Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON METHODS TO BUILD CONFIDENCE IN GIVING ENGL
INTRODUCTION
Rationale of the study
English is one of the most widely spoken languages globally, serving as a powerful tool for accessing vast amounts of information across various fields.
English is increasingly recognized as an essential second language in many countries, particularly in Vietnam, where it plays a vital role in both communication and academics Consequently, nearly all Vietnamese universities have integrated English into their curricula, including Hung Yen University of Technology and Education.
Effective presentation skills are essential across various fields, garnering respect and elevating one’s status Renowned leaders like Barack Obama and Martin Luther King exemplify the power of public speaking in politics, while in education, engaging presentations are crucial for student comprehension Jan-Patrick Stolpmann (2011) emphasizes that these skills are invaluable in business, teaching, and entertainment, contributing significantly to personal development Tom Hayton from the British Council highlights that presentations enhance language skills and build confidence, making students more effective communicators At Hung Yen University of Technology and Education, strong presentation skills are vital for success in the Faculty of Foreign Languages, yet many students struggle with delivering presentations in English, a pressing issue that needs immediate attention.
Creating the perfect presentation takes a lot of elements According to Tim Kalkins
To deliver an effective presentation, confidence is crucial; over 70% of presentation success hinges on this factor A presenter lacking confidence may struggle to be convincing or credible It’s common for individuals to feel stressed and forget their planned content and skills when facing an audience This phenomenon is particularly evident among second-year students at the Faculty of Foreign Languages at Hung Yen University of Technology and Education, who are increasingly required to give English presentations as part of their curriculum.
This research focuses on enhancing the confidence of second-year English major students at Hung Yen University of Technology and Education (UTEHY) in delivering English presentations By exploring effective methods to build this confidence, the study aims to equip students with valuable skills for successful presentations both in academic settings and beyond.
Aims of the study
This study aims to assess the current status of second-year English major students at UTEHY and their perceptions of the importance of confidence in delivering presentations It will investigate the factors that influence these students' confidence levels when presenting in English Additionally, the research will recommend effective strategies for both teachers and students at UTEHY to enhance confidence in English presentations, proposing practical solutions for students to identify and improve their presentation skills.
In a word, the main purposes of this study are illustrated by clearing up the following four questions:
1, What is the current state of studying and practising presentation skills of the second-year English major students?
2, How do students perceive the importance of confidence-factor in English presentations?
3, What are the factors that affect the second-year English major students’ confidence in giving English presentations?
4, What are the efficient methods to build confidence in giving English presentations for them?
Scope of the study
The research will be conducted in the classroom with 64 second-year English major students at Hung Yen University of Technology and Education, comprising 6 males and 58 females Specifically, the study will involve 24 students from campus 1 and 40 students from campus 2, ensuring an acceptable and sustainable range for the timely completion of the research.
Methods of the study
This study was conducted out by using both qualitative and quantitative methods
Quantitative methods will be utilized through questionnaires to gather objective and accurate data for this study The survey will target 64 second-year students and 7 teachers from the Foreign Language Department at UTEHY.
In a qualitative research study, four interview questions were utilized to explore the perspectives of five randomly selected students from class 113192 regarding their confidence in delivering presentations in English The insights gained from these interviews provide a deeper understanding of each individual's experiences and viewpoints on this crucial aspect of communication.
Design of the study
Chapter I, Introduction: emphasize the studys’ key goals This chapter will clarify the rationale, aims, scope, methods and structure of the study
Chapter II, Literature review: provide definitions and theories about presentations, as well as confidence in giving English presentations
Chapter III, The study: this chapter includes five main parts
- Data collection instruments: research questions, survey questionnaires, interview questions
This article explores data analysis derived from survey questionnaires and interview questions focusing on four key areas: the current status of students' learning and practice of English presentation skills, the significance of confidence in delivering English presentations, the factors influencing students' confidence during presentations, and effective methods to enhance confidence in giving English presentations.
The article discusses the current status of students' learning and practice of English presentation skills, highlighting their perception of confidence as a crucial element in delivering effective presentations It identifies various factors that influence students' confidence levels, such as preparation, feedback, and peer support The article offers suggested solutions from teachers, including targeted training and constructive feedback, as well as recommendations from students for creating a more supportive learning environment Ultimately, it emphasizes the importance of collaboration between teachers and students to enhance presentation skills and boost confidence in English-speaking contexts.
Chapter IV, Conclusion: This chapter gives the summary of the study Show the limitations of the study On the other hand, propose suggestions for further study.
LITERATURE REVIEW
Presentation
A presentation is defined by the Cambridge Dictionary as a talk that conveys information about a specific topic, the act of displaying or demonstrating something, or the manner in which something is presented or exhibited.
In the first chapter of his book "Presentation Secrets: Do What You Never Thought Possible with Your Presentations," published on September 2, 2011, Alexei Kapterev defines a presentation as a highly intricate and costly form of human communication Although the interaction itself is brief, the cumulative time of all participants represents a significant financial investment.
Ed Gruwez (2014) emphasizes that a presentation transcends a mere slide deck; it is an event where an individual engages with an audience on a specific topic, utilizing supporting materials to enhance the message.
From another point of view, presentation also as defined by Oliver P Waite (2020, P12) are mental activities which possess content and present that content as "being so”
In summary, presentation is the art of utilizing one's intellect and skills to convey information effectively, aiming to persuade the audience to accept the presented ideas.
Waite, O P (2020) mentions in “On the Faculty of Intuition” that there are five characteristic of presentation:
This means that presentations are spontaneously formed and completed, independent of any mental state or basis
The quality of a presentation varies significantly depending on the context and environment, as it is impacted by various external factors.
This means that the participant (audience) is passive when faced with a presentation
The power of presentations is to make the listener believe what the speaker says during the presentation
Disposed to rationalize their content
The speaker must use his intellectual and interpretive abilities to justify his opinions during the presentation
According to Penn State University (2017), as outlined by IT Learning and Development, individuals will encounter two primary types of presentations throughout their educational and professional journeys: informative presentations and persuasive presentations.
Informative presentations aim to enhance understanding and convey information about new concepts or ideas An example of this is a presentation titled "Endangered Species in the South American Rain Forest," which serves to educate the audience about the critical issues facing these species in their natural habitat.
A persuasive presentation aims to influence the beliefs, attitudes, or behaviors of an audience with the freedom to choose For instance, in discussing the endangered species of the South American rain forest, a persuasive presentation not only educates the audience but also encourages them to take specific actions to protect these species.
According to Jan-Patrick Stolpmann (2011, p 3), presentations serve as a vital means of conveying ideas and information to an audience Mastering presentation and public speaking skills is essential for success in various professional and personal contexts, including business and sales, despite the diverse formats and objectives that presentations may encompass.
Effective presentation skills are essential for expressing ideas and opinions, regardless of one's innate talents The significance of these skills is evident across various life domains, including education and professional settings At Hung Yen University of Technology and Education, there is a strong emphasis on developing presentation skills alongside theoretical coursework This approach helps students recognize the importance of speaking skills, both in their academic pursuits and future careers.
Confidence
In her 2005 book, Barbara De Angelis, Ph.D., emphasizes that true confidence should go beyond our skills and knowledge Relying solely on specific abilities can limit our self-assurance, as it creates a narrow sense of confidence tied only to certain talents For instance, one might feel confident in being a proficient computer programmer, a skilled tennis player, or a good parent, yet still lack a broader sense of self-confidence To cultivate genuine self-assurance, it is essential to develop a more expansive view of confidence that encompasses all aspects of our identity.
In his book "Confidence" (2009, p 6), Rob Yeung defines confidence as "the ability to take appropriate and effective action, however challenging it may feel at the time." He emphasizes that true confidence involves taking necessary short-term actions to reach long-term goals, even when those actions may feel uncomfortable in the moment.
According to Melanie Greene (2016), self-confidence is characterized by a sense of happiness and contentment with one's identity, actions, and abilities While some individuals maintain a constant level of confidence, others experience fluctuations based on their circumstances, leading to varying degrees of self-assurance among most people.
Self-confidence resembles self-efficacy in that it emphasizes an individual's future performance, yet it is rooted in past experiences and achievements This dual focus on both the future and the past highlights the importance of prior performance in shaping one's self-assurance.
The collective opinions on confidence can be viewed as the potential energy within individuals When harnessed, this energy translates into power and motivation, enabling a person to pursue their goals and aspirations effectively.
Confidence in your presentation is crucial for engaging your audience, as highlighted by Martinuzzi (2013) Conversely, nervousness can undermine your credibility and negatively impact your ability to reach your objectives.
Barbara Markway, Ph.D (2018), highlights the crucial role of confidence in leading a happy and fulfilling life, linking it to various essential elements She identifies five key benefits of confidence: reduced fear and anxiety, increased motivation, enhanced resilience, improved relationships, and a stronger sense of one's authentic self Markway underscores that the advantages of confidence extend beyond the workplace, positively impacting multiple areas of life.
We may see from this authors’ perspective that confidence is important for any human being in society
In "Confidence, Your Practical Training" (2016), Ian Tuhovsky emphasizes that self-confidence is crucial for success, as it stems from recognizing your own uniqueness He argues that true self-esteem and unshakeable confidence arise from understanding and appreciating how special you are.
Confidence is a vital component for individual growth and societal development, as emphasized by the authors Their insights suggest that confidence plays a crucial role in a person's success across various aspects of life, including education, career, and personal endeavors.
2.2.3 The importance of confidence in giving English presentations
In recent years, an increasing number of business owners are embracing public speaking as a powerful tool to establish themselves as industry experts and reach wider audiences However, for beginners, the prospect of addressing a crowd can be daunting, and any signs of nervousness can undermine their perceived authority.
Smriti Chand identifies four essential elements for successful presentations: confidence, sincerity, mastery of the subject, and a friendly rapport with the audience She highlights the importance of confidence, noting that speaking before a group for an extended period requires psychological preparation and the ability to assert oneself When presenters are self-assured and clear about their message, they can more effectively engage and connect with their audience.
Confidence is a crucial element for successful presentations, as it enables presenters to boldly express their views and engage the audience effectively A confident speaker captivates listeners, making them feel interested and convinced about the topic Mastering presentation skills requires not only talent but also a strong sense of confidence, which acts as a catalyst for showcasing one's abilities In essence, confidence is the external force that enhances your presentation skills, allowing your talent to shine.
2.2.4 Lack of confidence in giving English presentations
Corfield, R (2010) shares in the book “Knockout Job Interview Presentations: How to
Present with Confidence Beat the Competition and Impress Your Way into a Top Job” that:
Feelings of nervousness can create anxiety, if you know that a lack of confidence and fear of speaking in public could affect your job chances:
- You may be worrying in case you will get an interview with a presentation as part of it
- You may know that you have to do a presentation for the kind of job you want but lack the confidence or the skills to tackle this
Many candidates have experienced the pressure of delivering presentations during interviews, often feeling they fell short or failed to impress the panel, which ultimately affected their job offers To avoid repeating this scenario, it's crucial to enhance your presentation skills and build confidence.
Even if you are a confident presenter in your professional role, it's essential to revisit the critical aspects of delivering effective presentations during interviews.
Lacking confidence in English presentations can lead to negative emotions and expressions, ultimately hindering performance and reducing the likelihood of success.
Summary
This chapter thoroughly explores the theories and terminology associated with building confidence in English presentations, addressing both general and specific issues This foundational understanding serves as a crucial support for the subsequent sections of the study.
THE STUDY
Participants of the study
The Faculty of Foreign Languages employs 27 highly qualified and professional instructors, predominantly young females who graduated from prestigious universities in Hanoi and beyond Seven of these teachers were selected to conduct a survey questionnaire, demonstrating their enthusiasm and commitment to supporting students throughout their academic journey.
This study focuses on second-year English major students at Hung Yen University of Technology and Education, specifically involving 40 students from class 113192, with 5 participating in a short interview, and 24 students from class 113191 All participants have been learning English for a minimum of 9 years, with many having even more experience While they possess a solid foundation in grammar and vocabulary, they lack confidence and excellence in communication and presentation skills, which is crucial for conducting a comprehensive research study on the topic.
Data collection instruments
The study analyzes, investigates and gives the most obvious answers to the following four main questions:
1, What is the current state of studying and practising presentation skills of the second-year English major students?
2, How do students perceive the importance of confidence-factor in English presentations?
3, What are the factors that affect the second-year English major students’ confidence in giving English presentations?
4, What are the efficient methods to build confidence in giving English presentations for them?
The study employs a mixed-methods approach, utilizing both quantitative and qualitative techniques to collect data through questionnaires for teachers and students, along with interview questions directed at students These instruments were designed to align with the study's primary objectives Following the data collection, the researcher will present the findings using tables and charts for clarity and analysis.
The survey questionnaire consists of five main parts:
- Part 1: General information (sex, age, )
- Part 2: The current status of learning and practicing presentation skills of the second-year English major student at Hung Yen Universty of Technology and Education
- Part 3: The importance of confidence in giving English presentations
- Part 4: Factors that affect students’ confidence when giving English presentations
- Part 5: Methods for the English major student to build confidence in giving English presentations
An interview was conducted with five students from class 113192 at Hung Yen University of Technology and Education, focusing on their insights regarding confidence in English presentations The students responded to four open-ended questions designed to elicit their ideas, opinions, and perspectives on this important topic.
Procedures of data collection
Due to the challenges posed by COVID-19, the survey study was conducted using an online survey program, successfully engaging all 64 students from classes 113191 and 113192 Additionally, 7 teachers participated in the online survey, while phone calls were utilized for interviews, which were meticulously recorded.
Data analysis
3.4.1.The current status of learning and practising presentation skills of the second-year
English major student at Hung Yen University of Technology and Education
Students’ frequency of giving English presentations
Chart 1 Students’ frequency of giving English presentations in class
The pie chart depicts the frequency of English presentations among students in classes 113191 and 113192 Notably, a significant majority, 62.5%, frequently engage in English presentations during class Additionally, 17% of students typically present in English, while around 20.5% occasionally participate in such presentations.
In fact, in almost every subject in their curriculum, second-year English major students are expected to give English presentations in class The students who selected
Frequent absences from class can hinder students' participation in English presentations, whereas those who regularly present play a crucial role in group dynamics and often take on the most presentation responsibilities The doughnut chart illustrates that foreign language students consistently engage in English presentations, demonstrating a stable and regular frequency This consistent practice fosters a positive habit that contributes to the enhancement of students' presentation skills.
20,5% always usually often sometimes rarely never
Students’ frequency of practising presentation skills
Chart 2 Students’ frequency of practicing presentations skills
The pie chart illustrates that second-year students engage in practicing their presentation skills an average of four times per week Notably, 42% of students rarely practice these skills, while 30% practice them occasionally Additionally, 19% of students do not practice their presentation skills at all, whether voluntarily or through requirements Only 9% of students frequently engage in practice sessions.
Second-year students in the faculty of foreign languages are neglecting the crucial practice of presentation skills, a competency that will be vital in their future careers Alarmingly, only 9% of students frequently practice these skills, while 42% do so rarely and 19% never engage in practice This highlights a pressing need for students to recognize and appreciate the significance of honing their presentation abilities.
19% always usually often sometimes rarely never
Students’ level of confidence in giving English presentations
Chart 3.1 Students’ level of confidence in giving English presentations (for students)
Teachers’ evaluation of students’ level of confidence in giving English presentations
Chart 3.2 Students’ level of confidence in giving English presentations (for teachers)
The bar charts illustrate varying levels of confidence among students during English presentations Approximately 39% of students express confidence in their presentation skills, a sentiment echoed by 42% of teachers Conversely, 30% of students report rarely feeling confident, aligning closely with the 29% of teachers who share this view While 29% of teachers believe their students often feel confident as presenters, only 12% of students affirm this level of confidence.
Always Usually Often Sometimes Rarely Never
Always Usually Oftent Sometimes Rarely Never
A study reveals that only 11% of students feel somewhat confident when giving presentations in English, while a mere 8% express regular confidence in these situations Notably, no student reports feeling 100% confident during presentations.
A recent survey of five sophomore students revealed that anxiety is a common response when faced with English presentations Four of the five students expressed feelings of discomfort, with one stating, "I always feel anxious every time I have to make a presentation in English." This highlights the challenges students face in public speaking within a second language context.
"I feel uncomfortable, not really confident" In a deep expression, one student said: "To be honest, when I have to give an English presentation, my first feeling is anxiety worry that
Many individuals experience anxiety and self-doubt when presenting in English, fearing that their arguments may lack clarity and coherence In contrast, some students, particularly those with extroverted personalities, embrace the opportunity to present, feeling confident and unafraid to engage with their audience.
Many students exhibit a lack of confidence when delivering English presentations, with nearly one-third admitting to feeling insecure as presenters This issue poses significant concerns for both students and educators.
3.4.2 The importance of confidence in giving English presentations
Student and teachers’ evaluation of the importance of confidence in giving English presentations
Chart 4 The importance of confidence in giving English presentations
Very important Important Normal Not important
The charts illustrate the perspectives of students and teachers regarding the significance of confidence in English presentations Notably, nearly all students (59%) consider confidence to be "very important," while around 41% view it as "important." In contrast, among teachers, 57% acknowledge confidence as important, while 43% regard it as very important.
Statistics highlight the vital role of confidence in delivering effective English presentations, a fact that is universally acknowledged, including by second-year English major students at Hung Yen University of Technology and Education.
Student and teachers’ evaluation of how confidence affects the success of English presentations
Chart 5 The influence of confidence on the success of English presentations
Confidence plays a crucial role in the success of English presentations, as evidenced by survey results Approximately 56% of students and 57% of teachers believe that confidence significantly impacts presentation outcomes Additionally, nearly 44% of students and 43% of teachers agree that confidence is a determining factor for successful presentations The consensus highlights the undeniable importance of confidence in effective communication.
Students strongly affect affect slightly affect does not affect
Teachers strongly affect affect slightly affect does not affect confidence plays in the success of English presentations
In an interview with five students, all agreed that confidence is crucial for a successful presentation One student emphasized, "Confidence is the most vital contribution to my presentation," noting that a lack of confidence can hinder the ability to engage the audience Another stated, "Confidence makes the presentation smooth, allowing the audience to better understand the content." A third student highlighted that confidence could account for "up to 50%" of a presentation's success, as it enables the presenter to effectively showcase their preparation However, one student pointed out that while confidence is important, it is not the sole factor, stating, "It plays a vital role, but it is just part of the equation; content is equally essential."
3.4.4 The factors affetc students’ confidences when making English presentations
Students’ experiences while giving English presentations
While preparing for giving English presentations, I feel tense and nervous
I enjoy preparing for English presentations 16/64 ss
I feel anxious while waiting to give my English presentations
I feel comfortable and relaxed while waiting to give my
I feel fearfull while giving English presentation 27/64 ss
I feel relaxed while giving English presentation 18/64 ss
Although I am nervous at the beginning of an English presentation, I soon settle down
I am constant fear of forgetting what I prepared to say 48/64 ss
I get anxious if audience ask me something about my topic that I don’t know
It's hard for me to stay focused when I make a mistake 50/64 ss
My mind is clear when giving English presentations 39/64 ss
I am afraid of interacting with audience while giving
I am excited to interact with audience 19/64 ss
I feel that I am in control of myself while giving an English presentation
I feel confused if I wear a faulty outfit 21/64 ss
I feel confused when the audience is noisy and not focused on my presentation
It is so tense under the teacher's observation 28/64 ss
I feel not really confident because my speaking skill is not good
I feel bad because I don’t know how to use body language and interact with my eyes
Table 1 Students’ experiences while giving English presentations
Table 1 illustrates the genuine experiences of students during their English presentation process, revealing that a majority have encountered similar challenges These situations are commonly faced by non-professional presenters, highlighting the shared difficulties in public speaking.
A recent study revealed that 56% of students experience nervousness during presentation preparations, while 25% feel interested Notably, 83% reported anxiety while waiting to present in English, with 21% feeling relaxed During the presentation itself, 42% felt nervous, while 28% were comfortable Interestingly, 55% of students often feel anxious at the beginning but manage to settle down A significant 75% expressed fear of forgetting their material, and 73% felt frightened by audience questions Additionally, 79% found it challenging to stay focused after making mistakes, although 37.5% reported having a clear mind during presentations A substantial 67% were afraid of audience interaction, while only 29% felt in control during their presentations Furthermore, 67% felt confused by wearing inappropriate clothing, and 80% were distracted by noisy audiences Under teacher observation, 44% felt anxious, and 64% lacked confidence due to perceived poor speaking skills Finally, 58% expressed discomfort with body language and eye contact.
Discussion and recommendations
Students demonstrated a cooperative attitude in assisting researchers with the survey questionnaire, resulting in accurate and objective data The study's key issues are highlighted through the following points.
The current situation of studying and practising presentation skills of second-year English major students at Hung Yen University of Technology and Education:
Many students struggle with presentation skills and often lack confidence when presenting in English, leading to feelings of nervousness and fear A survey reveals that a significant number of students have had negative experiences during presentations, causing them to forget their prepared content and feel confused Common descriptors of these emotions include nervous, anxious, fearful, confused, lacking confidence, and uncomfortable.
Perception of the second-year English major students at Hung Yen University of Technology and Education about the importance of confidence in English presentations:
Many students struggle with confidence when delivering English presentations, yet they recognize its significance Each student articulated their reasoning for the importance of confidence in various ways, highlighting a shared belief that confidence is crucial for the success of their presentations.
The fatocrs affect students’ confidence in giving English presentations:
Data indicates that students' lack of confidence in delivering English presentations stems from both objective and subjective factors Many students believe that subjective factors, such as preparation, attire, and specialized skills like body language, speaking abilities, eye contact, and voice modulation, play a more significant role in their confidence levels Conversely, objective factors, including technical issues, environmental conditions, audience dynamics, and even genetic predispositions, contribute to unexpected challenges that can lead to anxiety and diminished confidence during presentations.
Suggested methods to build confidence in giving English presentations:
The survey results indicate that most students favor the proposed solutions for enhancing their confidence in public English presentations Interviews with five students revealed effective strategies for building this confidence, which can be beneficial for others as well Combining insights from both the survey and interviews, we have compiled a list of the most recommended methods for improving presentation skills in English.
Methods that have the most vote from the survey questionnaire:
- Prepare for presentations early and carefully
- Prepare yourself mentally for unexpected situations
- Practice to use body language
- Practice for a good expression with mirror
- Ask for advice from teachers
Methods suggested by students in the interview:
- Pay attention to your outfit when making presentations
- Check the equipment before the presentations
- Ask your teachers how to be a good presenter
- Search for related information about the topic presented
- Practice presenting many times before going on stage
- Participate in the public speaking programes to improve confidence
- Reading books to find out the suitable methods
- Memorize the sequence of the slides
- Do not over think your audience reactions
- Keep your body stress- free when giving presentations
Teachers play a crucial role as mentors, fostering connections that help students enhance their presentation skills To boost students' confidence in delivering English presentations, educators can implement various effective strategies.
Allow students to present as much as possible in class
Rigorous and closely in supervising the preparation of students before the presentation
Organize practice of presentation skills for students in groups
Point out the causes of students’ lack of confidence and assisting them in avoiding it after each presentation
Organize competitions presentations in class to encourage students’ confidence
Provide materials or resources related to “improving confidence when giving English presentations” to students
This article presents strategies aimed at boosting the confidence of second-year students in the Faculty of Foreign Languages at Hung Yen University of Technology and Education The proposed methods are categorized into two main approaches: those addressing objective factors and those focusing on subjective factors.
Don't pay too much attention to the audience check the equipment and conditions before the presentations
Practice presentation skills in group
Stay positive and steadily when giving presentations prepare carefully before the presentations
Methods to deal with Subjective factors practice expression with mirror practice English speaking skills
Pay attention to your appearance prepare a good health before the presentations
Refer to resources related to improving self-confidence in public
CONCLUSION
Summary of the study
The study thoroughly examines the confidence challenges faced by second-year English major students at Hung Yen University of Technology and Education during English presentations It highlights the current difficulties these students encounter in building their presentation confidence and offers practical recommendations for teachers to enhance their students' skills as presenters Furthermore, the research suggests effective strategies for students to develop their confidence in making English presentations By consulting this study, students can discover tailored approaches to boost their confidence for future English presentations.
Limitations of the study
The study focuses on a limited sample of 64 second-year English major students and 7 teachers from Hung Yen University of Technology and Education's campuses 1 and 2 This narrow scope raises concerns about the impartiality and comprehensiveness of the survey results.
Due to the complex challenges posed by the COVID-19 pandemic, the study utilized online surveys and phone interviews, which may have affected the accuracy of the results.
Due to the researchers' limited time and experience, the methods presented in this study do not encompass all effective strategies for building confidence in English presentations There are additional effective techniques that remain undiscovered and unproposed.
Suggestions for further study
This study has limitations regarding its presentation scope, indicating a need for future research to explore a broader range of topics Suggested areas for further investigation include methods to enhance presentation skills and improve teaching and learning techniques Additionally, expanding the subject focus to include English major students, non-English majors, and students at UTEHY would provide valuable insights.
In addition, further studies should invest more time and knowledge to find out more methods for the aims of the study and get more perfect and accurate achievements
1 Bermúdez Quevedo, P A., Jiménez Martínez, L V., & Cárdenas Báez, M F
(2019) Cooperative Role-plays to Support Self-confidence when “Public Speaking
Anxiety” is experienced (Doctoral dissertation, Pregrado (Presencial)).
2 Berry, A (2004) Confidence and uncertainty in teaching about teaching Australian Journal of Education, 48(2), 149-165
3 Booher, D D (2002) Speak with Confidence!: Powerful Presentations That Inform Inspire Booher Consultants
4 Corfield, R (2010) Knockout Job Interview Presentations: How to Present with
Confidence Beat the Competition and Impress Your Way into a Top Job Kogan
5 De Angelis, B (2005) Confidence Hay House, Inc
6 Gruwez, E (2014) Presentation Thinking and Design: Create Better Presentations, Quicker Pearson UK
7 Hall, R (2009) Brilliant presentation: what the best presenters know, do and say Pearson Education.
8 Heiser, R S., & McArthur, D (2020) Confidence and Enthusiasm in Sales Presentations Journal of Instructional Pedagogies, 24
9 Ian Tuhovsky (2016), Confidence, Your Practical Training: How to Develop Healthy
Self Esteem and Deep Self Confidence to Be Successful and Become True Friends with Yourself
10 Islam, S (2021) Build Your Confidence on Stage: Transform your aspiration for public speaking into a lifestyle profession LID Publishing.
11 Jalongo, M R., & Machado, C (2015) Making Effective Presentations at
Professional Conferences: A Guide for Teachers, Graduate Students and Professors
12 Martinuzzi (2013), Presentation Fears And Lack Of Self Confidence
13 Nikitina, A (2011) Successful public speaking Bookboon.
14 Othman, A B., Radzi, A H B M., & Animilom (2014), Using oral presentations to enhance students’ confidence in speaking task: An action research
15 Stolpmann, J P (2011) Giving presentations: with focus on international audiences GRIN Verlag
16 Waite, O P (2020) On the Faculty of Intuition
17 Wallwork, A (2014) Presentations, demos, and training sessions: A guide to professional English Springer
18 Yakutina, M V (2020) The Influence of Public Speaking Prosody on Delivering Academic Presentations.
19 Yeung, R (2009) Confidence: The Key to Achieving Your Professional Best FT
20 Zayapragassarazan, Z., & Mohapatra, D P (2021) Effective learner engagement strategies in visual presentations Journal of Education Technology in Health
1 .https://www.yourarticlelibrary.com/business/good-presentation-skills-its-meaning- element-and-other-details/27692
2 http://tutorials.istudy.psu.edu/oralpresentations/oralpresentations2.html
3 https://en.wikipedia.org/wiki/Confidence
4 https://impactfulenglish.com/confident-english-presentation/
5 https://qz.com/work/1392605/how-to-give-a-presentation-with-confidence/
6 https://virtualspeech.com/blog/speak-with-confidence-in-public
8 https://www.psychologytoday.com/us/blog/shyness-is-nice/201809/why-self- confidence-is-more-important-you-think
9 https://www.sketchbubble.com/blog/why-confidence-is-important-in-public- speaking/
10 https://www.teachingenglish.org.uk/article/student-presentations
APPENDIX I - SURVEY QUESTIONS FOR STUDENTS
This survey questionnaire aims to investigate effective methods for enhancing confidence in English presentations among second-year English major students at Hung Yen University of Technology and Education.
Please select the appropriate option by ticking the circle or provide brief answers in the designated spaces, using either English or Vietnamese Your honest and prompt responses to this questionnaire are greatly appreciated.
How long have you been learning English? years
II The current status of learning and practicing presentation skills of the second-year English major students at Hung Yen University of Technology and Education
1, How often do you give English presentations in class?
2, How often do you practice presentation skills?
3, How often do you feel confident when giving presentations in English?
III The importance of confidence in giving English presentations
4, The importance of confidence in giving English presentations?
5, How does confidence affect the success of your presentations?
IV Factors that affect confidence when giving English presentations
6, Do you agree with these experiences while giving English presentations?
While preparing for giving English presentations, I feel tense and nervous
I enjoy preparing for English presentations
I feel anxious while waiting to give my English presentations
I feel comfortable and relaxed while waiting to give my
I feel fearfull while giving English presentation
I feel relaxed while giving English presentation
Although I am nervous at the beginning of an English presentation, I soon settle down
I am constant fear of forgetting what I prepared to say
I get anxious if audience ask me something about my topic that I don’t know
It's hard for me to stay focused when I make a mistake
My mind is clear when giving English presentations
I am afraid of interacting with audience while giving
I am excited to interact with audience
I feel that I am in control of myself while giving an
I feel confused if I wear a faulty outfit
7, Please rate the following factors that affect your confidence when giving English presentations
Strongly afffect Affect Slightly affect
2, Environment (noise, light, tempareture, acreage )
I feel confused when the audience is noisy and not focused on my presentation
It is so tense under the teacher's observation
I feel not really confident because my speaking skill is not good
I feel bad because I don’t know how to use body language and interact with my eyes
8, What are the reasons for your lack of confidence in giving English presentations?
(you may have more than one choice)
G You’re not good at experession
H Lacking of interaction from audience
V Methods to build confidence in giving English presentations
9, Which of the following methods may help you to build confidence in giving English presentations?
(you may have more than one choice)
A Prepare for presentation early and carefully
D Practice for a good expression with mirror
E Prepare yourself mentally for unexpected situations
G Ask for advice from teachers
What are your suggested methods ? (you can use English or Vietnamese)
APPENDIX II - INTERVIEW QUESTIONS FOR STUDENTS
1, Can you describe your feeling when giving English presentations?
2, In your opinion, is confidence important in an English presentation? Why?
3, According to you, lack of confidence when making English presentations is mainly due to objective or subjective reasons?
To build confidence in giving English presentations, second-year English major students at Hung Yen University of Technology and Education can implement several effective strategies Practicing regularly in front of peers can enhance speaking skills and reduce anxiety Utilizing visual aids and engaging presentation tools can make the content more appealing and easier to communicate Additionally, participating in workshops or joining public speaking clubs can provide valuable feedback and support Setting realistic goals for improvement and celebrating small achievements will also foster a positive mindset Lastly, familiarizing oneself with the presentation topic and anticipating potential questions can significantly boost confidence during the delivery.
APPENDIX III - SURVEY QUESTIONS FOR TEACHERS
My name is Phan Thi Ngoc Ly, a student from class TAK15.1 in the Department of Foreign Language at Hung Yen University of Technology and Education (UTEHY) This survey questionnaire is part of my graduation research focused on exploring effective methods to enhance confidence in English presentations among second-year English major students at UTEHY.
Please select the appropriate option or provide brief answers in the designated spaces for your feedback (answers can be in English or Vietnamese) We greatly appreciate your time and honesty in completing this questionnaire.
How long have you been teaching English? years
A Bachelor in teaching English as a foreign language
B Master of art in teaching English as a foreign language
C Ph.D in teaching English as a foreign language
II The current status of learning and practicing presentation skills of the second-year English major students at Hung Yen University of Technology and Education
1, How often do your students feel confident when giving presentations in English?
III The importance of confidence in giving English presentations
2, The importance of confidence in giving English presentations?
3, How does confidence affect the success of your students’ presentations?
IV Factors that affect confidence when giving English presentations
4, Please rate the following factors that affect your students’ confidence when giving English presentations
Strongly afffect Affect Slightly affect
2, Environment (noise, light, tempareture, acreage )
5, What are the reasons for your students’ lack of confidence in giving English presentations?
(you may have more than one choice)
Q You’re not good at experession
R Lacking of interaction from audience
V Methods to build confidence in giving English presentations
6, Which of the following methods may help your students to build confidence in giving English presentations?
(you may have more than one choice)
H Prepare for presentation early and carefully
K Practice for a good expression with mirror
L Prepare yourself mentally for unexpected situations
N Ask for advice from teachers