An investigation into the use of body language cues in presentations by English-majored freshmen at Vietnam University of Commerce

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - NGUYỄN THỊ BÍCH NGỌC AN INVESTIGATION INTO THE USE OF BODY LANGUAGE CUES IN PRESENTATIONS BY ENGLISH-MAJORED FRESHMEN AT VIETNAM UNIVERSITY OF COMMERCE (NGHIÊN CỨU VIỆC SỬ DỤNG NGÔN NGỮ CƠ THỂ TRONG THUYẾT TRÌNH CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC THƯƠNG MẠI) M.A MINOR PROGRAMME THESIS Field: English Linguistics Code: 60220201 HANOI, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - NGUYỄN THỊ BÍCH NGỌC AN INVESTIGATION INTO THE USE OF BODY LANGUAGE CUES IN PRESENTATIONS BY ENGLISH-MAJORED FRESHMEN AT VIETNAM UNIVERSITY OF COMMERCE (NGHIÊN CỨU VIỆC SỬ DỤNG NGƠN NGỮ CƠ THỂ TRONG THUYẾT TRÌNH CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC THƯƠNG MẠI) M.A MINOR PROGRAMME THESIS Field: English Linguistics Code: 60220201 Supervisor: Dr Ngơ Hữu Hồng HANOI, 2014 DECLARATION I, Nguyen Thi Bich Ngoc hereby certify that the thesis entitled “An investigation into the use of body language cues in presentations by English-majored freshmen at Vietnam University of Commerce” is my own study in the partial fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi Hanoi, 2014 Nguyễn Thị Bích Ngọc i ACKNOWLEDGEMENTS This thesis would not be realized without the help of some people, and in some ways, I would like to thank everyone who has taught me, inspired me, challenged me, or supported me throughout the process of conducting this thesis First of all, I would like to express my deepest gratitude to my respectable supervisor, Dr Ngô Hữu Hoàng for his profound knowledge, his wholehearted guidance, precious advice, insightful comments which are of utmost importance to the achievement of my study Also, I would like to take this opportunity to send my thanks to all the teachers in Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures and knowledge My sincere thanks also go to my dear colleagues at Vietnam University of Commerce for all their assistance, supports, and encouragement during the time I was completing my study I wish to acknowledge my thankfulness to the freshmen K49N of English Faculty at Vietnam University of Commerce for their willingness to respond conscientiously to the questionnaire Without their helps, this study would not have been possibly done Last but not least, no words can adequately express my gratitude towards my beloved parents, my brother, my husband, my son, and my friends who have always inspired and encouraged me to complete this study ii ABSTRACT This is a survey study from a cross-cultural pragmatics perspective with the title “the use of body language cues in presentations by English-majored freshmen at Vietnam University of Commerce” It attempts to discover the current situation as well as the factors leading to their ways of adopting body language cues in presentations To achieve the desired objectives of the current study, the qualitative method including two instruments namely questionnaire and observation is mainly employed The informants participating in the survey questionnaire were eighty-five English majored first year students at VUC The questionnaire was written in Vietnamese to make sure that all the respondents fully understand its content In terms of observation, ten presentations were randomly chosen for video recording without their acknowledgement to minimize the external factors influencing the validity and reliability of the research These video clips which last from to minutes can be reviewed in details later Research results show that English majored freshmen realize the importance of B.L in developing and completing their presentation skills, however, their actual performances regarding B.L in their speech are not really effective They have not initiative to use the appropriate B.L cues for better presentations In more details, they tend to avoid E.C and not take the full advantage of smiling in presentations Besides, the students here may be assumed to have unfavorable postures, which prevent them from getting the audiences’ attention, interest The main elements leading to that reality are likely to be attributed to students’ tension, inadequate background knowledge of B.L, lack of preparation and culture factor Last but not least, suggestions for materials and pedagogical implications will be discussed for practical steps to sharpen the students’ nonverbal communication for effective presentations iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTSii ii ABSTRACT iii LIST OF FIGURES AND TABLE vi LIST OF ABBREVIATIONS viii PART A: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Scope of the study Significance of the study Structures of the study PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND & LITERATURE REVIEW 1.1 Theoretical background 1.1.1 Non-verbal communication 1.1.2 Oral presentations 1.1.3 The importance of B.L in oral presentations 1.1.4 Principles of using B L during presentations 10 1.2 Previous studies 14 CHAPTER II: RESEARCH METHODOLOGY 16 2.1 The context of the study 16 2.2 Participants 16 2.3 Data collection instruments 17 2.3.1.Questionnaire 17 2.3.2 Observation 18 2.4 Data collection procedures 18 iv 2.5 Data analysis methods 19 CHAPTER III: THE STUDY 21 3.1 The current situation of the use of B.L cues for presentaions 21 3.1.1 Eye contact 21 3.1.2 Smiling 25 3.1.3 Postures 27 3.1.4 Overview on the use of B.L cues for presentations 31 3.2 The factors influencing their use of B.L in presentaions 32 3.2.1 Psychological impact 32 3.2.2 Lack of background knowledge of B.L for presentations 33 3.2.3 Lack of preparation 34 3.2.4 Culture impact 36 PART C: CONCLUSION 39 Recapitulation 39 Implications 40 Limitations 42 Recommendations for further research 43 REFERENCES 44 APPENDICES I Appendix 1a: Questionnaire (Vietnamese version) I Appendix 1b: Questionnaire (English version) III Appendix 2: Class observation V v LIST OF FIGURES AND TABLES List of figures Page Figure 1: Classification of nonverbal communication Figure 2: Three elements of communication Figure 3: Eye contact 10 Figure 4: Frequency of distributing direct E.C with the audience 22 Figure 5: Duration of eye contact to the audience 22 Figure 6: Looking at scripted notes or slides on the screen 24 Figure 7: Looking at windows 24 Figure 8: Frequency of smiling during presentations 25 Figure 9: Smiling when forgetting the content of the talk 27 Figure 10: Slouching and keeping the head down; standing too stiffly 29 Figure 11: Hands cross in front and hands hold notes 30 Figure 12: Attitudes towards the importance of B.L in the success of 31 presentations Figure 13: The level of English majored freshmen’s confidence during 32 presentations Figure 14: The English majored freshmen’s knowledge of B.L in 34 presentations Figure 15: The hometown of English majored freshmen at VUC vi 37 List of tables Page Table 1: Direction of the eyes during presentations 23 Table 2: The moments students are likely to smile during presentations 26 Table 3: The most common posture during presentations 28 Table 4: The ways of using hands to create postures during presentations 29 Table 5: Reasons for no preparation of B.L in presentations 35 vii LIST OF ABBREVIATIONS NVC Non-verbal communication B.L Body language E.C Eye contact VUC Vietnam University of Commerce Q Question viii trustworthiness between people of the same gender Direct eye contact between men and women, however, is not advocated and is kept to a minimum if it does occur On the otherr hand, in most Asian, ian, and African cultures, the opposite is true Direct eye contact is considered to be affront, confrontational, and aggressive Because these cultures follow the tradition of maintaining a social hierarchy, avoiding direct eye contact is a sign of respec respectt to elders or bosses and is used to maintain harmony among people Tran Ngoc Them (1999) assumed that one of the typical characters of the Vietnam Vietnamese people is “reservation” Accordingly, Accordingly they not view avoiding looking someone in the eyes as rude or disinterested Likewise, some students here specified that in their consciousness, they aimed to show respect to the others especially the elders or simply sound to be polite by not making intense, prolonged eye contact contact In this case, it is advisable for the presenters to balance their own culture norms and the other cultures all over the world to meet the trend of globalization Obviously, Obviously being an international communicator requires not only the knowledge but also the great effort to moderate and approach each other (see – conclusion) When taking this element into account, the researcher tended to investigate the area which the students come from - to have an insight to explain for this matter 24.70% rural area urban area 75.30% Figure 15: The hometown of English majored freshmen at VUC 37 As have been mentioned above, the informants here come from different places nationwide The figure reveals that only about one third of them come from urban areas whereas the majority of them coming from rural areas The common stereotypes about the countryside are shyness, reservation, which causes them a number of difficulties when utilizing B.L perfectly for their presentations Thus, they find it really hard to distribute eye contact equally with smiling or have natural postures in front of the crowd Moreover, almost all students here are clinging to the old lecture method in which the teacher takes the control of all activities and places the students in a passive rather than an active role The adoption of the new teaching method at universities, which requires students’ initiative, results in a number of obstacles and strangeness to them The findings from the survey questionnaire confirm that the students at VUC are not confident enough to use their B.L regarding eye contact, smiling and postures naturally and appropriately when speaking in front of the class In summary, there may exist four main factors above: psychology, knowledge, preparation and culture which have an effect on the use of B.L cues in presentations in accordance with the researcher’s observation, experience and study 38 PART C: CONCLUSION The aim of this closing part is to attempt to draw the conclusion throughout the course of this investigation and to relate them to the research issues defined at the outset This process will also lead to a consideration of the implications of this study as well as limitations of the study and some suggestions for further research in the field Recapitulation As a lecturer at university, the presentation class lesson is one part of the author’s teaching jobs From the researcher’s own experience, English majored students in general and English majored freshmen in particular at VUC have a number of difficulties and mistakes in using B.L cues for their public speaking skills The paper has served as a thorough study aiming at investigating into the current situation of using B.L in presentation by English-majored freshmen at VUC It also reveals the main factors affecting the application of that aspect in reality Based on those findings, it is hoped that pedagogical implications have been suggested to raise the students’ awareness of using nonverbal cues for more effective presentations In addition, they can improve their B.L to be more successful in the global business when graduating from university Generally, the research has discovered the significant findings as follows First of all, English majored freshmen perceive the crucial role of B.L in developing and completing their presentation skills Nevertheless, their actual performance of B.L in their speeches goes far beyond their awareness In other words, the English majored freshmen here have not taken notice of sharpening their nonverbal communication skills for better presentations In more details, they tend to avoid E.C with the audience and not take the full advantage of smiling in presentations Besides, the students here may be assumed to have unfavorable postures, which prevent them from getting the audiences’ attention, interest 39 Secondly, four main factors attributed to have an effect on the use of B.L cues in presentations according to the researcher’s observation; experience and study are psychology, knowledge, preparation and culture The identification of these elements has a great significance in instructing the students and teachers to enhance students’ nonverbal communication for their performance In general, the findings of the present research would have a significant contribution to the improvement in teaching and learning as regards B.L at VUC So as to make a good presentation, the students should bear in mind that nonverbal communication skill is the key aspect which equally adequate attention like verbal communication should be paid to Implications From the findings in chapter 3, the author has given out some suggestions for better use of B.L in their public speaking In the first place, the efforts should come from the teacher who can understand and take responsibility for helping the students with their difficulties It is the high time that the educators had a whole look into the use of NVC again and made the detailed plans to fit into the situation here No one but the teachers have a remarkable role in raising students’ awareness of using this critical aspect of communication for public speaking More specifically, it is obligatory to remind the students of the criteria for the total presentation marks before presenting including that element, which creates a lot of motivation for them to attempt Then, making constructive comments relating to this field to some extents can be a crucial way to draw their attention and instruct at the same time In addition, some practical steps should be made from the teachers They should be consciously autonomous to make the best of B.L in their lectures to set a good example for their students to follow and of course “Action speaks louder than 40 words” In terms of both theory and practice, the complete, thoughtful instructions need to be as detailed as possible to facilitate students’ acquisition of this matter Secondly, the attempt ought to be made by the students, of course After being armed and led with the necessary knowledge and orientation, the students are advisable to take actions so as to improve that skill with the belief that “practice makes perfect” It would be best to practice in front of a mirror, which might seem silly but no one is watching By putting oneself in other’s positions, this way will give accurate feedback on how the presenter look to other people and an opportunity to practise before going out into the real world Actually, a presentation is not a one-way communication; it is a dialogue with the audience People may not be responding in words, but they can communicate with their eyes, and their facial expressions The more you interact with the audience, the more you look into their faces and receive feedback from them, the more you are engaged in a conversation rather than a lecture Thirdly, in terms of culture factor, when there exist the differences across the different cultures, it is optimal to balance the tradition and the exotic factor In order to integrate the new trend of globalization, the gaps between cultures should be filled up as closely as possible In other words, we should be neither conservative not easy to follow the external factor – “to melt not to mix” Hence, being aware of these cultural norms in advance can facilitate communication by allowing people to accept, adapt, and adjust to each other’s cultural communication style However, being an international communicator requires not only the knowledge but also the great effort to moderate and approach each other The matter of holding eye contact can exemplify this argument As have been mentioned before, the way how to make eye contact also depends on the culture even it is very essential to broadcast the confidence and create a better communication with an individual or a group Westerns might interpret this avoidance of E.C as a sign of low confident or even untrustworthy behavior whereas some English-majored freshmen at VUC not view avoiding looking 41 someone in the eyes as rude or disinterested In their consciousness, they aimed to show respect to the others especially the elders or simply sound to be polite by not making intense, prolonged eye contact In this situation, it is better to adjust E.C appropriately to enhance the success of the presentation The first way to build confidence during speech is to look for those who are responding It is better to look at the one who is smiling, the one who is nodding, which gives the presenters the energy and motivation to continue Then, in case, the presenters cannot look at people in the eye confidently, the solutions to the problems may be looking at people’s forehead instead of looking at somewhere else like the ceiling The people sit around them will read this as E.C with the audience Following the guidelines, the presenter might moderate the eye contact with the audience more effectively, to some extent and gradually build their confidence in public speaking Limitations Due to various constrains and scope of the study, the present research displays certain limitations which should be taken into account in further research First of all, the study was conducted basing on the small target population (85 first-year English majored students at VUC for questionnaire and 10 ones for observation) might have affected the results of the findings and implications of the study Moreover, the researcher acknowledges that this study observed participants at only one class taught by her The results of the study would have been more persuasive if the research had involved more participants Secondly, the data collection instrument mainly used in this study is the questionnaire There may come a possibility that the informants might not use B.L cues in accordance with their answers in the survey questionnaires Therefore, it is suggested that more research need to be conducted with other data collection instruments, such as interview 42 Last, because of the shortage of knowledge, experience and time in doing the research, the study cannot cover other factors of B.L affecting the public speaking achievement of students Recommendations for further research The limitation and the scope of the study leave the gaps for other researches in the field of using body language in presentations to fill in The recommendations for further research were suggested as follows Firstly, it is recommended that such a study to be conducted with a wider range of subject in order to ensure the generalization of the results It would allow more sufficient and accurate results if more research could cover a bigger sample of population Besides, regarding observation instrument, the replication with a larger sample in more different places to generalize to the whole population would be recommended Secondly, it is also suggested that there should be further studies on the other forms of nonverbal communication like paralanguage or other aspects of body language regarding facial expressions, gestures Thirdly, the study was conducted as an attempt to investigate the reality of using B.L cues in presentations and its underlying factors The further action research which focuses mainly on the ways to intervene the use of this aspect for better results should be highly recommended The thesis has been completed with the author’s greatest efforts Shortcomings are inevitable and thus comments and suggestion for improvement from the readers would be highly appreciated 43 REFERENCES English books Beisler, F., Scheeres, H., & Pinner, D (1997) Communication Skills 2nd Edition Longman Berko, R.M; Wolvin, A.D and Wolvin, D.A (1989) Communicating: A Social and Career Focus Houghton Mifflin Company, Boston Brown, J.D (2001) Using Surveys in Language Programs Cambridge, UK: Cambridge University Press Chivers, B and Shoolbred, M (2007) A student’s Guide to Presentation: Making your presentation count Sage Publications Ltd Comfort, J (1997) Effective Presentations Oxford University Press David Wallenchinsky (1977) The Book of Lists William Morrow & Co Dwyer, J (2000) The Business Communication Handbook 5th edition Prentice Hall Emden, J and Becker, L (2004) Presentation Skills for Students Houndmills, Basingstoke, Hampshire Palgrave Macmillan Hybells, S and Weaver II, R.L (1975) Communicating Effectively Von Hoffmann Press, Inc 10 Knapp, M (1972) Nonverbal communication in human reaction Holt, Reinhart and Winston Inc., New York 11 Levine, D.R and Adelman, M.B (1993) Beyond Language - Cross-Cultural Communication Regents/ Prentice Hall Inc 12 Lustig, M and Koester, J (1996) Intercultural competence Interpersonal Communication across Cultures Harper Collins College Publishers 13 Mehrabian, A (1972) Nonverbal Communication, Wadsworth, Belmont, California, Chicago: Aidine, Atherton 14 Markey, A and Gass, S M (2005) Second language research: Methodology and design Mahwah, NJ: Lawrence Erlbaum Associates 44 15 McMillan, H.J., and Schumacher, S (2001) Research in Education Addison, Wesley Longman: New York 16 Nguyễn Quang.(1994) Intercultural Communication CFL - Vietnam National University - Hanoi 17 Nguyễn Quang.(2007) Journal of Science, Vietnam National University - Hanoi 18 Pease, A and Barbara (2004) The Definitive Book of Body Language Pease International, Australia 19 Pease, A and Barbara (2004) Body language: How to Read Others Thoughts by Their Gestures Clays Ltd, Stlves plc, Great Britain 20 Reed A & Bergemann V (2005) A guide to Observation, Participation & Reflection in the Classroom 5th edition 21 Ribbons G and Thompson, R (2000) Understanding Body Language Barron's Educational Series 22 Roger, E Axtell (1991) Gestures: The Do’s and Taboos of Body Language Around the World Revised edition 23 Shipside, S (2006) Perfect your Presentations Dorling Kindersley Publishing Sproule, M (1997), Speech making Brown & Benchmark Publishers Vietnamese books Nguyễn Quang (2008) Giao tiếp phi ngơn từ qua văn hóa Nhà xuất khoa học xã hội Trần Ngọc Thêm (1999) Cơ sở văn hóa Việt Nam Nhà xuất giáo dục Websites Bianca Te Rito The psychology of eye contact Retrieved on November 22, 2013 from http://stebian.com/2013/10/the-psychology-of-eye-contact-video-presentationcoaching/ Definition of a smile Retrieved on October 9, 2013 from http://en.wikipedia.org/wiki/Smile Douglas, J Killer Presentation Skills Retrieved on September 8, 2013 from https://www.youtube.com/watch?v=whTwjG4ZIJg 45 Eye contact Retrieved on October 9, 2013 from http://en.wikipedia.org/wiki/Eye_contact Eye contact (image) Retrieved on October 9, 2013 from http://deangarfield13.wordpress.com/2009/08/19/eye-contact/) Jessica Cook Definition of an "Oral Presentation" Retrieved on November 19, 2013 from http://www.ehow.com/about_6324248_definition-_oral-presentation_.html Mary D Moore Oral Presentation Skills Retrieved on November 19, 2013 from http://marymoore2012.weebly.com/1/post/2012/12/oral-presentation-skills-bymary-d-moore.html Randall P.Whatley Several types of presentations and their purposes Retrieved on November 22, 2013 from http:// www.cs.wisc.edu/%7Emarkhill/conferencetalk.html) 46 APPENDICES Appendix 1a (Vietnamese version) PHIẾU ĐIỀU TRA Phiếu điều tra nhằm mục đích thu thập ý kiến em đề tài nghiên cứu “việc sử dụng ngôn ngữ thể (NNCT) thuyết trình sinh viên năm thứ chuyên ngành tiếng Anh trường Đại học Thương mại ” Câu trả lời em bổ ích góp phần quan trọng nghiên cứu tơi Mọi thông tin em cung cấp khảo sát dùng cho mục đích nghiên cứu khơng ảnh hưởng đến kết đánh giá học phần em Xin em vui lịng điền thơng tin sau: Quê quán: Nông thôn Thành thị Hãy chọn câu trả lời em cho phù hợp Em thuyết trình trước lớp trường trung học chưa? Có Chưa Em cảm thấy thuyết trình trước đám đơng? A tự tin B ngại ngùng C hồi hộp, lo lắng D sợ hãi Em đánh tầm quan trọng NNCT thành công buổi thuyết trình? A khơng thể thiếu B quan trọng C khơng quan trọng D chẳng quan trọng chút a Mức độ hiểu biết em cách sử dụng NNCT cho thuyết trình hiệu quả? A đầy đủ B chưa đầy đủ C khơng biết 4.b Vui lịng kể tên loại ngơn ngữ thể mà em biết ………………………………… a Em có chuẩn bị hay luyện tập thực hành ngôn ngữ thể trước thuyết trình hay khơng? Có Khơng 5.b Nếu em chọn khơng, ngun nhân gì? (Em chọn nhiều đáp án) A Em khơng có đủ thời gian B Em tự tin vào việc sử dụng NNCT C NNCT khơng đóng góp nhiều vào điểm thuyết trình D Khơng cần thiết phải sử dụng NNCT thuyết trình I E Ý kiến khác …………… Khi em thuyết trình, em có thường xun trì nhãn giao (giao tiếp mắt) với khán giả hay không? Luôn Thường xuyên Thỉnh thoảng Khơng 6.b Xin vui lịng giải thích ……………………………………………………………… Nếu em thường trì nhãn giao với khán giả bao lâu? A 1-2 giây B 3-5 giây C nhiều giây Em thường nhìn vào đâu thuyết trình (Em chọn nhiều đáp án) A giáo B hình hiển thị slides tài liệu cầm tay C trần nhà sàn nhà D cửa vào cửa sổ E khán giả F Ý kiến khác (nêu rõ) ………………………………… 9.a Em có thường xun cười thuyết trình khơng? Luôn Thường xuyên Thỉnh thoảng Không 9.b Xin vui lịng giải thích ………………………………………………………………… 10 Em thường cười buổi thuyết trình? (Em chọn nhiều đáp án) A bắt đầu kết thúc B thu hút khán giả C thể tự tin, thân thiện D quên nội dung E cảm thấy hồi hộp,bối rối F Ý kiến khác (nêu rõ) …………………… 11 Trong buổi thuyết trình, dáng điệu em thường sử dụng nhất? A đứng thẳng lưng B đứng thõng lưng cúi đầu C đứng cứng tượng D đứng lệch bên E Ý kiến khác (nêu rõ) ………………………… ……………………… 12 Em thường đặt tay để tạo dáng điệu thuyết trình? (Em chọn nhiều đáp án) A tay buông thõng hai bên B tay đặt lên mép bàn đằng trước C tay túi quần tay chống hông D.tay đặt sau lưng bắt chéo đằng trước E tay cầm tài liệu F Ý kiến khác (nêu rõ) ……………………… II Appendix 1b (English version) SURVEY QUESTIONNAIRE FOR PRESENTERS This survey questionnaire is designed for my research into “the use of body language (B.L) for presentations by English-majored freshmen at VUC” Your responses are very important to the success of the survey The data will be used only for the purpose of research, not for any other purposes, and you can be confident that you will not be identified in any discussion of the data Your co-operation will be highly appreciated Please feel free to write down some information about yourselves! Where you come from? rural area urban area Answer the questions below Have you ever made presentation in your high school before? Yes No, never How you feel when you present in front of the audience? A confident B shy C tense & nervous D fear How you rank the importance of B.L in the success of oral presentation? A indispensable B important C not very important D not important at all 4.a How you know about the effective ways of using B.L cues for presentations? A adequately B inadequately C nothing 4.b Please write out the types of body language you know: …………………………………… 5a Do you prepare or practice B.L before making presentations? Yes No 5b If no, what are the reasons?(you can choose more than answer) A You don’t have enough time B You are confident in the use of B.L C B.L doesn’t contribute much to the total mark of your presentation D There is no need of using good B.L cues in presentations E Others (please specify) ………………………………… III 6a When delivering your presentations at school, how often you make direct eye contact with the audience? Usually Often Sometimes Never 6.b Please explain the reasons for your choice: ………………………………………… If you have ever maintained direct eye contact with individual, how long? A 1-2 seconds B 3-5 seconds C more than seconds Where you often look at during your presentations? (you can choose more than answer) A the teacher B slides on screen or scripted notes C ceiling or floor D doors or windows E the audience in general F others (please specify) ………………………………………………… 9a How often you smile during your presentations? Usually Often Sometimes Never 9.b Please explain the reasons for your choice: ………………………………………… 10 When you tend to smile in your presentations? (you can choose more than answer) A at the beginning or at the end of your presentations B attracting the audience C showing confidence, friendliness D forgetting content E feeling nervous, embarrassed F others (please specify) ………………………………………………… 11 During your presentation, which posture is the most commonly used? A standing with straight back (standing upright) B slouching and keeping your head down C standing too stiffly D standing half-side E others (please specify) ………………………………………………… 12 How you put your hands to create posture in your presentations? (you can choose more than one answer) A hands at your sides B hands against the edge of the table C hands in your pockets or hands on hips D hands folded behind your back or in front E hands holding scripted notes F others (please specify) …………………… IV OBSERVATION SHEET Date of observation: Length of observation: Presenter: Where you often look at during your presentations? (Q8) A the teacher B screen or scripted notes in hands C ceiling or floor D doors or windows E the audience F others When you tend to smile in your presentations? (Q10) A at the beginning or at the end of your presentations B attracting the audience C showing confidence, friendliness D forgetting content E feeling nervous, embarrassed F others During your presentation, which posture is the most commonly used? (Q11) A standing with straight back B slouching and keeping your head down C standing too stiffly D standing half-side E others How you put your hands to create posture in your presentations? (Q12) A hands at your sides B hands against the edge of the table C hands in your pockets or hands on hips D hands folded behind your back or in front E hands hold scripted notes F others Question no Answer A B.L cues Eye contact 10 Smiling B 11 Postures 12 Standing Use of hands V C D E F