Problems in making english presentations of first year english majors in faculty of english, thuongmai university

THUONGMAI UNIVERSITY ENGLISH DEPARTMENT GRADUATION PAPER PROBLEMS IN MAKING ENGLISH PRESENTATIONS OF FIRST-YEAR ENGLISH MAJORS IN FACULTY OF ENGLISH, THUONGMAI UNIVERSITY Supervisor : Student : Nguyen Thi Thu Phuong Class : K52N5 Student’number : 16D170107 Hanoi, 2020 HÀ NỘI - 2015 ABSTRACT The trend towards internationalization and globalization has become a great popularity for many years; hence, improving communication skills in general and presentation skills in particular has been vital for many learners and students these days It is undeniable that making a good presentation is not easy for many people in Vietnam; especially, first-year English majors at Thuongmai University Therefore, this study aimed to identify their main difficulties that they encountered while giving presentations To achieve the aim of the study, I applied two tools, a questionnaire and observation This study has been done on first-year English-majored students at Thuongmai University Therefore, all data and information collected from them can help me realize that most problems are came from two primary elements including subjective difficulties and objective difficulties The subjective difficulties are that students not have a good preparation, they not feel confident with their performance or they not interact with audiences And the objective difficulties include time allowed performing the presentation, pressure from teacher and listener's support Therefore, students are dissatisfied with their presentation Besides, through my observations, I found that most presenters not know how to attract the audiences, their voice sometimes are not loud enough or they not use body language effectively As a result, presenter and listeners not have any connection While the speaker was presenting, listeners were sleeping, talking together or even playing with their phone Additionally, from all the results and analyses of the real situation, some suggestions and recommendations can be drawn out to help them to have better presentations ACKNOWLEDGEMENTS During the process of doing this Graduation Paper, I have received a lot of support, assistance, guidance, motivation from many individuals First of all, I would like to express my deep gratitude to my supervisor, Ms Pham Thuy Giang for her valuable time, insightful comments, suggestions and dedicated guidance throughout my study Without her inspiration, encouragement and instructions, the study would have been impossible to be done effectively I also wish to express my sincere thanks to all the lecturers of English Faculty at Thuongmai University for their very useful lectures during four years that have provided me with good background to my Graduation Paper effectively In addition, I would like to express my profound thanks to my loving family and special friends who went along the line with me and gave me great support and concern to fulfil this study Finally, I also want to express my appreciation to the first-year Englishmajored students at Thuongmai University who participated in completing the survey questionnaire Without them, this study cannot be fully accomplished Hanoi, 24th April, 2020 Student Nguyen Thi Thu Phuong TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS .iii LIST OF TABLES AND FIGURES .v CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale 1.2 Previous studies 1.3 Aims of the study 1.4 Research subjects 1.5 Research methodology 1.6 Scope of the study 1.7 Organization of the study .3 CHAPTER 2: LITERATURE REVIEW .4 2.1 The definitions of presentation 2.2 The importance of presentation .5 2.3 Purposes of students’ presentations .8 2.3.1 Advocacy/persuasion 2.3.2 Teaching and learning 2.2.3 Informing .9 2.3.4 Inspiration or motivation 2.2.5 Assessment 2.4 What makes a good presentation? .10 2.5 Steps in making a presentation 12 2.6.1 Preparation 13 2.6.2 Linguistic knowledge 14 2.6.3 Presentation skills .15 2.6.4 Psychological factors 16 CHAPTER 3: RESEARCH FINDINGS 18 3.1 Students’ opinions of making presentations .18 3.1.1 Students' frequency of making presentations in class .18 3.1.2 Students’ attitudes towards making presentations .19 3.1.3 Student s’ views on the importance of presentations 20 3.2 Students’ performance before, during and after making a presentation 20 3.2.1 Students’ performance before making a presentation .20 3.2.2 Students’ performance during a presentation 21 3.3 Students’ problems in making English presentations 22 3.3 Observation results .26 4.1 Recommendations and suggestions for first-year English-majored to make a good presentation 27 4.1.1 Preparing the presentation 27 4.1.2 Giving the presentation .29 4.1.3 Finishing the presentation 30 4.2 Things needed to avoid when making a presentation 31 CONCLUSION 32 REFERENCES .vi APPENDIX vii LIST OF TABLES AND FIGURES Chart 3.1: Students’ frequency of making presentations 18 Chart 3.2: Students' attitudes towards making presentations 19 Chart 3.3: Students’ views on the importance of presentations .20 Chart 3.4: Students’ preparation before presentations 20 Chart 3.5: Presenters’ interaction with listeners .21 Chart 3.6: Things presenter looked at when presenting 22 Chart 3.7: Do you often have difficulties in making a presentation? 23 Chart 3.8: Students' difficulties in making presentations 24 Chart 3.9: Audience’s activities during presentations 25 CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale In recent years, there has been a growing recognition that English is well on its way to become a dominant global language With the trend of globalization and internationalization, an increasing number of people have chosen to use English as a second language for communication and discussion in various aspects of life such as business, politics, culture, news and so on Therefore, for many people, improving four English skills is a good way to remove communication barriers and exchange essential information Generally, among English skills, speaking is not the most but very crucial skills showing the users’ English capability Particularly in speaking skills, making a presentation is considered as one of the most important However, most Vietnamese people find it so difficult to gain success in presenting English majors, who are regarded as active and gritty ones still encounter this difficulty, particularly when they use English as a second language to express their ideas As a senior student of English Faculty at Thuongmai University, I realized that many students still have difficulties in making presentation, especially the freshmen In order to help them overcome the problem, I am pleased to carry out study: “Problems in making English presentations of first-year English majors in Faculty of English, Thuongmai University” and propose some suggested solutions 1.2 Previous studies There have been many research studies carried out relating to the problems in making an English presentation in the world and also in Vietnam Some noticeable ones are described as follows: Firstly, the research “Kỹ thuyết trình Tiếng Anh sinh viên năm thứ khoa Tiếng Anh, Trường Đại học ngoại ngữ, Đại học Đà Nẵng - Thực trạng giải pháp” was carried out by Nguyen Thi Phuong Huyen, was published in 2008 This study aims to understand the difficulties of students when making a presentation so that they can find out the solutions to further improve presentation skills for students to meet needs in studying and job According to the author, in fact, most students make mistakes in structure, design and use of slide; have lack of body language and vocabulary when making presentations Besides, students are not confident enough when presenting in public Secondly, the research “The essential ingredients of a presentation” done by Siddons, was published in 2008 This research aims to study three essential ingredients of a presentation: the audience, the presenter and the presentation itself The result of this research showed that it is important to prepare the presentation in advance to get the best results There are a lot of presentations failed because they are not rehearsed properly, or they are never rehearsed at all The author claimed that the presenter should not only prepare the materials well but also be well prepared to practice in order to master the presentation in the most effective way Finally, the research “Improving presentation skills among business students” done by Michael, was published on January 2007 The author said that use of appropriate activities for presentation skills can be a good strategy to help presenters release from stress Furthermore, the freedom of topic choice makes them comfortable, confident to speak as well as give opinion 1.3 Aims of the study It is undeniable that presentation skills is one of the extremely important skills that help students advance further in study and work Therefore, the study aims to investigate problems that freshmen of English Faculty at Thuongmai University have when they make presentations and find out appropriate techniques for students to enhance their presentation skills and give them some suggested solutions to better communication as well 1.4 Research subjects Based on the rationale and the aims of the issue, the research subjects of this study is the problems in making English presentations of first-year English majors at Thuongmai University And then, from these difficulties, some recommendations will be brought out to help them in English presentation improvement process 1.5 Research methodology This study is carried out based on the combination between qualitative research methods and questionnaire survey, including observation Through the results of these research methods, the problems in making English presentations of the freshmen of English Faculty at Thuongmai University can be found out After analyzing the information and data collected, the difficulties and obstacles which prevent these students from giving a good English presentation will be discovered In this study, the following questions will be investigated: - How often students make an English presentation? - What causes obstacles for students when presenting in English? - How can they overcome those difficulties and improve English presentation skills? 1.6 Scope of the study This study focuses on researching and analyzing the problems in making English presentations of first-year English-majored students at the Thuongmai University by using data collected through survey questionnaire and direct observation The questionnaire is designed with 11 multiple choice questions, relating to several aspects in making English presentations of students and it was sent to a hundred of freshmen of English Faculty at Thuongmai University to collect data and information from their learning and practicing process The results of this study may be limited to students participated in the research and information finding process However, it can be used as a resource for students who are interested in presentation and improving their English presentation skills 1.7 Organization of the study - Chapter 1: Overview of the study This chapter consists of rationale, previous studies, aims of the study, research subjects, scope of the study, research methodology and organization of the study - Chapter 2: Literature review This chapter presents an overview of theories, concepts related to the study It consists of definitions of presentation, importance of presentation, purposes of students’ presentation, what makes a good presentation, steps in making a presentation and difficulties in presentation - Chapter 3: Research findings This chapter consists of collected results from the questionaire and observation leading to detailed analysis Chapter 4: Recommendations and suggestions This chapter consists of recommendations and suggesstions to make more effective presentations CHAPTER 2: LITERATURE REVIEW 2.1 The definitions of presentation To make an effective presentation, the first thing we should understand is what a presentation is The definition of presentation has been debated for decades by many experts and scholars; therefore, some theories of the definition of presentation are presented in this part of the study According to Wikipedia, a presentation is “the process of presenting a topic to an audience” It is typically a demonstration, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, or to build good will or to present a new idea or product The term can also be used for a formal or ritualized introduction or offering, as with the presentation of a debutante Presentations in certain formats are also known as keynote address Another widely accepted definition of a presentation is “Presentation is the process of showing and explaining the content of a topic to an audience or a group of audiences It is often used to assess student learning in individual or group research projects In recent times, presentation is no longer just about oral presentation but also visuals Paper, white board or PowerPoint presentation are sample tools to aid the visual part of the presentation Peer and tutor assessment can be used as part of the grading process, this would allow open-mindedness particularly if the topic or presentation style generates subjective opinions or different views.” (https://ar.cetl.hku.hk/am_presentations.htm) Morrissey and Sechrest (1987:2) claimed that a presentation involves the preparation and delivery of critical subject matter in a logical and condensed form, leading to effective communication Besides, it can be understood that “A presentation is a means of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team It can also be used as a broad term that encompasses other ‘speaking engagements’ such as making a speech at a wedding, or getting a point across in a video conference A presentation requires you to get a message across to the listeners and will often contain a 'persuasive' figures show that the number of students who interacted with audiences is not much, although interaction plays an important part in presentation process Chart 3.6: Things presenter looked at when presenting The received results are as follows: 23% and 27% of the students usually had a habit of looking at the audience and slides during the presentation 11% of the students looked outside and 6% looked at teacher The number of students who looked at ceiling and ground during the presentation is 19% and 14% respectively From the numbers above we can deduce that, when the students make presentations, they usually have the habit of choosing any fixed point and only look at it until the end of the presentation Usually, people who looked at ceiling or looked outside are anxious and not confident with their presentations Those who just focussed on the slides to present showed the lack of interaction with listeners Those who just gave presentations and looked at the audience are the ones who showed up their confidences 3.3 Students’ problems in making English presentations In this part, questions 6, 7, 10 show the difficulties in making presentations of the freshmen Firstly, for question 6: “Do you often have difficulties in making a presentation?” the results are as follows: 21 Chart 3.7: Do you often have difficulties in making a presentation? Chart 3.7 shows that 60% of the students sometimes encounter difficulties when making presentation in English 27.5% of the students who chose the “always” option This shows that although they chose to learn English as their major, they suffered from some difficulties in making English presentations However, 12.5% of the rest of surveyed students did not have problems when presenting This is a not big number but it proves that they were confident in what they had prepared and were willing to present to everyone The reason may be from personal factors such as good preparation 22 Chart 3.8: Students' difficulties in making presentations Chart 3.8 illustrates the difficulties in making English presentations of freshmen of English Faculty at Thuongmai University There are 26% of the students who had poor preparation of the material (Overcrowding text in slides, not clarifying the topic, confusing content) Although preparation is considered as the most important element in order to gain successful presentations, most students did not prepare enough Obviously, they did not spend time in learning about the topic and researching related informations; therefore, they could not clarify the topic and make clearly content Besides, they did not have rereading, editing content, adding illustrations, making speech structure leads to vague and sporadic presentation slides They also did not take time to rehearse the speech, review it back and forth so smoothly, to grasp the previous one Another common difficulty which students often make is with linguistic knowledge Since Vietnamese and English are different in many ways, students found it hard to present in English English pronunciation, vocabulary and grammar would be big challenges when presenting in English if students did not pay enough 23 attention As noted, most of students (27%) had the lack of vocabulary, used wrong grammatical structures, mispronounced the words One of the most significant difficulties that Thuongmai University’s students have to face when making English presentations is psychological factors such as fear of making mistakes and lack of self-confidence In fact, almost every student participating in this study had to struggle with this difficulty Many freshmen felt shy and not confident when giving presentations They also feel fearful of making mistakes What’s more, 12% of the students chose the “presentation skills” option which includes lack of body language, reading texts in slides, using slang or idioms, using monotone voice and inappropriate humor Chart 3.9: Audience’s activities during presentations It is no doubt that audience’ support is an essential factor for speakers The audiences just need to listen to the presentation from the beginning to the end and then give the students some contributions That will make the presenters more motivatied to express their ideas However, as noticed from the chart, most listeners did their own work rather than listen or support the presentation Meanwhile, the number of students who listened to presentation and supported only accounts for 30% 24 3.3 Observation results Class observations were carried out to see how students really performed and what are the problems they encountered when presenting English? However, because of the disease, I cannot attend any presentation in class, I just base on my memory when I was freshman of English Faculty at Thuongmai University According to observing, the following difficulties are the most common ones in the classes: • Before presenting: The students spent too much time to learn by heart the content instead of focusing on performance The freshmen of classes showed their lack of selfconfidence and anxiety about their presentations Some people practice until the lesson started • During the presentation: When I was allowed to observe the freshmen's performance by the teacher, I realized that it was boring Presenters only focused on the words to deliver the content of the topic and sometimes they only read texts on their slides instead of presenting Therefore, they not attract the audiences’ attention Additionally, in the design of Power Point, there were too many words lack of images The text on it did not focus on the main points of the topic It made difficulty for audiences to follow the presentation • After presentation: After the presentation, normally, teachers would give some questions for the group presentation However, very few questions were asked between the audience and the presenter to discuss This is a limitation for students because the discussion about the questions which were related to the subject will help them to gain a deeper insight It is undeniable that ability to presenting well is an important skill for any student attending university In addition, possessing excellent presentation skills are highly valued in the workplace However, if there is too much problems in making presentations, it is not good Therefore, there should be some suggested solutions to 25 help learners to overcome difficulties when making presentations as well as gain more experience and knowledge for a good presentation This last chapter will be divided into four main parts Firstly, the things we need to before, during and after the presentation Secondly, I will give some notes needed to avoid when making a presentation Finally, I will share some suggestions for students to overcome common mistakes 4.1 Recommendations and suggestions for first-year English-majored to make a good presentation 4.1.1 Preparing the presentation First of all, freshmen of English faculty should clarify and understand the topic because it can help them identify a correct solution that leads to the convenience of the presentation On the contrary, if they not understand the topic and determine a wrong direction, this will make the audience to lose faith in what they are speaking Secondly, freshmen of English faculty should practice more often According to Djuddah, "giving an excellent presentation is all about the preparation that goes into it, and this theme applies to every single aspect you include in your presentation." Therefore, from my perspective, they should prepare from the smallest things to the biggest things On preparing a presentation, apart from preparing the content, the slides, the first-year students need to pay attention to seek related information, the way to start presentation to attract the audience or what they should say to end the presentation impressively Besides, the students should write down main points and try to practice to present more effectively Whether the freshmen of English faculty are an expert or an amateur, they can never practice too much Even the most experienced speakers need to rehearse before each presentation Holiday (2007) suggests that the presenter should rehearse the speech By practicing, the speaker can polish the presentation Jordan (1997) states that repetition can help develop confidence and fluency Thus, rehearsal is a useful technique in preparing for an oral presentation The most natural way to present in English may be through talking Students should practice presentations in front of that big mirror That’s because rehearsing in front of a mirror is one of the 26 oldest tips in public speaking that is still one of the best things they can to improve their presentation style Besides, it can practice more and more in front of others After that, getting feedback and adjust the materials and techniques accordingly Thirdly, when it comes to presentation skill, it is better that students pay more attention to pronunciation, word stress and intonation Some English speakers can be easily misunderstood when pronouncing words incorrectly This can also lead to some very confusing miscommunications That’s why it’s important to identify and fix common pronunciation mistakes Stress is also important when presenting in English because a word can entirely change meaning depending on where you put the stress In some case, the word stress not only changes the meaning of the word but also the part of speech (noun versus verb) What’s more, intonation plays a vital part in making a good presentation It involves the rise and fall of your voice when speaking in full sentences Incorrect intonation can change the meaning of a sentence or just sound very strange to listeners It’s especially important for conveying feelings or adding nuance to sentences Therefore, master English intonation can help students present natural and keep listeners focused on the presentation There are many sources that students can learn from: media (newspaper, magazine, news, radio, etc.), watching movies or listening to music While learning from these things above, students should try to repeat words, phrases and sentences; they can imitate the accent of the native speakers in order to improve the effectiveness of their presentations It is no doubt that poor vocabulary may be a big problem in making a presentation Therefore, the freshmen of English faculty should prepare all necessary vocabulary for the topic, keep a mini dictionary beside to check difficult words anytime, read more books and surf internet to get enough information about the topic and get enough vocabulary also and try to guess or paraphrase words basing on the certain context Furthermore, students should focus on their audience’s needs Djuddah said that when you are preparing your presentation, there is one thing you should always keep in the back of your mind: the audience Each presentation has its own purpose 27 It is to convey to the audience about something It is essential to know who the audience will be Different audiences have different needs and different audiences may need different communicative approaches When preparing the presentation, students always need to bear in mind what the audience needs and wants to know, not what students can tell them Knowing this information will help the freshmen decide what content to include in presentation If the freshmen are unsure of the answer to one of these questions, they may not know what should be included in the presentation Lastly, slide design is also an important part of the presentation Because those are the bases we look at to present more smoothly However, one criterion we must remember is: not put everything from word files as well as images, tables and charts if it is not talked about Slides should be the sideshow to you, the presenter A good set of slides should be no use without the presenter, and they should definitely contain less, rather than more, information, expressed simply This will make the audience not feel bored and want to listen to the presentation 4.1.2 Giving the presentation Firstly, freshmen of English faculty should be more confident Confident is the first priority element to make an effective oral presentation Even though the freshmen of English faculty has a good structure, various vocabulary and excellent pronunciation they cannot control themselves, they become confuse and nervous, then all what they well prepared will immediately disappear in their mind and they cannot say anything In order to help freshmen beome more confident in the presentation, I found out some techniques: - Relax and practice some deep breathing techniques before the presentation - Prepare well all things related to the presentation such as vocabulary, pronunciation, structure, etc These things will help the freshmen of English faculty more confident because all information and elements for their success presentation are available - Check out the room first; check out the space, the equipment, the light to make sure that nothing suddenly happen which can make the freshmen of English faculty confuse and lack of confidence 28 - Concentrate on the message - Begin with a slow, well-prepared introduction, deliver a persuasive body, have a confident and clear conclusion To sum up, the most important and effective way to overcome lack of confidence is having a good preparation and practicing Secondly, one way to make the presentation memorable and interesting is to interact with audience Students should make eye contact with audience, not stare at one particular person, but section up the room and make eye contact with someone in each section on a rotational basis They can also ask questions of audience and take questions during their presentation This will make it more of a conversation and therefore more interesting What’ more, it has been estimated that more than three quarters of communication is non-verbal It means that the body language is crucial to showing the message across The freshmen of English faculty should try to use body language effectively to get support from listeners instead of just standing in one place and reading the slide Besides, students should talk more slowly One of the most frequent things that students to sabotage their own presentation is talking way too quickly and so many students make this mistake They get nervous and they whip through their presentation, leaving the audience gasping at the tidal wave of information Therefore, they can find a friend in the class, arrange with him or her beforehand that he or she will let them know with a signal whether they are talking too quickly Look over his or her way occasionally and check their progress If they find that they are running out of time and they have not finished, simply drop or summarize their leftover material 4.1.3 Finishing the presentation After having finished the presentation, freshmen need to reiterate most important points and make sure the listener knows why they should care about the topic They need to make it clear what the listeners now know and why it is important that they have this new information Students can conclude with examples or stories about your main point and take home message Besides, 29 freshmen should not forget to smile with the audience and thank them for listening to the presentation After that, ask if they have any questions or any tips to make the presentation more completed In addition, first-year student of English faculty can also make the atmosphere more comfortable by opening a song or a comedy video It will make the audiences feel relaxed after a stressful lesson and remember the presentation longer 4.2 Things needed to avoid when making a presentation There are some things that the freshmen of English faculty should not in their presentations such as: - Do not put both hands in pockets for long period of time This tends to make the freshmen of English faculty unprofessional and impolite - Do not lean on the podium or table It shows that the freshmen are weak or nervous - Do not point the finger at the audience - Do not walk around too much because it may distract the audience - Do not let interruptions disrupt composure - Do not rush, or talk deliberately slowly Be natural – although not conversational - Do not face the display screen behind Talk to the audience, not visual aids - Do not read straight from handouts if have Because the audience does not know is they should read along with the freshmen of English faculty or listen to they read 30 CONCLUSION In summary, we can reaffirm that English language is a powerful tool for communication It is a global language that people of different languages use to communicate and engage in business and other fields It also provides access to much of the world’s knowledge Thus, having a good command of the language is likely to bring many advantages because it allows one to communicate with people around the world and have first-hand access to the latest knowledge Moreover, English is used as the medium of communication in many international conferences (Nunan, 2003) Therefore, students in tertiary education have an increasing chance to use English as their working 13 language, either in graduate seminars or in conferences They are required to read books, journal articles that are written in English and use English as a tool for scholarly discussion in classrooms or in conferences More importantly, the English learners, in general, need to improve their capabilities in speaking English language and communicating orally with others English majors want to develop their speaking skill and academic oral presentations abilities, but they are encountering many difficulties The purpose of this study is to identify difficulties that the freshmen of English faculty at TMU encountered in giving English presentations I hoped that the results of the study may help the freshmen of English faculty in developing their abilities in giving academic oral presentations and as a result, they will particularly improve their speaking skill as well as academic achievement in general 31 REFERENCES Bums, A & Joyce, H (1997), Focus on speaking, Sydney: National Center for English Language Research A student’s guide to presentation: Making your pesentation count Benjamin, James & Raymie, E.M (1994), Business and Professional Communication, Harper Collins, New York APPENDIX SURVEY QUESTIONNAIRE How often you make English presentations in class? o Always o Usually o Sometimes o Rarely/ Almost never o Never Are you interested in making English presentations? o Extremely interested o Interested o Normal o Uninterested o Extremely uninterested Do you think presentation is important? o Important o Normal o Unimportant From your perspective, which is the most important factor to make a good presentation? o Content o Structure o Pronunciation o Body language o Grammar o Fluency o All of above o What you often to prapare for your presentations? o Do nothing o Learn by heart the content o Seek some related information o Practice Do you often having difficulties in making a presentation? o Always o Sometimes o Seldom o Never What are your difficulties when making a presentation? o Lack of preparation o Inappropriate humor o Inappropriate clothes o No interaction with the audience o Overcrowing text in power point o Using monotone voice o Mispronunciation o Using slang of idioms o Not clarifying the topic o Confusing content o Reading text in Power Point o Lack of self-confidence o Forgetting information o Lack of body language o Fluency o Fear of making mistakes o Others: …………………………… Do you often interact with listeners when presenting? o Always o Sometimes o Seldom o Never What you often look at when presenting? o Audience o Outside o Ceiling o Power Point o Teacher o Ground What audiences when you are presenting? o Supporting o Listening o Talking o Sleeping o Using their mobile phone o Others: ………………… 10 What should be done to improve presentation skill? o Spending time on preparing o Avoiding inappropriate humor and clothes o Interacting with audiences o Using short and clear text in Power Point o Try to speak fluency o Practice more to pronunciate correctly o Using body language flexibly o Avoiding using slang or idioms o Clarifying the topic o Avoiding reading text in Power Point o Confidence o Others:………………… ... the problem, I am pleased to carry out study: ? ?Problems in making English presentations of first- year English majors in Faculty of English, Thuongmai University? ?? and propose some suggested solutions... following results: 3.1 Students’ opinions of making presentations 3.1.1 Students' frequency of making presentations in class Chart 3.1: Students’ frequency of making presentations As can be shown in. .. the results of these research methods, the problems in making English presentations of the freshmen of English Faculty at Thuongmai University can be found out After analyzing the information