.
Methods of data analysis
Data from the questionnaires were quantitatively analyzed using Microsoft Excel, resulting in percentage calculations for better clarity Each item's evaluation was systematically organized, detailing the number of students and the corresponding percentage from the total of 96 participants in the survey Additionally, qualitative analysis was performed on the interview data to enrich the findings.
DATA ANALYSIS AND DISCUSSION
Data analysis of students’ questionnaires
Table 1: Summary of students’ attitudes towards learning English
A Why do you learn English?
2 English is a compulsory subject at university 0≈0% 0≈0% 7≈7.3% 41≈42.7% 48≈50%
3 English is necessary for my future 0≈0% 2≈2.1% 15≈15.6% 32≈33.3% 47≈49%
4 I can enjoy music, films and stories in English 14≈14.6% 18≈18.8% 44≈45.8% 17≈17.7% 3≈3.1%
5 I can communicate with foreign people 0≈0% 0≈0% 24≈25% 53≈55.2% 19≈19.8%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
A significant majority of the 96 participants surveyed exhibit a negative attitude towards learning English, with only 14.6% expressing a genuine interest in the language In contrast, 32.3% reported a dislike for learning English, while 53.1% maintained a neutral stance towards it.
A significant 92.7% of students reported learning English primarily to pass their final exams, with 50% strongly agreeing and 42.7% agreeing Additionally, 82.3% acknowledged the importance of English for their future, with 49% strongly agreeing and 33.3% agreeing Furthermore, 75% of students indicated that they learned English as a vital means of communication, reflecting its status as an international language Some students (20.8%) pursued English for entertainment purposes These findings indicate that students' motivation to learn English is largely influenced by both university requirements and the broader demands of contemporary Vietnam Despite a generally negative attitude towards learning English, students exhibit a clear motivation to study the language.
3.1.2 Students’ attitudes towards English presentations Table 2: Summary of students’ awareness about the importance of English presentations
I How important is English oral presentation skill to you?
8 Enhancing confidence to speak in front of a group of people
9 Widening knowledge of both the topic and English
10 Helping prepare for skills needed in the future workplace
11 Improving communication skills and oral proficiency
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Despite only 14.6% of students expressing interest in learning English, a significant number recognize the value of English presentation skills According to Table 2, a notable 68.8% of participants do not view English oral presentation skills as a waste of time, with 27.1% strongly disagreeing and 41.7% disagreeing Furthermore, 82.3% of participants believe that mastering presentation skills boosts confidence in public speaking, while 85.4% agree that it enhances their understanding of both the subject matter and the English language Additionally, 71.9% see presentation skills as a vital tool for improving communication abilities and oral proficiency.
A significant portion of students at QUI lacks awareness of the importance of English oral presentations, with 15.6% agreeing and 6.2% strongly agreeing that these presentations are unimportant This perception may stem from their common experience of working in mining areas where English is rarely used, leading to only 26% acknowledging that presentation skills are valuable for future job readiness Additionally, the focus on written tests in English further diminishes the emphasis on developing oral presentation abilities.
Statistical analysis of student responses in Table 2 revealed that students possess a strong understanding of presentations, with a significant percentage acknowledging the importance and benefits of English presentation skills.
3.1.3 Students’ feelings about doing English oral presentations Table 3: Summary of students’ feelings about doing English oral presentations
II Which of the following most impresses your feeling about the oral presentations in your English lessons?
A significant majority of students recognize the importance of English presentation skills, yet their sentiments towards these presentations are overwhelmingly negative According to the data, 85.5% of students find English presentations boring, while 95.8% report feeling stressed when tasked with delivering them Furthermore, very few students perceive these presentations as interesting or relaxing, with only 4.2% considering them effective These statistics clearly illustrate a prevailing negative attitude among students towards English presentations.
3.1.4 Students’ activities in periods having presentations
Table 4: Summary of students’ activities in presentation periods
III What do you often do in periods having presentations?
19 Listening to the presenters attentively 9≈9.4% 25≈26% 9≈9.4% 34≈35.4% 19≈19.8%
20 Joining in presenting groups eagerly 25≈26% 49≈51.1% 14≈14.6% 8≈8.3% 0≈0%
22 Skipping class on presentation days 0≈0% 37≈38.5% 50≈52.1% 5≈5.2% 4≈4.2%
23 Discussing the topics in pairs/ groups in Vietnamese 4≈4.2% 14≈14.6% 35≈36.4% 34≈35.4% 9≈9.4%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree
Table 4 highlights students' engagement during presentation periods, revealing that while only 8.3% actively participated, a notable 55.2% listened attentively However, 44.8% of students were disengaged, with some (9.4%) even skipping class on presentation days This reflects a general aversion to oral presentations, as many students expressed a lack of interest and anxiety about presenting in English Additionally, 44.8% preferred discussing topics in Vietnamese, indicating difficulty in expressing themselves in English Overall, these findings underscore students' negative attitudes toward English presentations and their reluctance to engage fully in such activities.
Most students demonstrated a lack of interest in delivering presentations in English, despite recognizing their significance This disinterest poses a challenge for students to enhance their presentation skills, as they are unwilling to engage in presenting activities.
3.1.5 Reasons affecting students’ attitudes towards oral presentations in the classrooms
This section aims to investigate the key factors influencing students' attitudes, considering both internal factors related to the students themselves and external factors, such as the role of teachers and the learning environment.
3.1.5.1 The influence of internal factors on students’ attitudes Table 5: Summary of internal factors affecting students’ attitudes towards doing English presentations
C How do you agree that these following reasons may affect your attitudes towards doing English presentations?
25 My English speaking ability is not high 0≈0% 7≈7.3% 0≈0% 38≈39.6% 51≈53.1%
27 I find hard to have right words showing ideas in English
28 My knowledge of the topics is limited 10≈10,4% 39≈40.6% 9≈9.4% 24≈25% 14≈14.6%
29 I feel embarrassed during oral presentations 5≈5.2% 10≈10,4% 8≈8.3% 54≈56.3% 19≈19.8%
30 I am unable to remember points to present 2≈2.1% 3≈3.1% 5≈5.2% 53≈55.2% 33≈34.4%
31 I feel nervous even if I’ve prepared well beforehand 4≈4.2% 11≈11.4% 7≈7.3% 52≈54.2% 22≈22.9%
33 I’m afraid of failure in oral presentations 11≈11.5% 17≈17.7% 5≈5.2% 34≈35.4% 29≈30.2%
34 I need to read from my notes during presenting 1≈1% 8≈8.3% 0≈0% 54≈56.3% 33≈34.4%
35 I do not give enough rehearsal 9≈9.4% 18≈18.7% 0≈0% 55≈57.3% 14≈14.6%
36 I spend a little time for preparation 14≈14.6% 17≈17.7% 0≈0% 48≈50% 17≈17.7%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Students' responses indicate that the primary factor influencing their oral presentations is linked to personal traits, encompassing both language proficiency and individual characteristics.
Language proficiency significantly influences students' attitudes, as highlighted by items 25 to 28 Most participants studied English in high school and had prior exposure to General English before attending QUI, resulting in a higher proficiency level compared to their peers Despite this, many students felt unable to use English for communication, with 92.7% identifying limited speaking ability as a major issue Linguistic challenges, including a lack of oral fluency and vocabulary knowledge, were also noted, with 73.9% struggling to find the right words and 97.9% facing difficulties in pronunciation This situation reflects a learning culture focused on rote memorization rather than interactive practice, leading to a low level of speaking proficiency and unfavorable attitudes during presentations.
The presenter is crucial to the success of an oral presentation, as highlighted in the literature Feelings of anxiety, apprehension, and nervousness significantly impact presentation outcomes For students, delivering an oral presentation in front of an audience can be particularly anxiety-inducing.
A significant number of students expressed anxiety regarding oral presentations, with 77.1% feeling nervous despite prior preparation and 76.1% experiencing embarrassment during their presentations Additionally, 89.6% struggled to remember key points, and 65.6% feared failure Notably, 90.7% indicated a reliance on notes, while only 3.1% felt confident in their delivery A lack of rehearsal was noted by 71.9% of participants, and 67.7% admitted to inadequate preparation time, contributing to their anxiety Many students attributed their difficulties to low language proficiency, stating they could present well in Vietnamese but found it challenging in English Furthermore, a tendency towards procrastination may also play a significant role in their struggles.
In conclusion, students' personal traits significantly influence their negative attitudes towards oral presentations in class However, through practice, students can build confidence and overcome shyness, leading to improved performance.
3.1.5.2 The influence of external factors on students’ attitudes Table 6: Summary of external factors affecting students’ attitudes towards doing English presentations
C How do you agree that these following reasons may affect your attitudes towards doing English presentations?
37 My teacher gives little encouragement 24≈25% 41≈42.7% 9≈9.4% 15≈15.6% 7≈7.3%
38 My teacher is unwilling to explain when we have problems on presentations
39 My teacher is unfair in assessing 26≈27.1% 43≈44.8% 5≈5.2% 16≈16.7% 6≈6.2%
40 My teacher clarifies the evaluation criteria 28≈29.2% 68≈70.8% 0≈0% 0≈0% 0≈0%
41 My teacher supplies few instructions 16≈16.7% 14≈14,6% 9≈9.4% 49≈51% 8≈8.3%
42 My teacher gives detailed comments 24≈25% 35≈36.5% 8≈8.3% 19≈19.8% 10≈10.4%
43 I do not have chances to give presentations in class and outside class
44 There is not enough multi- media equipment in class 9≈9.4% 43≈44.8% 19≈19.8% 17≈17.7% 8≈8.3%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Table 6, items 37 to 42, highlights students' perceptions of teacher influence on their presentation skills The findings reveal that teachers' behaviors positively affect students' learning attitudes, with only a small fraction expressing negative views Specifically, 67.7% disagreed that teachers provided insufficient encouragement, and 71.9% felt that teachers were willing to assist with presentation challenges Additionally, only 22.9% of students reported concerns about unfair evaluations Overall, the data suggests that students are generally satisfied with their teachers' support, enthusiasm, and assessments, indicating that positive teacher behaviors do not contribute to negative student attitudes toward presentations.
Data analysis of students’ interview
In the interview, participants were categorized into two groups, with the first group identified as S1 through S5 and the second group as S6 through S10 The following sections provide a summary and analysis of the interview content.
A majority of students agreed that oral presentation skills are essential, citing benefits such as improved speaking abilities, deeper understanding of topics, increased confidence, and enhanced employability One student emphasized that strong presentation skills could significantly accelerate future success and facilitate persuasion Conversely, two students from the second group disagreed, with one believing that English presentations were irrelevant due to potential future work in mining, and the other asserting that presentation skills had no impact on their English grades.
A survey revealed that 90% of students dislike participating in English presentations, often only doing so when required Many expressed feelings of anxiety and lack of confidence when speaking in front of their peers, with one student admitting to a racing heart despite being well-prepared This indicates a prevalent negative attitude towards English presentations Students identified their limited linguistic knowledge, particularly in pronunciation and vocabulary, as the primary barrier to their participation.
Students often struggle with self-confidence, practice, and shyness, which are significant barriers to their learning They reported not receiving evaluation forms from teachers, only being provided with basic presentation structures like opening, concluding, and organizing ideas Additionally, the lack of clear feedback—relying on vague assessments such as "good" or "not very good"—left students confused about expectations and discouraged from improving This lack of detailed guidance can lead to boredom and decreased motivation among students.
Only one student expressed eagerness and actively participated in presentation activities, demonstrating a high proficiency in English and a strong motivation to learn for future opportunities abroad This aligns with questionnaire results indicating that high ability and motivation can enhance positive student attitudes However, such highly proficient students are rare at QUI, with only one or two present in each class.
To promote positive attitudes among students, enhancing their English knowledge is crucial, as it enables them to deliver presentations effectively Personal interest and effort significantly influence students' engagement in learning; when students are eager, they actively participate in presentation activities Additionally, consistent practice is vital for skill improvement and successful presentations Careful preparation and rehearsal lead to greater confidence and a more proactive approach, fostering positive attitudes Furthermore, students feel less apprehensive about presenting when they receive enthusiastic guidance from their teachers.
In summary, the questionnaire results and student interviews reveal a prevalent negative attitude towards presentations among students This issue primarily stems from the students themselves, but there is significant potential for various strategies to positively influence and change their attitudes.
Discussion
Students at the Department of Accounting at QUI exhibit negative attitudes towards English presentations, despite recognizing the importance of presentation skills Factors contributing to this negativity include low language proficiency, particularly in vocabulary and pronunciation, which leads to feelings of nervousness and lack of confidence Those with higher English proficiency tend to display more positive attitudes Additionally, a lack of interest in learning English results in passive study habits, diminishing their motivation to prepare for presentations While students generally express satisfaction with their teachers, inadequate guidance, feedback, and unclear evaluation criteria negatively impact their attitudes Furthermore, learning conditions, such as time constraints and large class sizes, limit opportunities for practice, exacerbating negative feelings towards presentations.
Students recognized that their attitudes could be positively influenced by various strategies, including enhancing their English proficiency, fostering interest, dedicating more time to preparation, and engaging in effective practice with teacher support These approaches are essential for achieving success in presentations.
Recapitulation
This study aimed to explore the attitudes of students at the Department of Accounting at Quang Ninh University of Industry towards delivering English presentations Initially, two research questions were formulated to guide the investigation.
(1) What are the attitudes that students at Department of accounting at QUI hold towards doing English presentations?
(2) Why do they have such attitudes towards doing English presentations?
The author conducted a comprehensive study that combined theoretical research and practical application Relevant literature was reviewed to establish a solid theoretical foundation, followed by data collection through two primary methods: questionnaires and interviews.
Research findings indicated that students exhibited negative attitudes towards English presentations due to various underlying reasons To improve these attitudes, several recommendations were proposed to encourage a more positive perspective on delivering presentations in English.
Implications
Oral presentations often pose challenges that can be intimidating for learners, yet with careful planning and organization, they can transform into a rewarding and enjoyable experience This approach not only enhances the presentation skills of students but also fosters positive attitudes towards public speaking To support this process, both students and teachers at QUI are encouraged to implement effective strategies that promote confidence and engagement in oral presentations.
2.1 For students 2.1.1 Improving knowledge of English
A study revealed that students' oral presentation skills are significantly hindered by their English language proficiency, with limited vocabulary, grammatical knowledge, and topic understanding being major obstacles Students recognize that improving their English, particularly in vocabulary and pronunciation, is crucial for enhancing their presentation abilities Success in this area largely depends on their personal initiative and self-study, as they must take responsibility for their learning process While many students currently work in environments with minimal English usage, they should aspire for better job opportunities in the future, where English proficiency can be advantageous To achieve this, students should strive to enhance their overall English skills, including presentation abilities, and develop characteristics of successful language learners, such as a willingness to listen, experiment, and ask questions.
A proactive approach to learning, characterized by a readiness to reflect on learning strategies and embrace feedback, is essential for student engagement (Harmer, 1998) When students are motivated and focused on their goals, they become more active participants in their education, fostering positive attitudes towards activities such as presentations.
Speech anxiety is another major problem that leads to students’ oral presentation failures It is understandable as Barker (2000: 116-117) stated that
Every presenter and performer experiences nerves, but with solid preparation, these feelings can be transformed into positive energy for the performance By preparing thoroughly, you can effectively bring your presentation to life Instead of attempting to eliminate your nerves, it's essential to harness and utilize them for a more engaging delivery.
Students often struggle with inadequate preparation for oral presentations, leading to feelings of shyness and nervousness To build confidence, it's crucial for students to follow four key steps: writing the presentation, rewriting it for auditory clarity, practicing and revising, and organizing visual aids (Dwyer, 2000) Among these, practice is vital as it enhances overall skills and ensures a smoother delivery Reinhart (2002) emphasizes that thorough practice reduces hesitations and aids memory retention, allowing for a fluent presentation without reliance on notes As students gain confidence through successful presentations, they may also experience a positive shift in their attitudes toward learning Emden & Becker (2004) note that early preparation is essential, and using their suggested checklists can significantly improve students' readiness before class.
2.2 For teachers 2.2.1 Providing students with linguistic knowledge
Students with low proficiency often face challenges in oral presentation skills, leading to negative attitudes Teachers play a crucial role in addressing these needs by enhancing students' linguistic competence This involves revising grammatical structures, pronunciation, and vocabulary to improve presentations Additionally, providing diverse oral activities and regular pronunciation exercises focusing on stress and intonation can significantly benefit students By equipping students with the necessary linguistic knowledge, teachers foster confidence and create more opportunities for practice Research indicates that when learners have an incomplete understanding of the learning process, they tend to engage with the target language passively Therefore, teachers should encourage self-directed learning by guiding students and discussing individual study plans while being sensitive to their learning expectations Ultimately, this approach helps students recognize learning as an active process and cultivates extensive learning habits beyond the classroom.
2.2.2 Equipping students with presentation skills
Oral presentations often induce stress and nervousness in students due to their lack of experience Building confidence through practice is essential for delivering effective presentations Developing prerequisite skills can significantly enhance students' confidence, preventing them from feeling overwhelmed and abandoned in challenging situations.
To help students manage their fear of oral presentations, teachers must recognize that speech anxiety is a common experience Open discussions about this anxiety can foster a sense of community among students Creating a supportive learning environment and promoting interaction and cooperative learning can enhance students' confidence Adequate preparation time is crucial, so teachers should provide students with a clear evaluation form that outlines the criteria for their presentations This transparency helps students understand the teacher's expectations and grading standards Collaborating with students to develop a checklist for evaluation can further clarify these criteria As noted by King (2002), a teacher's role encompasses not only providing guidelines and organizing groups but also assisting with topic selection, guiding research, facilitating Q&A sessions, offering feedback on content organization, and evaluating student performance.
Despite the extensive efforts of the researcher, certain limitations are inherent in the study Notably, the participants were exclusively Accounting students at the time of the research, which restricts the applicability of the findings to the broader student population within the department As a result, caution is advised when generalizing the study's outcomes beyond this specific group.
A notable limitation of this study is its failure to address changes in students' attitudes, which are best examined through longitudinal research rather than short-term assessments Participants' responses can fluctuate due to various environmental and individual factors, highlighting the need for more extended observation Unfortunately, the constraints on data collection time in this study restrict it to describing participants' attitudes within a specific timeframe.
Due to time constraints, the researcher was unable to gather teachers' insights on students' presentation attitudes Given the researcher's limited practical teaching experience and knowledge in this area, the suggestions provided may be subjective and incomplete, leaving room for further discussion.
This study's findings are not applicable to a broader population, indicating the need for further research involving a more diverse participant group Expanding future studies could enhance our understanding of various dimensions of English presentation skills.
In addition, a longitudinal study about students’ attitudes should be carried out to explore whether there is any change of attitudes in the learning process or not
Research indicates that language learners' attitudes can significantly influence their proficiency Therefore, future studies should explore the connection between learners' attitudes and their academic achievements in language acquisition.
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APPENDICES APPENDIX 1 PHIẾU KHẢO SÁT CHO SINH VIÊN