An exploratory study of tourism students oral presentation skills challenges and solutions

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DINH THI HUONG AN EXPLORATORY STUDY OF TOURISM STUDENTS’ ORAL PRESENTATION SKILLS: CHALLENGES AND SOLUTIONS MASTER‘S THESIS IN EDUCATION NGHỆ AN - 2016 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY DINH THI HUONG AN EXPLORATORY STUDY OF TOURISM STUDENTS’ ORAL PRESENTATION SKILLS: CHALLENGES AND SOLUTIONS Major: Teaching English to speakers of Other languages (TESOL) Code: 60140111 MASTER‘S THESIS IN EDUCATION Supervisor: NGƠ ĐÌNH PHƯƠNG, Assoc Prof Dr NGHỆ AN - 2016 STATEMENT OF AUTHORSHIP I here certify that this thesis entitled “ An exploratory study of Tourism students’ oral presentation skills: challenges and solutions” is the result of my own research The data and findings discussed in the thesis are true and have not been published elsewhere Researcher Dinh Thi Huong i ACKNOWLEDGEMENT For the completion of this thesis, I have received great assistance and support from my teachers, colleagues, students and my family First and Foremost, I would like to express my sincerest gratitude to my supervisor Assoc.Prof, Dr Ngo Dinh Phuong for the continuous support of my M.A study and research, for his patience, motivation, enthusiasm, and immense knowledge His guidance helped me in all the time of research and writing of this thesis Without his support, this thesis would not have been possible I am also indebted to all teachers at Nghe An College of Culture and Arts who have been a constant source of enthusiasm and great cooperation not only in this thesis project but also during two years of my Master program A special thanks goes to 90 students at Nghe An College of Culture and Arts for their willingness to participate in my study and their valuable input Last but not least, I owe a great debt of gratitude to my beloved family for their endless love and unconditional support through out my life and my studies ii ABSTRACT This study investigated the challenges facing students in oral presentations at Nghe An College of Culture and Arts, their strategies to overcome these challenges as well as the support teachers offered them in their learning process Questionnaires were administrated to both teachers and students in order to find the answers An exploratory factor analysis was conducted to explore the factorial structure of the questionnaire Based on the results, some challenges hindering students from having successful oral presentations were the weakness in having adequate support for ideas, having knowledge of topic and the way to manage the time in presentation Additionally, vocal variation; the use of vocabulary and appropriate words; pronunciation, audibility and clarity were claimed as the disadvantages of many students What is more, some difficulties were investigated which prevented students from creating successful and effective oral presentations Their troubles came from their low ability in oral presentation skills which led to students' pressure of standing in front of public and performing their speech The fear of making mistakes in English speaking also came up to students It was also the reason which made students loose their confidence and had bad body language performance Also students found it hard to attract listeners' attention The results from study indicated that students had some useful strategies to overcome their problems in oral presentation However, some others seemed to be neglected Finally, an analysis of teachers' support to help students solve their problems Key words: oral presentation skills, challenges, strategies, Nghe An College of Culture and Arts iii LISTS OF ABBREVIATIONS NCCA : Nghe An College of Culture and Arts N : Number of Informants % : percent iv LISTS OF FIGURES Figure 4.1: Students’ Opinions towards Oral Presentation Skills Figure 4.2: Students’ Evaluation to Their Oral Presentation Skills Figure 4.3: Students’ Emotion When Performing Oral Presentations Figure 4.4: Students’ Responses about Topics in Learning Course Figure 4.5: Teachers’ Responses about the Importance of Oral Presentation Skills Figure 4.6: Teachers’ Responses Evaluation to Their Students' Oral Presentation skills Figure 4.7: Teachers’ Responses to Their Students' Attitude at Oral Presentation Time Figure 4.8: Teachers’ Responses to the Factors Effecting Their Students Figure 4.9: Teachers’ Motivation to Their Students v LISTS OF TABLES Table 3.1: Distribution of Teachers Participants Table 3.2: Distribution of Student Participants Table 4.1.Students' Opinions about Purposes of Oral Presentations Table 4.2 Students' Evaluation on Their Oral Presentation Skills Table 4.3 Problems Facing Students in Oral Presentations Table 4.4 Techniques Students Employed In Oral Presentations Table 4.5 Students' Responses Toward Their Teachers' Supports Table 4.6 Teachers' Responses To The Aims Of Oral Presentations Table 4.7 Teachers' Views on The Important Criteria In Accessing Students' Presentation Table 4.8 Teachers' View To The Difficulties Facing Their Students Table 4.9 The Frequency Of Teachers' Supports To Their Students vi TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii LISTS OF ABBREVIATIONS iv LISTS OF FIGURES v LISTS OF TABLES vi TABLE OF CONTENTS CHAPTER ONE INTRODUCTION 1.1 RATIONALE 1.2 AIMS OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 ORGANIZATION OF THE STUDY CHAPTER TWO THEORETICAL BACKGROUND 2.1 OVERVIEW 2.2 PRIOR RESEARCHES RELATED TO THE STUDY 2.3 ORAL COMUNICATION 2.4 ORAL PRESENTATION 10 2.5 TYPES OF ORAL PRESENTATIONS 11 2.6 ADVANTAGE OF ORAL PRESENTATIONS 11 2.7 STRUCTURE OF AN ORAL PRESENTATION 12 2.8 QUALITIES OF AN EFFECTIVE PRESENTER 13 2.9 POSSIBLE CHALLENGES FACING PRESENTERS 15 2.10 HOW ARE GOOD PRESENTERS TRAINED? 18 CHAPTER THREE 20 METHODOLOGY 20 3.1 OVERVIEW 20 3.2 RESEARCH SETTING 20 3.3 PARTICIPANTS 22 3.4 INSTRUMENTS 23 3.4.1 Questionnaire Survey 23 3.4.2 Class observation 23 3.5 DATA COLLECTION 23 3.6 DATA ANALYSIS 24 3.7 RESEARCH PROCEDURES 24 CHAPTER FOUR 25 FINDINGS AND DISCUSSION 25 4.1 OVERVIEW 25 4.2 FINDINGS 25 4.2.1 Students’ Questionnaire 25 4.2.1.1 Students’ Opinions towards Oral Presentation Skills 25 4.2.1.2 Students’ Emotion and Evaluation towards Their Oral Presentation Skills 27 4.2.1.3 Students’ Responses to Their Difficulties in Oral Presentations 31 4.2.1.4 Students’ Strategies While Preparing And Giving Their Oral Presentations 35 4.2.1.5 Students’ Responses About Their Teachers' Support In Oral Presentation Skills 38 4.2.2 Teachers’ questionnaire 40 4.2.2.1 Teachers’ Opinions About The Importance Of Oral Presentation Skills To Their Students 40 4.2.2.2 Teachers’ Evaluation of Their Students' Ability And Attitude In Oral Presentations 42 4.2.2.3 Teachers’ Views To Their Students' Difficulties In Oral Presentations 43 4.2.2.4 Teachers’ Responses About Their Supports To Students In Oral Presentation Skills 46 4.2.3 Classroom observation 49 4.3 DISCUSSION 50 CHAPTER FIVE 61 How often you apply these techniques in your English oral presentations? Techniques Not at all Practicing a lot before my presentations Getting advice from instructors before my presentations Coming early before my presentations Looking presentable Deep breathing and smiling before the presentations Getting connection with listeners Making smart emphasis in my presentations Actively attracting and interacting with listeners Creating logical presentation 10 Welcoming interruption 11 Having a strong finish 12 Spending some relaxing moments during the presentation 13 Preparing for bad situations 14 Joining training program 15 Joining English speaking clubs Rarely Sometimes Often Very often What kind of support does your teacher often offer to help you improve your skills in oral presentations? Teacher's Support Never Rarely Sometimes Often Very often Organizing oral presentations in pairs or groups Holding seminars about oral presentation skills Demonstrating the skills of using equipments Providing criteria for a good presentations Requiring peer assessment after presentations Giving feedback to your presentations Creating a supportive learning atmosphere Giving you useful advice while you prepare for your presentation Evaluating your performance 10 Helping you to conquer the fear of making grammatical or pronunciation errors 11 Helping you to learn from your friends' and your mistakes from previous presentations Teache Appendix I: Questionnaire for Students (Vietnamese version) PHIẾU ĐIỀU TRA Bảng câu hỏi nhằm mục đích tìm hiểu ý kiến sinh viên khoa du lịch thách thức vấn đề có ảnh hưởng đến trình học kĩ diễn thuyết lời Tiếng Anh Đồng thời, chúng tơi tìm kiếm câu trả lời chiến lược sinh viên sử dụng hỗ trợ giáo viên nhằm nâng cao kĩ cho sinh viên Câu trả lời bạn quan trọng thành công đề tài nghiên cứu Vì mong hợp tác bạn! Hãy đánh dấu (√) vào phương án cho ý kiến mở cuối số câu hỏi ……………………………………………………………………………………… I Thông tin cá nhân sinh viên - Giới tính: Nam Nữ - Tuổi: ……………………… - Thời gian bạn học Tiếng Anh: .tháng/năm II Kinh nghiệm sinh viên việc học kĩ diễn thuyết Tiếng Anh (Ở số câu hỏi bạn chọn nhiều phương án phù hợp) Bạn nghĩ tầm quan trọng kĩ diễn thuyết Tiếng Anh? a Rất quan trọng b Quan trọng c Không quan trọng c Hồn tồn khơng quan trọng d Khơng có ý kiến Mức độ đồng ý bạn mục đích diễn thuyết Tiếng Anh liệt kê đây? Hãy cho điểm từ đến ( 1= khơng đồng ý tí nào, = hồn tồn đồng ý) Mục đích diễn thuyết Tiếng Anh Nhằm cải thiện kĩ nói Nhằm cải thiện mơn Tiếng Anh Để diễn thuyết tốt trước đám đông Để học cách tranh luận Để nói Tiếng Anh tự tin Để học ngôn ngữ diễn thuyết Nhằm chế ngự sợ hãi đứng trước đám đơng Nhằm học kĩ có ích cho công việc Nhằm cải thiện kĩ tổ chức 10 Nhằm cải thiện kĩ làm việc nhóm 11 Ý kiến khác Kĩ diễn thuyết Tiếng Anh bạn nào? a Rất tốt b Tốt c Trung Bình d Tệ e Rất tệ Bạn cảm thấy diễn thuyết Tiếng Anh trước lớp học đám đơng a Thích thú tự tin b Hào hứng vui vẻ c Sợ hãi căng thẳng d Bối rối không thoải mái Bạn đánh giá kĩ diễn thuyết Tiếng Anh nào? Hãy đánh dấu vào cột phù hợp Thiết kế Nội dung (45%) Kém Tốt Trung Bình Phần mở đầu phù hợp Luận điểm rõ ràng Thiết kế diễn thuyết Diễn giải phù hợp cho ý ( điểm 10 Phần kết phù hợp Dụng cụ trực quan (phù hợp hiệu Kiến thức chủ đề Phân phối thời gian Ngoại hình, trang nhã chỉnh tề Dáng điệu, cử di chuyển Giao tiếp mắt Sự biến đổi phát âm Sự chuẩn bị kiến thức ngữ liệu Độ hiệu phương pháp truyền Từ vựng việc sử dụng từ phù hợp Tránh sử dụng từ gây xao lãng nhân đôi ) quả) Bộ dạng (15%) Sự truyền tải kiến thức ngữ pháp (40%) tải Uh, Like, vv Phát âm,, độ nghe rõ rõ ràng Ngữ pháp ( điểm nhân đôi ) 10 Bạn nghĩ chủ đề bạn học giáo trình " Tiếng Anh du lịch"? Chán Thú vị Khó Dễ Phù hợp với sinh viên Không phù hợp với sinh viên Đa dạng Ý kiến khác:……………………………………………………………… Các vấn đề diễn thuyết Tiếng Anh với thân bạn? Các yếu tố cá nhân Sự lo lắng thiếu tự tin Sự lo lắng thiếu kiến thức chuyên nghành du lịch Sự lo lắng khả nói Tiếng Anh Sự căng thẳng trước trình bày cho dù chuẩn bị kĩ Các vấn đề khác: …………………………………………… Yếu tố kĩ diễn thuyết Năng lực việc sử dụng công nghệ hỗ trợ diễn thuyết Diễn đạt ngôn ngữ thể Thiếu kĩ kiểm sốt thời gian Độ trơi chảy phát âm diễn thuyết Tiếng Anh Các vấn đề khác: …………………………………………………… Các yếu tố từ người nghe người hướng dẫn Khó khăn thu hút ý người nghe 10 Sự tác động phản ứng người nghe tới diễn thuyết 11 Sự tác động việc ngắt lời câu hỏi phê bình giáo viên 12 Thiếu phản hồi đánh giá hữu ích từ giáo viên Các vấn đề khác: …………………………………………………… Bạn thường xuyên ứng dụng kĩ thuật việc diễn thuyết Tiếng Anh Các kĩ thuật Không Hiếm Thỉnh Thường Rất ứng thoảng xuyên thường dụng Luyện tập nhiều trước diễn thuyết Tìm kiếm lời khuyên từ giáo viên trước diễn thuyết Đến sớm trước diễn thuyết Chỉn chu chỉnh tề Hít thở sâu mỉm cười trước bước vào diễn thuyết Tạo kết nối với người nghe Tạo điểm nhấn thơng minh thuyết trình Chủ động lôi tương tác với người nghe Có thuyết trình lơ gic 10 Tiếp nhận việc bị ngắt lời 11 Có phần kết thúc tốt 12 Dành đôi phút dừng lời thuyết trình 13 Chuẩn bị sẵn sàng cho tình xấu 14 Tham gia chương trình tập huấn kĩ thuyết trình Tiếng Anh 15 Tham gia câu lạc nói Tiếng Anh xuyên Giáo viên bạn thường xuyên có hỗ trợ nhằm giúp bạn cải thiện kĩ thuyết trình Tiếng Anh? Sự hỗ trợ giáo viên Không Hiếm Thỉnh Thường bao thoảng xuyên Tạo diễn thuyết theo cặp nhóm Tổ chức chuyên đề kĩ thuyết trình Tiếng Anh Minh họa kĩ sử dụng trang thiết bị Cung cấp tiêu chí thuyết trình tốt u cầu đánh giá người học thuyết trình người khác Đưa phản hồi cho phần thuyết trình bạn Tạo mơi trường học mang tính khích lệ Cho bạn lời khuyên hữu ích bạn chuẩn bị cho thuyết trình Đánh giá thuyết trình bạn 10 Giúp bạn chế ngự nỗi sợ lỗi ngữ pháp lỗi phát âm 11 Giúp bạn học hỏi từ lỗi mắc phải bạn bè từ thuyết trình trước Rất Teachers' sup thường xuyên APPENDIX II: QUESTIONNNAIRE FOR TEACHERS This questionnaire is designed to seek for the information of students' difficulties in oral presentation at Nghe An College of Culture and Arts The answer will be used as important data for the research not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your cooperation! Please put a tick (√) on the answer you choose …………………………………………………………………………………… … I Teacher’s profile -Your qualification: BA MA Ph.D - Years of teaching: < years 5-10 years > 10 years II Questionnaires How important you think English oral presentation skills are to your tourism students? Very unimportant Unimportant Neutral Important Very important How strongly you agree with the purposes of oral presentation listed to your students? Give the score of to (1 = not at all, and = completely) Purposes of oral presentation to improve their speaking to improve their English to make them better in front of people to teach them how to debate to increase their confidence to teach them presentation language to give them a grade to give them useful job skills to improve their organizing skills 10 to improve their group work skills Others : ……………………………………………… What level you mark for your students at oral presentation skills? a Very good b Good c Medium d Bad e Very bad Which statements can describe your students in oral presentation time?  They are excited to express their ideas They are dynamic and confident They are shy to speak in front of class They are stressful standing in front of crowd They sit in silent and seem not to be cooperated They have poor concentration on their friend's presentation In your opinion what is the most important criteria for accessing students' oral presentation? Arrange them into number from ( most important) to (least important) Criteria Knowing well the topic of the presentation Self-confidence well organization of ideas Clarity of voice Fluency Good style of presentation Professional use of visual aids Be responsive to audience What difficulties you think your students encounter in oral presentations? (You may circle more than one) Low level of English speaking skills Lack of specialized knowledge of tourism Bad lay-out and presentation structure in the preparation stage Lack of confidence Lack of opportunities to practice after the class time Bad body language performance Lack of time management skill in oral presentation Poor oral fluency and pronunciation during oral presentation Difficult topics in the course book “English for Tourism” Poor competence in using technology Lack of feedback and assessment from the teacher(s) In your opinion, What factors may have bad effect to your students' performance in oral presentations? Personal Traits Factors Oral Presentation Skills Factors Audience Factors Instructor Factors What you often to motivate your students in oral presentations? Encouraging students to express their ideas Being patient to correct their mistakes in speaking Giving useful feedback after their presentations Creating interesting learning atmosphere for students to speak Offering help to students whenever they need Caring for the weak students and suggest them to easier tasks Other things …………………………………………………………… How often you offer the supports below to your students? Teacher's Support Never Rarely Somet imes Organizing oral presentations in pairs or groups Holding seminars about oral presentation skills Demonstrating the skills of using equipments Providing criteria for a good presentations Requiring peer assessment after presentations Giving feedback to your presentations Creating a supportive learning atmosphere Giving you useful advice while you prepare for your presentation Evaluating your performance 10 Helping you to conquer the fear of making grammatical or pronunciation errors 11 Helping you to learn from your friends' and your mistakes from previous presentations Often Very often Teacher ... definitions and concepts concerned with oral communication, oral presentation skills, types of oral presentation, advantages of oral presentations, structure of an oral presentation, qualities of an effective... presentation, types of oral presentation, advantages of an oral presentation, structure of an oral presentation, qualities of an effective presenter, possible challenges facing presenters and how are... to oral communication, oral presentation skills, types of oral presentations, structure of an oral presentation, qualities of an effective presenter, possible challenges facing presenters and