INTRODUCTION
Rationale
English is now recognized as the world's most important language for international communication, particularly in trade and business, leading to a high demand for English studies among students Many pursue English as their major to enhance their job prospects, as employers prioritize candidates with strong oral communication skills Proficiency in English, especially in effective presentation, provides significant advantages in the job market Oral presentations offer numerous benefits, including bridging the gap between language study and practical use, integrating the four language skills, and fostering teamwork while encouraging students to become active, autonomous learners Success in presenting in English relies on various factors beyond language knowledge, such as personality traits like confidence and overcoming timidity To excel in presentations, students must develop a range of skills, including language usage, idea organization, and effective non-verbal communication techniques like gestures, posture, and eye contact.
Many second-year English majors at Hanoi University of Industry struggle with delivering effective presentations, despite their desire to improve Serious students often invest significant time and effort but do not achieve the desired outcomes, while others rush through their presentations, failing to enhance their speaking skills Although students have numerous ideas for their presentations, they struggle to engage their audience effectively These challenges have motivated the researcher to investigate the factors influencing oral presentations among these students.
Aims of the study
This study aims to explore the factors influencing the oral presentations of Second-Year English Major Students at Hanoi University of Industry The specific objectives include identifying key elements that impact students' performance and understanding the challenges they face during presentations.
- To identify the students’ attitudes towards oral presentation skills
- To get to know their evaluations of their presentations
- To investigate the factors affecting their oral presentations
- To give some suggestions to improve their presentation skills
Scope and significance of the study
This study investigates the oral presentation skills in English among 82 second-year English majors at Hanoi University of Industry The findings and recommendations aim to assist both teachers and students in enhancing their oral presentation skills Additionally, the results may benefit others interested in this area of study.
Methods of the study
To fulfill the above aims, the study was carried out with different methods of data collection:
- A questionnaire was delivered to 82 second-year majors
- Informal interviews with students were also employed
- Class observation was carried out to have deeper look at students’ presentations in the classroom.
Design of the study
The study is divided into three parts
Part one, INTRODUCTION, presents reasons for choosing the topic, the aims, scope, significance, methods as well as design of the study
Part two, DEVELOPMENT, has four following chapters:
Chapter one is the Literature Review which deals with theories and concepts related to speaking skills and oral presentations in English
Chapter two is Methodology in which the current situation of teaching and learning English in general and speaking in particular at Hanoi University of Industry is described
The research methods which cover research questions, the participants, and data collection instruments are also mentioned in this chapter
Chapter three presents some major findings and discussions based on the results of the questionnaire, interviews, and class observation
Chapter four, namely recommendations, offers some suggestions for students and teachers at Hanoi University of Industry to improve students’ oral presentation skills
Part three, CONCLUSION, summarizes what are addressed in the study The limitations of the study and suggestions for further study are also included in this part
LITERATURE REVIEW
Knowledge and skills
Foreign language teachers face challenges in guiding learners to achieve proficiency, which encompasses both knowledge and practical skills in the language Bygate (1987) emphasizes the importance of teachers recognizing the connection between these two elements to effectively support language acquisition.
One of the fundamental challenges in foreign language teaching is equipping learners with the ability to effectively use the language Mastery of grammar and vocabulary is essential for speaking a foreign language, but knowledge alone is insufficient The emphasis should be placed on developing speaking skills, as these are crucial in both speaking classes and oral exams To accurately assess a learner's speaking ability, they must be encouraged to actively use their knowledge of grammar and vocabulary By incorporating "speaking practice" and "oral exams," we acknowledge the distinction between theoretical knowledge of a language and practical skill in its use An apt analogy is that of a car driver, illustrating the necessity of practical application in language learning.
Understanding the essential skills of a car driver involves more than just knowing the names and functions of the controls; it requires the ability to operate these controls effectively while navigating a road A driver must skillfully maneuver the vehicle at normal speeds, ensuring smooth operation and maintaining a safe distance from potential obstacles Additionally, it is crucial for the driver to adapt to varying road conditions, demonstrating the ability to manage challenges beyond simply driving in a straight line.
In language learning, a common issue arises when English learners omit the "s" sound at the end of words during conversation, indicating that they may understand the rule but struggle to apply it in practice Bygate defines knowledge as "what they conceive and memorize," yet the student's failure to include the "s" sound highlights the importance of skill, which is developed through imitation and practice This distinction between knowledge and skill is evident in students' oral presentations; despite having a solid grasp of grammar and content, many still find it challenging to deliver an effective presentation.
In summary, possessing knowledge alone is insufficient; it must be applied through action Therefore, developing skills through practice is essential To achieve effective oral communication in a foreign language, it is crucial to identify the specific speaking skills a learner needs to cultivate.
Speaking skills
Language skills encompass four essential components: listening, speaking, reading, and writing, which are interconnected Byrne (1986) highlights the supportive relationship among these skills, particularly in oral communication, a two-way process involving both the productive skill of speaking and the receptive skill of listening The speaker must encode their message in appropriate language, while the listener decodes and interprets it Among these skills, speaking is crucial as it serves as the primary indicator of language proficiency Ur (1996) emphasizes that speaking is often regarded as the most significant skill, as individuals proficient in a language are termed "speakers," and most language learners prioritize speaking The complexities of speaking have garnered considerable scholarly interest, as noted by Bygate.
In 1987, two fundamental types of skills emerged in the realm of language proficiency: motor-perception skills and interaction skills Motor-perception skills entail the ability to perceive, recall, and articulate language sounds and structures accurately In contrast, interaction skills focus on decision-making in communication, including what to say, how to express it, and how to align it with one’s intentions while fostering desired relationships Bygate further elaborates on the concept of "routines" in speaking, which are standardized methods for conveying information, categorizing them into information routines and interactional routines.
Information routines consist of two main sub-routines: expository and evaluation The expository sub-routine encompasses description, comparison, and instruction, while the evaluation sub-routine includes explanation, prediction, justification, preference, and decision-making Interactional routines, such as telephone conversations, interviews, social gatherings, lessons, and media interviews, follow distinct structural patterns.
Brown and Yule (1983), in their work "Teaching the Spoken Language," identify two fundamental language functions: the transactional function, which focuses on information transfer, and the interactional function, aimed at maintaining social relationships They further differentiate between dialogue and monologue, emphasizing that delivering a monologue, or an uninterrupted oral presentation, requires distinct skills compared to engaging in dialogue with native speakers for transactional and interactional purposes Consequently, effective presentation skills must be learned and practiced diligently.
To sum up, speaking is a process of transferring information and maintaining relationship and learning to speak a foreign language is never an easy task
1.2.2 Types of classroom Speaking Performance
Brown (1994) gives six categories of oral production that students are expected to carry out in the classroom They are imitative, intensive, responsive, transactional (dialogue), interpersonal (dialogue) and extensive (monologue)
Imitative speaking performance, primarily conducted through drilling, focuses on specific language elements rather than meaningful interaction According to Brown, drilling is a valid component of communicative language classrooms, providing students the chance to listen and orally repeat challenging linguistic structures, whether phonological or grammatical This method allows for focused practice on particular language aspects in a controlled setting, helping to establish psychomotor patterns and link selected grammatical forms to their appropriate contexts.
Intensive speaking practice extends beyond mere imitation, focusing on specific phonological or grammatical elements of a language This approach often incorporates pair work activities, allowing learners to actively engage with and reinforce particular language forms.
Responsive performance involves providing brief replies to questions or comments initiated by teachers or students For instance, when a teacher asks, “How are you today?” a typical student response might be, “Pretty good, thanks, and you?” These responses are generally adequate and do not lead to extended conversations.
The fourth type of dialogue, known as transactional, focuses on conveying or exchanging specific information and is an extended form of responsive language, often involving negotiations rather than simple responses In contrast, the fifth type, interpersonal communication, prioritizes maintaining social relationships over the mere transmission of facts and information.
Intermediate to advanced students are required to deliver extensive speaking performances, such as monologues, oral reports, summaries, or short speeches, which may be either planned or impromptu.
Oral Presentations
Oral presentations are concise discussions on specific topics aimed at sharing knowledge or fostering dialogue among an audience They typically follow a structured format, including an introduction, main body, and conclusion, similar to short written papers.
In the classroom, presentations are a common activity where students deliver speeches on chosen or assigned topics These presentations focus on specific subject matter and are carefully prepared, resembling written work.
An effective oral presentation consists of three key components: the introduction, body, and conclusion The introduction captures the audience's attention and outlines the topic, providing a preview of what to expect The body serves to inform or persuade the audience, incorporating main points and supporting sub-points Finally, the conclusion summarizes the key information presented, reinforcing the message delivered throughout the presentation.
Oral presentations can be categorized based on their delivery methods and purposes According to Dwyer (2000), there are five distinct types of presentations: impromptu speech, manuscript speech, memorized speech, briefing, and team briefing.
The impromptu speech is unexpected and thus delivered with very little or no preparation
Impromptu speeches often occur during special occasions like welcomes, introductions, or acknowledgments, and can take speakers by surprise To deliver an effective speech in such situations, it's crucial to think clearly, assess the context quickly, and communicate concisely A popular method for structuring impromptu speeches is the PREP formula, which includes stating the main point (P), providing the reason for the speech (R), offering an example to support the main point (E), and then restating the main point (P) for emphasis.
A manuscript speech is a carefully researched and structured presentation that involves writing the speech word-for-word and delivering it to an audience This format is ideal for longer, technical, and complex business presentations at meetings or conferences, as well as for legal presentations, parliamentary addresses, press releases, or speeches intended for reporting or quoting It is particularly useful when precision in communication is essential Although the speaker reads from the manuscript, maintaining eye contact with the audience and incorporating facial expressions and gestures is crucial for effective delivery.
Memorized speeches are ideal for brief presentations, requiring the speaker to write and recite their speech verbatim from memory To convey a relaxed and confident demeanor, it's essential for the presenter to focus on memorizing the introduction, a technique applicable to any speech.
A briefing speech is a concise oral summary designed to inform, propose solutions, or persuade an audience Engaging the audience through participation enhances the effectiveness of the presentation, making it more impactful than lengthy speeches To achieve this, presenters should focus on clarity and interaction.
- concentrate on its main purpose
- analyze their advantages and disadvantages
- encourage audience participation, questions and suggestions
- show interest in audience response
Team briefings are increasingly prevalent, with all members participating in the presentation process Initially, the team evaluates the presentation's purpose and audience characteristics Following this, they create a structured outline divided into sections, assigning specific parts to each speaker To ensure a cohesive and unified message rather than disjointed individual presentations, it is crucial for the team to determine responsibilities effectively.
- develop the main body and provide supporting ideas
- reinforce the ideas outlined in the main body and present the conclusion
In business communication, briefings and oral reports are most often used for staff meetings, customer contacts, and reports to supervisors and managers on progress, results or problems
In terms of purposes, oral presentations in college courses generally fall into two categories: informative and persuasive presentation
Informative presentation has audience learning as its primary goal An informative speech may explain a concept, instruct the audience, demonstrate a process, or describe an event
In an academic environment, informative speeches can vary in format, including individual or group reports and oral briefings Presenters should ensure their presentations are concise and pertinent, focusing on factual information while avoiding complex details.
Persuasive presentation is used to influence what the audience thinks or does Four goals of persuasive speaking are:
- to reinforce the attitudes, beliefs, and values the audience already holds
- to inoculate the audience against counter persuasion
To effectively motivate your audience to take action, it's crucial to master the art of persuasion, which hinges on three key elements: ethos, or the speaker's credibility; logos, which encompasses logical reasoning and evidence; and pathos, the emotional appeals that resonate with listeners A successful persuasive presentation balances these components, providing compelling logic, robust evidence, and heartfelt emotion to convincingly sway the audience towards your viewpoint.
In a second language classroom, teachers may assign specific topics and presentation formats for students to explore, while at other times, students have the flexibility to select both their topic and presentation style.
Many students excel in English grammar and pronunciation, yet struggle with effective oral presentations due to a lack of essential presenting techniques Emden & Becker (2004) emphasize that strong speaking skills are crucial for influencing and persuading others, highlighting the significance of body language, such as eye contact, facial expressions, hand movements, and posture, in engaging the audience Poor presentation habits, like avoiding eye contact or mumbling, can hinder communication Effective body language fosters rapport between the speaker and the audience, impacting their perception of both the presenter and the message Therefore, it is vital for presenters to utilize appropriate non-verbal communication and be attuned to audience feedback throughout their speech.
Voice quality plays a crucial role in presentations, as certain vocal traits can significantly impact listener engagement Generally, a low voice is more pleasant and easier to listen to compared to a high-pitched one Additionally, a harsh voice may come across as aggressive, even if the speaker is calm While a soft voice can initially be enjoyable, it can become frustrating for listeners if they struggle to hear the words clearly.
Effective visual aids significantly enhance oral presentations, as they provide essential support for listeners Emden and Becker (2004) highlight that listening can be challenging, and having something visual to focus on greatly aids comprehension Audiences appreciate the reinforcement that quality visuals offer, as people are more likely to remember visual information over auditory content.
RESEARCH METHODOLOGY
Context of the study
Hanoi University of Industry has a rich history of producing skilled practical engineers in mechanical engineering, chemical technology, and electronics In response to the demands of a globalized society, the university has recently introduced new programs, including English language studies Established in 2006, the Faculty of Foreign Languages is dedicated to teaching English to both English majors and non-English majors, enhancing the university's commitment to modern education.
The Faculty comprises 50 teachers, with 11 dedicated to the English major Division, aged between 23 and 37 All have graduated from the English Department of the College of Foreign Languages or Hanoi University of Foreign Languages, and each has at least one year of teaching experience Among them, six hold an M.A degree, while three are currently pursuing their M.A studies A significant challenge they face is managing multiple English-related subjects simultaneously due to a shortage of staff Despite this, the teachers are energetic, inquisitive, and committed to employing effective teaching methods to enhance the quality of education.
Each year, approximately 80 students enroll in the English major based on their university entrance exam results, which typically reflect a range of English proficiency levels, often between 3 and 6 Many first-year students continue to adopt a passive learning approach, having primarily focused on grammar and vocabulary during high school, with limited practice in speaking and listening skills Additionally, most students hail from rural areas with few opportunities to learn English, leading to shyness and a lack of self-confidence Throughout their university experience, they are encouraged to engage in active and creative learning to improve their outcomes.
The teaching and learning facilities for English majors are well-equipped, providing a conducive environment for both teachers and students The Faculty’s library boasts a diverse collection of English books, CDs, VCDs, cassettes, and computers with Internet access Additionally, there are 10 dedicated study rooms for English, all furnished with head projectors, computers, and cassettes, promoting the effective use of modern technology in English lessons.
From the first semester, students engage in reading, listening, speaking, and writing as separate subjects using McGraw-Hill's Interactions textbooks (Interactions 1 and 2) In the third and fourth semesters, they transition to Mosaic 1 and 2, also by McGraw-Hill The goal for second-year students is to reach an intermediate level in speaking, enabling them to systematically describe and articulate their ideas, opinions, and viewpoints Students are encouraged to develop strong expressions and structures related to their favorite topics, enhancing their ability to support their perspectives with appropriate examples The speaking curriculum for second-year English majors spans 45 class hours over the fourth term, with classes held three hours per week, following a theme-based syllabus aligned with the Interactions and Mosaic course materials.
At the start of the term, educators provide students with a list of required themes, allowing them to select their subtopics for group oral presentations Each group is scheduled to present their work twice during the third term.
Research Methods
This study aims to identify the factors influencing the oral presentations of second-year English majors at Hanoi University of Industry To accomplish this objective, it is essential to address specific research questions.
1 What are the students’ attitudes towards oral presentations in English?
2 What are the students’ evaluations of their presentation performances?
3 What are the factors affecting their oral presentations?
4 What are the students’ suggestions to help them make better presentations?
This study involved 82 second-year English majors from Hanoi University of Industry, divided into three classes: DHTA1, DHTA2, and DHTA3, with 27, 27, and 28 students respectively The majority of participants were female, with only 8 male students, aged between 18 and 20 A significant portion, 69 students, hailed from rural areas and small towns, while 11 were from larger cities like Hanoi, Hai Phong, and Nam Dinh, which offer better English learning opportunities Their English learning experience varied from 4 to 8 years, with over half (73%) having studied English for 4 years Throughout their three terms at the university, few students achieved excellent results in their English final-term tests, particularly in speaking, where scores ranged from 5 to 9, with 11 students (13%) receiving a score of 5 and 21 students (26%) scoring 6.
6, 42 students (51%) got mark 7, 7 students (9%) got mark 8 and only 1 student (1%) got mark 9 (according to the marking system of 1 – 10)
A survey questionnaire was distributed to 82 second-year English majors after receiving feedback from their instructors This approach enables the researcher to gather quantitative data for effective analysis, summarization, and reporting.
The questionnaire was divided into three sections, with the first focusing on students' personal information, including gender, place of residence, years of English study, and final speaking grades from the third semester It also assessed students' attitudes toward the significance of oral presentation skills and their self-evaluations of their presentation performances.
The second part of the study aimed to identify the factors influencing oral presentations in the classroom The questions utilized were adapted from multiple sources, including Emden & Becker (2004), Reinhart (2002), and Comfort (1997), as well as the researcher's personal experience.
The last part included one question asking students for their suggestions to help them make better presentations
The questionnaire was composed in English, but students were encouraged to respond to the open-ended questions in either English or Vietnamese To minimize confusion, certain questions included examples for clarity.
To gather comprehensive data for persuasive conclusions, the researcher conducted interviews with 12 randomly selected students, comprising 4 students from each class, all of whom consented to participate The interviews included 10 questions (refer to appendix 2) addressing their attitudes, evaluations, challenges, and suggestions regarding their oral presentations Throughout the interviews, the researcher adapted the questions as needed and meticulously recorded the students' responses.
The researcher evaluated two presentations in classes DHTA1 and DHTA3 to verify the reliability of the collected data, opting not to include DHTA2 due to both classes being instructed by the same teacher For detailed insights, refer to the observation form in the appendix.
This chapter has presented the methodology used in the research The next chapter will present the results of the study.
MAJOR FINDINGS AND DICUSSIONS
Results of the survey questionnaire and interviews
A recent survey revealed that all students recognized the significance of oral presentation skills, with responses indicating they are "very important" or "important." Students emphasized that these skills enhance their speaking abilities, improve reading comprehension, and aid in logically organizing ideas, which are essential for their future careers During interviews, students unanimously agreed on the importance of these skills, citing benefits such as increased confidence and the need for extensive research to deepen their understanding of topics and language Acknowledging this importance, students expressed a strong desire for more opportunities to practice oral presentations in class, valuing the constructive feedback from teachers and peers to refine their skills.
To conclude, all participants were aware of the importance of oral presentation skills, had positive attitudes to these skills and wanted to be more skillful through practicing
3.1.2 Students’ evaluations of their own presentation skills
A recent survey revealed that all students participated in oral presentations in English; however, they expressed a negative assessment of their presentation skills, indicating limited success and satisfaction with their performance.
- 2 students (2%) admitted that they were very unsuccessful
- 31 students (37%) claimed that their presentations were unsuccessful
- Nearly half of them – 40 students (49%) admitted their limited success
- Only 9 out of 82 participants (11%) thought they were successful
- No one thought that they had given oral presentations very successfully
A recent survey revealed that 67% of students were dissatisfied with their presentations, with one student admitting, “Honestly, I have never been satisfied with my presentation; my best mark is 7, and I wish I could improve in the future.” Additionally, several teachers noted that the majority of student presentations lacked effectiveness, highlighting a need for improvement in presentation skills among students.
In conclusion, all students delivered oral presentations, but most received negative evaluations regarding their performance The following section will explore the factors influencing their presentations in the classroom.
3.1.3 Factors affecting the students’ oral presentations
All participants successfully passed the university entrance examination, which included mathematics, literature, and English However, their English scores were relatively low, ranging from 3 to 6, and their speaking performance in the third semester was also disappointing, with only one student achieving a score of 9, seven students scoring 8, and the rest receiving lower marks These language difficulties significantly contributed to their unsuccessful presentations in English.
1 Having appropriate usage of vocabulary and structures 5% 45% 50% 0%
2 Using signposting language to organize your presentation (for example, saying “I’ll begin by…/ My next point is …/
3 Having almost no grammatical errors in your presentation 23% 60% 17% 0%
4 Delivering the presentation clearly with correct pronunciation
6 Having proper pausing while delivering the presentation (Pausing is defined as slowing down or coming to a complete stop at a particular point Example: John is studying business // at the University of Michigan //// His area of interest // is managing nonprofit corporations.)
7 Stressing words correctly and properly 40% 59% 1% 0%
8 Delivering the presentation with proper intonation pattern (Intonation is the rise or fall of the pitch of your voices as we speak)
Table 1: Students’ difficulties in terms of language
It can be easily seen from the table that a large percentage of students considered items 1-8 difficult or very difficult
To begin with, students thought that delivering the presentations fluently was the most challenging task (82% claimed it very difficult) The following answer can clarify the finding:
Many students, including myself, struggle with fluent presentation skills, often relying on filler words like "ahh" and "uuhmm" when we forget our points This hesitation can lead to slow speech as we fear making mistakes, and uncertainty about the pronunciation of certain words can make them difficult to articulate clearly.
Many students struggle with unnecessary pauses during presentations due to a lack of confidence and difficulty recalling appropriate vocabulary, with only 3% finding proper pauses easy to manage This issue stems from insufficient practice, as their high school education focused heavily on grammatical exercises with minimal emphasis on speaking English In their first year at university, students prioritized practicing short utterances for casual conversations over developing the skills needed for longer speeches.
Pronunciation, word stress, and intonation emerged as the most challenging aspects for students, with 99% finding it difficult to deliver presentations effectively Only 1% felt confident in this area, attributing their struggles to weak, monotonous voices and mispronunciation Many students faced issues with voice variation and stress, and some struggled to project their voices loud enough for the entire audience, as they were accustomed to speaking only to those nearby.
Achieving near-perfect grammar in presentations proved challenging for 83% of students, particularly for non-native speakers who often struggle with complete accuracy in English However, as long as their mistakes do not cause misunderstandings, such errors are generally acceptable Consequently, students exhibited a degree of tolerance towards grammatical inaccuracies during oral presentations.
Presenting can lead to common mistakes, such as incorrect verb tense or preposition usage Achieving complete accuracy is challenging, but I remain comfortable when friends make grammatical errors, as I can still grasp their ideas effectively.
Item 1 and 2, having appropriate usage of vocabulary and structures and using signposting language to organize the presentations, were the least difficult for the second-year majors 50% of them thought they were easy The reason for this was that almost students copied the language from the reading materials Moreover, they had much time to prepare and to work in group so they could help each other to adapt written language to spoken style
I try to use short sentences, simple vocabulary, and simple arguments so that my audience can follow more easily
However, half of the students still found it difficult to use vocabulary and structures suitably due to their limited knowledge of these aspects
Second-year English majors generally exhibited low language proficiency, which significantly hindered their ability to deliver fluent presentations with clear pronunciation and an engaging voice This challenge notably restricts their success in oral presentations.
In terms of characteristics, as stated in the literature, students’ self-confidence level has great contribution to the level of success of a presentation
9 I always feel nervous when speaking in front of a group 91% 9%
10 I can deliver the presentation confidently 9% 91%
11 I feel my heart pounding when speaking in front of a group 91% 9%
12 I don’t worry at all that my presentation is worse than others’ 25% 75%
13 I’m worried that other students won’t understand me because of my pronunciation
14 I am afraid that I will not be able to express myself clearly 70% 30%
15 I worry that the other students will be bored because of my presenting manner
16 I am not confident when presenting because I do not have enough practice at home
The results indicate that a significant majority of students, specifically 91% (75 out of 82 participants), experience a lack of self-confidence, particularly when speaking in front of a group, leading to feelings of nervousness and physical symptoms such as a pounding heart.
(7 out of 82 - 9%), could deliver the presentation confidently Many students also expressed their anxiety when presenting in English during the interview:
As a naturally shy individual, I experience significant anxiety when presenting in front of my class, often trembling and feeling my hands and mouth shake This overwhelming nervousness frequently leads to forgetting the material I intended to share.
Results from Class Observation
As mentioned above, two groups’ presentations (DHTA1 and DHTA3) were observed The researcher wanted to have a clearer look at the students’ language proficiency and the teachers’ feedback
The first observation was taken from class DHTA1 with a presentation of two students on
The article discusses the "Advantages and Disadvantages of Trial Marriages," highlighting an engaging presentation by two students who involved the audience by asking questions about Vietnamese marriage customs They outlined benefits such as better adjustments, no wedding expenses, and the absence of legal issues, while noting drawbacks like lack of legal rights, the risk of illegitimate children, and insecurities Despite their strong arguments and examples, the presenters struggled with long sentences, complex vocabulary, and pronunciation issues, which hindered audience understanding Their monotonous delivery lacked emphasis, and grammatical errors on their slides, coupled with a distracting background, diminished clarity Although they used visual aids, their inability to comment on them limited their effectiveness While the audience was interested and posed questions, the presenters had difficulty responding, likely due to vocabulary limitations The teacher provided feedback, praising their topic choice but neglecting to address slide design improvements, resulting in scores of 7 and 6 for the presenters.
In a recent observation of the DHTA3 class, two presenters delivered an oral presentation on "Quan Ho Folk Song in Vietnam," beginning with a relaxing Quan Ho song to engage the audience They outlined their talk's organization for clarity; however, their presentation faced challenges due to low voice quality, mispronunciations, and unsuitable body language The first presenter spoke too softly, making it difficult for those at the back to hear, while the second presenter spoke slowly and included unnecessary pauses Both presenters lacked friendly facial expressions and exhibited anxiety, resulting in poor eye contact, primarily engaging only with close friends for comfort Important terms related to Quan Ho, such as clothing and instruments, were not clearly explained, leading to questions from the audience seeking clarification After the presentation, the presenters acknowledged their intention to provide illustrations but admitted their anxiety hindered them The teacher's feedback emphasized the need for clear explanations of new vocabulary but overlooked the critical aspects of voice volume and eye contact Ultimately, both presenters received a score of 6.5 for their efforts.
In summary, both presentations fell short due to the presenters' inability to communicate clearly and fluently, exhibiting signs of anxiety and a lack of confidence Additionally, the teachers provided insufficient feedback on their presentation techniques, which could have been instrumental in enhancing their skills.
Students’ suggestions
In the interview, the participants made some recommendations for improving their oral presentations and they were also asked to write down their suggestions in part III of the questionnaire
To enhance their English proficiency, students must focus on improving their grammar knowledge and expanding their vocabulary Engaging in exercises, reading a variety of materials like books and newspapers, and listening to English regularly are essential strategies for achieving fluency and mastering language structures.
Our major is English; therefore, I think the correctness of language is very important The listeners will not get bored if we use vocabulary and structures effectively
Secondly, they needed to prepare for their presentations carefully by spending more time practicing at home, rehearsing the speech, predicting the audience’ questions
I think practicing is the most important We can ask a friend to listen to our presentation and then she/he will have some ideas to improve it
To boost self-confidence, students should engage in pair and group work during English lessons, as well as participate in social activities within their department or university These collaborative experiences not only enhance language skills but also foster a supportive environment that encourages personal growth and confidence-building.
Building self-confidence and maintaining an optimistic outlook are essential for success If our initial presentation doesn't go as planned, it's important to avoid pessimism Instead, we should identify our weaknesses and learn from our failures to improve future presentations.
At the start of the first term, several students in our class were quite shy, but they have since transformed significantly Their increased participation in various departmental and university activities has contributed to their growth Over time, these students have become more active and confident, particularly in their ability to deliver speeches.
Participants recommended that teachers play a crucial role in enhancing students' linguistic skills, particularly by focusing on improving their pronunciation, which has been identified as a significant weakness.
We do not have much regular pronunciation practice in the class The teachers might help us to improve our oral accuracy and fluency by using authentic recorded materials
Secondly, they thought the teachers should supply them with model presentations, presenting language and models of non-verbal language
Model presentations are very necessary for us because we can learn much of their ways of varying their tones, their gestures, posture,… The teachers can make some demonstrations, too
Teachers should offer positive feedback and assessments to boost student confidence Providing clear criteria for presentations enables students to engage in self-evaluation effectively.
In conclusion, participants provided valuable suggestions to enhance students' presentation skills, emphasizing that effective practice guided by teachers is crucial for achieving success in presentations.
RECOMMENDATIONS
Having thorough preparation
To become effective presenters, students must develop strong speaking habits through consistent practice, as highlighted by Emden & Becker (2004) Additionally, thorough preparation and repeated practice are essential for enhancing oral proficiency and building the confidence needed for successful presentations.
Dwyer (2000) outlines four essential steps for effective presentation preparation: writing the speech, rewriting it for auditory clarity, practicing and revising, and organizing visual aids The primary goal of writing and rewriting is to create a logically structured speech using suitable spoken language, emphasizing active voice and easily understandable words Practicing the speech is crucial, especially for second-year students who often need to enhance their voice quality by focusing on volume, speed, fluency, clarity, and pronunciation Practicing in an environment similar to the actual presentation venue can significantly improve their vocal delivery.
To enhance their presentation skills, students should practice their speeches orally at least three times, ideally in front of a mirror Recording their practice sessions, whether audio or video, allows them to evaluate their non-verbal communication, adjust their volume, emphasize key points, and manage the presentation's duration Seeking feedback from a friend can help identify pronunciation errors and facilitate necessary adjustments Regular practice boosts students' confidence, reduces hesitations, and aids in memorizing content, enabling them to deliver presentations fluently without relying on notes A well-prepared presenter appears natural, knowledgeable, and confident, fostering a stronger connection with the audience Students are advised not to procrastinate on writing or practicing their speeches and can utilize checklists from Emden & Becker (2004) for effective preparation before class.
Taking part in self-evaluation and peer evaluation activities
To effectively evaluate their presentations, students should rehearse and time their speeches in front of a mirror, as suggested by Reinhart (2002) Recording the speech on audio or video prior to class allows for self-assessment using criteria such as topic information, introduction, organization, linking words, eye contact, facial expressions, gestures, voice, pace, and pronunciation This self-evaluation helps students identify their strengths and weaknesses, enabling them to set goals for future presentations.
Students play a crucial role as an audience in evaluating their peers' presentations, as this experience allows them to learn valuable speaking skills Educational experts emphasize that peer assessment fosters learner autonomy, encouraging students to take responsibility for their own learning Engaging in peer evaluation activities helps learners develop a solid understanding of the essential elements that contribute to an effective presentation.
Recommendations for teachers
To enhance students' presentation skills, teachers should regularly incorporate a variety of oral activities, including pronunciation exercises that emphasize stress and intonation By listening to recordings and observing the speaker's pauses and vocal dynamics, students can better understand these elements Practicing words, sentences, and paragraphs will further develop their articulation, enabling them to improve their speaking abilities, including appropriate pauses and intonation.
Teachers play a crucial role in enhancing students' nonverbal communication skills, which are essential for effective oral presentations They should actively demonstrate the use of body language, including eye contact, gestures, posture, and facial expressions Incorporating videotapes of renowned presenters can provide valuable insights; students can observe and take notes on the nonverbal cues used Afterward, students can practice by delivering the same speech, focusing on their nonverbal communication This approach allows students to learn from successful presentations and improve their own skills.
Videotaping student performances is an effective method to enhance nonverbal skills, providing valuable insights for both teachers and students This practice allows teachers to maintain evidence that supports their evaluations throughout the term, fostering a more informed assessment process.
Recording multiple presentations over weeks or months allows teachers to assess student improvement effectively Additionally, students can engage in self-reflection by observing their own presentations, fostering a deeper understanding of their performance.
Speech anxiety is one of the major problems that lead to learners' oral presentation failures
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 reassure students that they are not alone in their feelings By fostering a supportive learning environment, teachers can encourage students to reach out for assistance with challenges such as pronunciation or idea organization.
Thorough preparation significantly boosts students' confidence, so teachers should allocate sufficient time for this process Providing a teacher evaluation form alongside assigned work serves as a valuable guideline for students as they prepare their presentations This approach ensures that students are aware of the criteria for evaluation in advance, helping them understand the teacher's expectations and grading standards.
Teachers should consistently provide encouragement to all students, particularly those who are putting in genuine effort, rather than solely focusing on the most successful individuals Simple gestures, like nodding during student presentations, can effectively convey support It's essential for educators to refrain from comparing one student's performance to that of others; instead, they should focus on each student's progress by comparing their current work to their previous efforts This approach fosters a constructive learning environment and helps students understand their growth.
(2002) suggests the following to teachers for providing oral or written feedback of oral presentations:
Be descriptive Describe what you observed the speaker doing rather than passing judgment e.g Say "I did not hear a concluding statement" rather than "That was a stupid way to end your presentation."
To enhance the effectiveness of a presentation, provide specific feedback that offers actionable insights For instance, instead of stating, "Your visual aids were ineffective," you could say, "I recommend increasing the font size on your PowerPoint slides, as I had difficulty reading them." This approach not only identifies the issue but also guides the speaker on how to improve for future presentations.
Be positive Begin with a positive comment, then offer suggestions for improvement, and end with a positive comment
Be constructive Give specific suggestions for improvement rather than simply telling the speaker what they did wrong
When providing feedback, it's essential to be sensitive and use tactful language Instead of bluntly suggesting improvements, frame your comments constructively For instance, rather than saying, "I couldn’t hear a word you said - speak up!" you might say, "Please speak a bit louder so those in the back of the room can hear you." This approach fosters a more positive environment and encourages effective communication.
Be realistic Give the speaker feedback about things that he/she can actually change Telling a speaker that she/he is too short is not helpful
In summary, second-year students often find delivering oral presentations in English challenging Therefore, it is essential for educators to enhance both the linguistic and non-linguistic skills of their students while also fostering their confidence to develop effective presentation abilities.
CONCLUSION
Summary of the study
The study investigates the factors influencing oral presentations among second-year English majors at Hanoi University of Industry To achieve this, the researcher employed a survey questionnaire, conducted interviews, and observed classroom activities The key findings highlight the various elements that impact students' presentation skills in an academic setting.
Firstly, all students had positive attitude towards learning oral presentation skills in their language classroom
Secondly, most of them thought they did not succeed in making oral presentations
Thirdly, factors such as their lack of oral proficiency, lack of confidence and lack of adequate feedback from the teacher affected their presentations
Lastly, students made some suggestions so as to help them improve their presentation skills
To enhance oral presentation skills, teachers should focus on developing both linguistic and nonlinguistic abilities while fostering student confidence Simultaneously, students must deepen their understanding of the target language, prepare diligently for each presentation, and learn from their past experiences and those of their peers.
Oral presentation skills are crucial for students as they prepare for their future careers Mastering effective presentation techniques can be challenging, but consistent practice significantly enhances their abilities and overall performance.
Limitations and suggestions for further study
Due to time constraints, certain limitations in this study are inevitable The investigator did not gather teachers' reflections on student presentations and only observed two group presentations, which is insufficient to fully understand how second-year majors present in class and receive teacher feedback Additionally, factors such as presentation themes and facilities were not addressed Future research should explore these elements further, as well as investigate the challenges students face when presenting in English and the potential of peer evaluations to enhance their oral presentation skills.
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3 Brown, P (2005) “Student Presentations” Mordern English Teacher, 14 (2), 42 –
4 Bygate, M (1987) Speaking Oxford: Oxford University Press
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6 Comfort, J (1995) Effective Presentations Oxford: Oxford University Press
7 Dwyer, J (2000) The Business Communication Handbook New Jersey: Prentice Hall
8 Ellis, M & O’Driscoll, N (1992) Giving Presentations Hong Kong: Longman
9 Emden, J & Becker, L (2004) Presentation Skills for Students New York: Palgrave Macmillan
10 Hedge, T (2000) Teaching and Learning in the Language Classroom Oxford: Oxford University Press
11 Horwitz, E & Cope, J (1986) Foreign Language Anxiety Mordern Language Journal
12 King, J (2002) The Internet TESL Journal, Vol VIII, No3, March 2002
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15 Pattison, P (1987) Developing Communication Skills Cambridge: Cambridge University Press
16 Powell, M (2003) Presenting in English Cambridge: Cambridge University Press
17 Reinhart, S.M (2002) Giving Academic Presentations The University of Michigan Press
18 Rod, E (1985) Understanding Second Language Acquisition Oxford: Oxford University Press
19 Scharle, A & Szabo, A (2000) Learner Autonomy Cambridge: Cambridge University Press
Anxiety Research Language Learning Vol 27, No 1
21 Spielberger, C (1983) Manxual for the State-Trait Anxiety Inventory Palo Alto, California
22 Stern, H (1992) Issues and Options in Language Teaching Oxford: Oxford University Press
23 Underhill, N (1987) Testing Spoken Language Cambridge: Cambidge University Press
24 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press
25 Vo, G (1994) New Ways in Teaching Speaking (pp 276-277)
26 www.asian-efl-journal.com/March_07_am&ez.php
This survey questionnaire is designed for my M.A thesis: “Factors affecting oral presentations of Second-Year English Major Students at Hanoi University of Industry”
We greatly value your honest participation in completing the questionnaire Rest assured, all data collected will be kept confidential and utilized solely for research purposes Thank you for your cooperation.
Please circle the most appropriate to you or answer the questions
2 Place where you lived before university:
3 How long have you learnt English? years
4 Your final mark in speaking in the third semester: ……
5 How important are oral presentation skills? (You can answer either in English or in Vietnamese)
6 Have you ever made an oral presentation in English in class?
7 If your answer to the question 5 is Yes, how successful would you rate your presentation(s)?
II Factors affecting your oral presentations
Students often face various challenges related to language proficiency during oral presentations Common difficulties include pronunciation, vocabulary usage, grammar accuracy, and fluency It is essential to assess these aspects by categorizing them into four levels of difficulty: Very Difficult (VD), Difficult (D), Easy (E), and Very Easy (VE) This evaluation helps identify specific areas where students may need additional support and practice.
1 Having appropriate usage of vocabulary and structures
2 Using signposting language to organize your presentation (for example, saying “I’ll begin by…/ My next point is …/ Now, turning to
3 Having almost no grammatical errors in your presentation
4 Delivering the presentation clearly with correct pronunciation
6 Grouping words to have proper pausing while delivering the presentation (Pausing is defined as slowing down or coming to a complete stop at a particular point Example: John is studying business // at the University of Michigan //// His area of interest // is managing nonprofit corporations.)
7 Deciding which word(s) to be stressed or unstressed
8 Delivering the presentation with proper intonation pattern (Intonation is the rise or fall of the pitch of your voices as we speak)
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In the list that follows, tick (√) the columns that is the most appropriate to you
9 I always feel nervous when speaking in front of a group
10 I can deliver the presentation confidently
11 I feel my heart pounding when speaking in front of a group
12 I don’t worry at all that my presentation is worse than others
13 I’m worried that others students won’t understand me because of my pronunciation
14 I am afraid that I will not be able to express myself clearly
15 I think the other students will be bored because I speak slowly in English
Please tick (√) the appropriate box(es) to your case or give your answers where necessary Does you teacher do the following?
17 Helping students to choose the suitable topics
18 Providing students with language for a presentation
19 Providing students with model presentations
20 Giving you the evaluation form
21 Having serious facial expression when students are delivering the presentation
22 Showing some encouraging signs such as nodding, friendly – smiling
23 Praising students for some good points when they finish the presentation
24 Giving comments on presenting manner, language style, body language, slide display, and timing…
To enhance student presentation skills, teachers should provide clear guidelines and constructive feedback, fostering a supportive environment that encourages practice and improvement They can incorporate interactive workshops that focus on effective communication techniques and the use of visual aids Additionally, teachers should model strong presentation skills themselves, demonstrating how to engage an audience and convey information clearly By encouraging peer reviews, teachers can help students learn from one another, while also promoting collaboration and critical thinking Ultimately, a combination of structured support and opportunities for practice will empower students to deliver more confident and impactful presentations.
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1 Bạn có nghĩ thuyết trình là một kỹ năng quan trọng không? Vì sao?
2 Bạn có muốn được rèn luyện kỹ năng thuyết trình nhiều trong các giờ ngoại ngữ không?
3 Bạn có hài lòng về những bài thuyết trình bạn đã thực hiện không?
4 Yếu tố khó nhất mà bạn gặp phải khi thuyết trình là gì? (phân chia bài thuyết trình thành các phần hợp lý, nói chính xác, chôi chảy, hay có những cử chỉ, điệu bộ thích hợp, …)
5 Khi thực hiện bài thuyết trình bạn cảm thấy như thế nào? Tự tin hay lo lắng? Nguyên nhân của sự lo lắng đó?
6 Bạn luyện tập như thế nào để tự tin hơn khi thuyết trình trên lớp?
7 Trước khi thuyết trình, bạn có hỏi ý kiến giáo viên về bài thuyết trình của bạn không? Giáo viên cung cấp cho bạn những gì liên quan đến kỹ năng thuyết trình?
8 Sau khi bạn trình bày giáo viên có đưa ra nhận xét không? Chung chung hay chi tiết? Mức độ khen, chê như thế nào?
9 Theo bạn, giáo viên nên làm gì để giúp sinh viên có khả năng thuyết trình tốt hơn?
10 Bạn nghĩ là bạn nên làm gì để cải thiện kỹ năng thuyết trình của mình?
Check the appropriate column Comments Good OK Need work
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Suitable rising or falling pitch?
Not too fast or too slow?
Contact with all members of the audience?
Gestures and other body movements
Body posture relaxed rather than stiff?
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It is a good idea to think about your own voice Ask yourself some questions:
- Is my voice loud, perhaps too loud?
- Is my voice soft, perhaps too solt?
- Do I articulate clearly, or do I mutter?
- Will my accent cause my audience any particular difficulty?
- Do I run out of breath and gasp for air as I speak?
Before your give your presentations, check all your visual aids this way:
- If a colleague stands at the back of the room, can he/she see every detail on the screen?
- Is there material which is irrelevant and should be removed?
- Does the slide need to be corrected?
- Is there unnecessary punctuation on the slide?
- Has any essential punctuation been left out?
- Is the colour combination pleasing to look at?
- Has the message been distorted because of the background or layout of the slide?
- Is every diagram correctly and clearly labelled?
- Have you shown more detail than the audience can easily follow?
- Is all the lettering big enough to be easily read?
- Are there too many words on the screen?
- Have you shown long sentences or paragraphs which are difficult to read?
- Is this slide consistent in style and layout with any others that you will use?
- Overall, is your message clear and easy to understand?
EVALUATION Poor Satisfactory Good Excellent System
Ending Connections Relevance Length Level
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