A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions

A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions. A study on oral presentation difficulties encountered by firstyear Englishmajored students at Thuongmai University and some suggested solutions.

THUONGMAI UNIVERSITY ENGLISH FACULTY GRADUATION PAPER TOPIC: A STUDY ON ORAL PRESENTATION DIFFICULTIES ENCOUNTERED BY FIRST-YEAR ENGLISH-MAJORED STUDENTS AT THUONGMAI UNIVERSITY AND SOME SUGGESTED SOLUTIONS HANOI - 2021 ABSTRACT Oral presentation has become an important part of language teaching to increase student’s awareness of communication skills, especially in the university environment The effective oral presentation will enable students to function successfully in the future professional surrounding, and prepare them for their possible further academic career Because of this reason, designing an effective oral presentation has become more and more critical to Vietnamese students Therefore, students’ presentations become an important element in delivering positive learning experiences They are an integral part of almost every professional environment, as professionals need to communicate with other professionals at meetings, seminars, conferences However, it is not easy for first-year Englishmajored students to make an effective oral presentation This descriptive study aimed to explore the difficulties that first-year English-majored students at Thuongmai University might encounter when giving presentations in the classroom setting and some suggested solutions The study has been conducted in the form of survey research, with the informants of ninety three first-year English-majored students at Thuongmai University The study reveals that the students’ low language proficiency including unclear pronunciation, their bad voice quality, lack of confidence all made it difficult for them to be understood For those reasons, the study recommends some solutions to improve the students’ presentation skills ACKNOWLEDGEMENTS This Graduation Paper would not have been accomplished without the guidance and help of some people, who in one way or another, contributed and extended their valuable assistance in the preparation and completion of this study During the process of completing this graduation paper, I have faced many problems However, with the great help, assistance and encouragement from these people who are teachers, family and friends; I have overcome these difficulties and completed this graduation paper successfully First and foremost, I would like to extend my sincere and heartfelt obligation to my supervisor, MA Pham Thi To Loan, one of the lecturers at the Faculty of Business English in Thuongmai university, whose supervision and encouragement help me a lot with managing this Graduation Paper Without her invaluable suggestions and instruction, I could not have completed the Graduation Paper Thanks to Mrs Loan’s recommendations and feedback, I was encouraged and motivated to resolve obstacles and difficulties during the process Besides, I would like to send my greatest thankfulness to all of the lecturers in the Faculty of English at Thuongmai University for their useful and invaluable lessons during my four-year study, which has been then the foundation of this study In addition, my sincere thanks are also sent to first-year English-majored students, who enthusiastically helped me complete the survey questionnaires at Thuongmai University Last but not least, I owe a debt of gratitude to my family and friends for their dedicated assistance and encouragement during the process In spite of my hardest attempt, this Graduation Paper certainly contains some mistakes due to the limitation of information resources, time, knowledge and practical experience Therefore, I look forward to receiving feedback and recommendations from readers It would be valuable luggage to help me improve my knowledge later and make the Graduation Paper more perfect Hanoi, April 15 th, 2021 Do Thi Hong Ly TABLE OF CONTENT ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENT i LIST OF ABBREVIATIONS iii LIST OF TABLE AND CHART iv CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale 1.2 Previous studies .2 1.2.1 Studies abroad .2 1.2.2 Studies in Vietnam 1.3 Aim of the study 1.4 Research subjects .4 1.5 Scope of the study 1.6 Research methodology 1.6.1 Research design 1.6.2 Research questions .5 1.6.3 Participants 1.6.4 Research instruments: 1.6.5 Procedures 1.7 Organization of the study .8 CHAPTER 2: LITERATURE REVIEW .9 2.1 Presentation .9 2.1.1 Definition of presentation .9 2.1.2 The importance of oral presentation 2.1.3 Types of presentation 11 2.1.4 Stages of presentation 14 2.2 Difficulties when making presentations 16 2.2.1 Linguistic knowledge 17 2.2.2 Presentation skills .17 2.2.3 Psychological factors 18 CHAPTER 3: RESEARCH FINDINGS 20 3.1 Results of the questionnaire 20 3.1.1 General information 20 3.1.2 English usage and English level 20 3.1.3 Difficulties in preparing the presentation 24 3.1.4 Difficulties in rehearsing the presentation 26 3.1.5 Difficulties in delivering the presentation 27 3.1.6 Difficulties in using visual aids in the presentation 31 3.1.7 Causes of the difficulties in making individual presentations 32 3.1.8 Proposals for solving difficulties in making oral presentation 34 3.2 Results of the interviews .36 3.2.1 Difficulties in preparing the presentation 36 3.2.2 Difficulties in rehearsing the presentation 37 3.2.3 Difficulties in delivering the presentation 38 3.2.4 Difficulties in using visual aids 39 3.3 Conclusion 39 CHAPTER 4: RECOMMENDATIONS FOR IMPROVING PRESENTATION SKILLS 41 4.1 Limitations 41 4.2 Recommendations for students 41 4.2.1 Making good speaking habits .41 4.2.2 Participating in using English activities .43 4.3 Recommendations for teachers and university 43 4.3.1 Recommendations for teachers 43 4.3.2 Recommendations for university 44 4.4 Conclusion .45 CONCLUSION 46 REFERENCES 48 APPENDIX I APPENDIX .VI APPENDIX VII LIST OF ABBREVIATIONS EFL ESL ESP MCSER PhD TOEIC English as a foreign language English as a second language English for Academic Purposes Mediterranean Journal of Social Sciences Doctor of Philosophy Test of English for International Communication LIST OF TABLE AND CHART Chart 1: The period of time the students have been studying English 20 Chart 2: Student's evaluation about presentation skills 21 Chart 3: The activities of speaking English students joined at TMU .22 Chart 4: Student’s evaluation about their English presentation level .23 Table 1: Descriptive statistics for the answers to questions about difficulties in preparing the presentation 25 Table 2: Reliability Statistics 26 Table 3: Item-Total Statistics 26 Table 4: Difficulties in rehearsing the presentation 27 Table 5: Difficulties in delivering the presentation 29 Table 6: Reliability Statistics 30 Table 7: Item-Total Statistics 31 Table 8: Difficulties in using visual aids in the presentation 32 Table 9: Difficulties in making individual presentations 33 CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale Today’s challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment” (Fallows & Steven, 2000) Employability skills include the following abilities: the retrieval and handling of information; communication and presentation; planning and problem solving; and social development and interaction, creative thinking, problem solving critical thinking, active and reflective application of knowledge (Fallows & Steven, 2000; Driscoll, 2000) To meet the demand of internationalization, students need to improve their English skills to achieve success in their future workplace Among English skills, speaking is not the most but very vital skills showing the users’ ability in English Speaking is the most popular way of communication because we use it every day In reality, large international companies often use English to communicate between offices and subsidiaries As for those people who are working, apart from using the language as a tool for oral communications, they have the desire to use it for their jobs One of the desires is to present in English As a matter of fact, giving an effective presentation requires a mastery of a broad range of skills and techniques To achieve the objective of the presentation, the presenter is supposed to master techniques of identifying the purpose, topic, theme, organization so that the audience can easily follow the talk In addition to that, the speaker’s use of intonation, articulation, stress, pacing, emphasis, etc., to get the audience’s attention and concentration is considered essential to contribute to his/her success However, for many years, the Vietnamese first-year students in general, and the first-year English-majored students at TMU in particular, have been good at using grammar correctly and fluently as well as they can speak English but can hardly present in English Especially, all students at TMU from first-year students to seniors have to make presentations at the end of subjects, many of them have never made an English oral presentation since they were in high school Therefore, when they have to give oral presentations at TMU, they seem to pay more attention to lexis and grammatical structures than presentation style and presentation skills This leads to the fact that not many first-year students after a long time learning English find themselves able to deliver a presentation successfully This study will indicate obstacles, difficulties for first-year students of the English Faculty who have just entered the university Many of them seem to lack the skills and confidence to make effective presentations They know the topics and the ideas are written down, but their presentations not go well Sometimes their audiences appear uninterested Another time their audiences might lose interest before the students have made half of the presentations or seem to be confused and embarrassed with the listeners’ questions The above-mentioned problems are the researcher’s primary concern and also the motivation for doing the thesis I would like to conduct the study in order to help first-year students of English Faculty improve their presentation skills and deliver a presentation successfully and meet the demand of society 1.2 Previous studies In language learning, the great importance has been attached to strategies of improving and developing students' oral communication skills and enhancing their oral competence That is why a growing number of linguists and institutions in the world and Vietnam the researches Before getting up to study, I will indicate some reviews about the related study “A study on oral presentation difficulties encountered by first-year English-majored students at Thuongmai University and some suggested solutions.” 1.2.1 Studies abroad The thesis with the topic “The Importance of Oral Presentations for University Students” by Sladana Zivkovic, PhD for Mediterranean Journal of Social Sciences MCSER (2014) should be mentioned the importance of designing effective oral presentations in the university environment as well as some recommendations to support students to develop better communication and presentation skills Other institutions like the University of Canberra, Ball State University are working on this field and make a substantial contribution to the development of language learners’ presentation skills Such titles as “Presenting in English” by Powell (2000), “Effective Presentations” by Comfort (1995), “The Business Communication Handbook” by Dwyer (2000), “Giving Presentations” by Ellis & O’Driscoll (1992), etc have so far caught the great attention from a significant number of readers Unquestionably, in their books and course descriptions, they give instructions to stimulate learners’ skills in making oral presentations both in theory and in practice but those experts just mainly focus on business contexts and other professional situations (see O’Driscoll & Pilbeam (1987), Dwyer (2000), Reinhart (2002)) In addition, they not touch upon the difficulties that language learners encounter when giving oral presentations in the classroom setting and the reasons why they experience such problems Furthermore, the solutions and recommendations given from those books are just drawn from a group of research subjects They are somehow based on the writers’ own observations and perceptions, so the solutions tend to be applicable for some subjects 1.2.2 Studies in Vietnam The research “Difficulties in English communication reflex of fourth-year students of English Faculty, Thuongmai University.” (2020) by Nguyen Thi Anh of English Faculty, TMU mentioned the factors and difficulties faced by the fourthyear English majors at TMU when improving communication reflex The findings pointed out that the difficulties related to the speaking and listening process as well as the lack of physical setting After that, the author suggested some main solutions to enhance their communication skills such as expanding vocabulary, participating in extracurricular activities Another thesis I would like to refer to is “Challenges to speaking skills encountered by English-majored students: A story of one Vietnamese university in the Mekong Delta” (2017) by Vo Phuong Quyen, Pham Thi My Nga and Ho Thao Nguyen School of Foreign Languages, Can Tho University The thesis focuses on the difficulties encountered by university EFL students while participating in oral classroom activities: Speaking skills The findings show that students faced both their opinion, students should practice the presentation three times orally in front of a mirror, with someone listening, or with a video or tape recorder, they can evaluate themselves: they can hear what their voice sounds like and observe their nonverbal communication Owing to practicing the presentation many times, they can decide how loudly or softly they want to speak, which parts of the presentation need to emphasize and where to pause Moreover, other listeners may help them pick up any errors in pronunciation before making a presentation in class Besides, one of the most common difficulties encountered by Englishmajored freshmen, TMU is to overcome nervousness The researcher attempts to give some helpful suggestions to help them to overcome their shyness and nervousness and gain their confidence:  Be well-prepared: The saying: “To fail to prepare is to prepare to fail” reflects the vital importance of preparation Preparation is the key to giving an effective presentation and to controlling nervousness Presenters should make an outline of the main points, before writing the presentation The main purpose of creating an outline is to develop a coherent plan of what the presenter wants to deliver After having the first draft of the speech, remember to practice the presentation many times orally in front of a mirror, with someone listening, or with a video or tape recorder If the speaker can not remember all of the content, he/she should use a piece of paper to note the main points Practice and revise the speech by reading it several times to become familiar with the main points And be willing to answer questions from the audience, which creates an active exchange between audience and speaker  Be relaxed: The presenter can choose to take a deep breath or smile at the audience, which increases his/her confidence  Interact with the audience: Ask the audience questions to increase audience participation, which will create a positive dialogue with participants where they have opportunities to share their own knowledge Besides, learning from their presentations is one of the best methods to help speakers make successful presentations They should note the evaluations from 42 teachers and other audiences in the previous to know their weak and strong points and set the targets for their next presentations 4.2.2 Participating in using English activities Taking part in using English activities and extracurricular activities are effective ways for the students who are looking for a professional environment to communicate and learn experiences from other people Choosing an appropriate environment can give students more opportunities to practice delivering presentations and improve their confidence when speaking or standing in front of a public environment There are many activities that use English such as conferences, English clubs, part-time jobs that required English or interacting with foreigners at tourist destinations Regularly contacting with English environment will improve using English ability and overcome their nervousness 4.3 Recommendations for teachers and university 4.3.1 Recommendations for teachers The teacher ought to teach students the nonverbal skills necessary for effective public speaking by defining and demonstrating for them such concepts as eye contact, gestures, stance, and facial gestures The teacher should provide students with a videotape of mistakes in making presentations Through videotaping both teachers and students can evaluate how well or badly the presenters have performed As a result, students can learn something from the presentations, namely, what they achieved and what they failed to achieve and then perform better next time In addition, building up students’ confidence is one of the best methods to help students improve their presentation skills effectively In order to help students to be effective and confident presenters, teachers should fact that presentation skills are largely developed by practice and practice will help students feel better prepared and thus more confident (Reinhart, 2002: 12) Besides, teachers had better give more opportunities for students to develop their oral communication skills in usual exercises, for example, pronunciation practice which enables learners to develop and apply their skills in a less intimidating environment such as working in pairs or groups or divide them into small groups to discuss issues before giving the final presentation to the whole class 43 It is advisable for teachers to give students regular and useful feedback The study also reveals that the issue of feedback and assessment of oral presentations was one of the main difficulties encountered by English-majored freshmen when making oral presentations Teacher should give students more praise, compliments, encouragement than criticism to build up their confidence in front of audiences It is very important to make students know that mistakes are a natural part of learning, and to ensure that they will not be criticized if they make mistakes This could make them feel confident to keep on speaking next time At the end of the speaking class, an outline of the topic should be suggested so that students can know that whether they were on the right track or not Last but not least, it is extremely important for teachers to teach their students how to be good audience members Presenters are usually nervous to stand in front of a peer group, but a receptive and warm audience can alleviate nervousness and contribute to a successful presentation To sum up, to help English-majored freshmen improve their presentation skills, teachers should improve their linguistic skills as well as nonlinguistic skills Also, they need to help the students to build their confidence, which is a key to the success of their oral presentations 4.3.2 Recommendations for university In order to help students improve their presentation skills, Thuongmai University should improve the English training program at the school Some methods such as renovating the level of ability of the class, upgrading and improving the content of the curricula and extracurricular activities and more attractive are the effective way that TMU can apply to improve the student’s English ability In addition, creating more professional communication environments for students such as conducting oral presentation-oriented testing, organizing competitions, English clubs with more professional activities are also very crucial It is suggested that oral presentation-oriented testing should be conducted formally and informally The tester needs to choose topics that the learners know something about, and the participants, therefore, are going to be able to speak about 44 with some confidence Hopefully, that recommendation can be useful for TMU to educate the next high-quality generation employees for the countries 4.4 Conclusion In this chapter, the author showed recommendations and solutions for students, teachers and university after discussing and surveying the difficulties in making an oral presentation of the English Faculty’s freshmen at Thuongmai University Because of the limitation of time and knowledge, this paper has got some shortcomings Therefore, for further studies, the researcher suggests conducting direct interviews with more students with different backgrounds and achievements in order to get more interesting techniques In addition, the author hopes that further studies can put forward more new suitable methods for the majority of students' ability 45 CONCLUSION The aim of the descriptive study is to find out the oral presentation difficulties perceived by English-majored freshmen at Thuongmai University and the potential causes of the problems as well as some solutions in order to help them to improve their presentation skills Chapter I includes rationale, aims and research subjects, scope of the study, methodology and the organization of study in hope that the reader will have an overview on this study Chapter II shows literature review which provides the basic theory and concepts such as definition and overview of presentation, the important roles and common difficulties of presentations It would help the readers to form the framework to keep research in the next chapters Chapter III is to collect and analyze data The writer has analyzed questions of the questionnaire with the help of 93 English-majored freshmen at TMU Based on that, the writer has discovered common difficulties which students often face up with The most serious problem in the preparing stage is explaining technical terms in the presentation (M= 3.78), following by difficulties in using words for their precise meaning (M = 3.62), difficulties in narrowing down the presentation topic, difficulties in selecting main points, and difficulties with searching for information The least serious problem is difficulty in using grammar (M = 3.38) In the delivery stage, there are specific difficulties identified To be specific, difficulty in pronouncing technical, unusual and foreign words is the most prominent problem of the participants because of its highest mean score (M= 4.33) Other problems belong to nervousness, worrying about questions to be asked; worrying about the teacher’s evaluations on the presentation and not using body language naturally Last but not least, two specific issues in using visual aids are indicated They are difficulties in maintaining eye contact with the audience while displaying the PowerPoint slides and using projectors (M= 3.52 and M= 3.87, respectively) 46 Chapter IV provides some recommendations to improve their presentation skills For students, they ought to set up good speaking habits, such as using the voice and controlling the nerves as well as participating in English activities and extracurricular activities to look for a professional environment to communicate and learn experiences from other people It is essential for teachers to teach students linguistic skills, nonlinguistic skills and build their confidence for effective public speaking Besides, the university should improve the English training program and as conducting oral presentation-oriented testing, organizing competitions, English clubs with more professional activities Obviously, the study might be beneficial to both teachers and students in teaching and learning speaking in general and oral presentations in particular since it helps them to learn about their weaknesses and strengths and thus identify room for improvement and further development Because of time constraints and scope of the study, mistakes are unavoidable in this study For example, as mentioned above, the questionnaire did not touch upon the teachers’ problems when teaching oral presentations The researcher hopes that this paper will be a useful source for students to write successfully 47 REFERENCES Avery, P., & Ehrlich, S (1998) Teaching American English pronunciation Oxford: Oxford University Press Bereczky, K (2007) Marking logical connection in presentations Dennis Gabor College Coombe, C., England, L & Schmidt, J (2008) Public Speaking and Presentation Skills for ELT Educators Arab World English Journal Daniels, N (2008) The speech versus the presentation: Part Cengage Learning Dudley-Evans, T., & St John, M J (1998) Developments in English for specific purposes Cambridge: Cambridge University Press Dương, T L (2009) Kỹ thuyết trình Hà Nội: University of State Economy Publisher Emden & Becker (2004) Presentation Skills for Students Red Globe Press Ellis & O’Driscoll (1992) Giving Presentations Pearson English Language Teaching Galvin, K M., Cooper, P J., & Gordon, J M (1994) The basics of speech: Learning to be a competent communicator Lincolnwood, Illinois: National Textbook Co 10 Gregory, H (2005) Public Speaking for College & Career (7th ed.) New York: McGraw-Hill 11 Holiday, M (2007) Secrets of power presentations: Overcome your fear of public speaking, build rapport and credibility with your audience, prepare and deliver a dynamic presentation New Jersey: Career Press 12 Horwitz (1986:127) Foreign Language Classroom Anxiety Wiley 13 Jeremy Comfort (1995) Effective Presentations Oxford: Oxford University Press 14 Judith Dwyer (2000).The Business Communication Handbook Pearson Higher Education 15 Lucas, S E (2004) The art of public speaking (8th ed.) New York 48 16 Le, P L (2006) Unnaturalnessin English – Vietnamese translation: causes and cures Hanoi University 17 Lewkowicz, J & Cooley, L (1998) Oral needs and difficulties of graduate students in Hong Kong Hong Kong Journal of Applied Linguistics 18 Mark Powell (2000) Presenting in English Language Teaching Publications 19 Meli Arya (2017) Students' Speaking Problems In English Presentation Tanjungpura University 20 O’Driscoll & Pilbeam (1987) Meeting and Discussions Longman English Business 21 Polsky, B (1998) Conditions for second language learning: Introduction to a general theory Oxford: Oxford University Press 22 Sladana Zivkovic (2014) The Importance of Oral Presentations for University Students Mediterranean Journal of Social Sciences MCSER 23 Tanveer (2007) Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language University of Glasgow 24 Woodrow, L & Chapman, E (2006) Second language speaking anxiety of learners of English for academic purposes in Australia The University of Western Australia Website: https://www.slideshare.net/jimaspinall3/types-of-presentations https://www.enotes.com/homework-help/what-some-major-problems-esllearners-have-wi-404872 https://123doc.net/document/563895-a-study-on-oral-presentationdifficulties-of-second-year-english-majors-of-phuong-dong-university-in-thespeaking-lessons-and-solutions.htm 49 APPENDIX The survey questionnaires Name: Class: Please answer the following question by clicking the most suitable answer for these questions I English usage and presenting ability Question 1: How long have you studied English?  Less than years  5-7 years  7-10 years  More than 10 years Question 2: What is your opinion about the importance presentation skills?  It is very important  It is important  Quite important  Not important Question 3: What is your English communication reflex level?  Bad  Average  Good  Very good II ST Label Difficulties in making presentations Statements T Strongl Disagre Scale Undecide y e d disagre e 1.1 Preparation stage ITEM1 I have difficulties in searching information for for the Agre Strongl e y agree 1.2 ITEM2 presentation I have difficulties in using words for their 1.3 ITEM3 precise meaning It is difficult for me to select main points for 1.4 ITEM4 the presentation It is difficult for me to narrow down 1.5 ITEM5 presentation topic I have difficulties with grammar (verb tenses, prepositions, nouns, etc.) in writing content 1.6 ITEM6 of the presentation I find it difficult to explain technical terms which are used in my 2.1 presentation Rehearsal stage ITEM7 I find it difficult to memorize the content of 2.2 ITEM8 presentation I not have enough time to practice delivering the 3.1 presentation in advance Delivery stage ITEM9 I often feel nervous when delivering the presentation in front of the audience I often worry about 3.2 ITEM1 3.3 questions to be asked ITEM11 I often fill in the silence with "uh", "er" or "um" when I forget what to say next or search for 3.3 3.4 3.5 ITEM1 right words I find it difficult to capture eye contact with ITEM1 the audience I worry about my teacher's evaluation on ITEM1 the presentation I have difficulties in pronunciation of difficult, unusual and 3.6 3.7 ITEM1 foreign words I cannot handle the questions of the ITEM1 audience adequately I am afraid that my audience can recognize my mistakes during the 3.8 4.1 ITEM1 presentation I can not use my hands naturally when speaking in front of the audience Visual ads ITEM1 I have difficulties in maintaining eye contact with the audience while displaying the 4.2 ITEM1 PowerPoint slides I can turn on/off a projector and connect it with the computer III STT Label Causes of the difficulties in making individual presentations Statements Strongl y Scales Disagree Undecide Agree d disagree Cause I don’t have a good Cause voice quality I lack feedback and assessment from the Cause teacher(s) My English proficiency is not Cause high enough I’m not experienced in making oral presentations to control my body Cause language I lack confidence Cause I don’t have enough preparation for my oral presentations IV Proposals for solving difficulties in making oral presentation “What you think should be done to improve your oral presentations?” Thank you for your support Strongl y Agree APPENDIX INTERVIEW QUESTIONS What difficulties you often encounter when making an oral presentation?  In the preparing stage  In the rehearsal stage  In the delivery stage  In using visual aids What is the most difficulty when making an oral presentation? APPENDIX RELIABILITY STATISTICS Reliability Statistics Cronbach's Alpha 902 ITEM1 ITEM2 ITEM3 ITEM4 ITEM5 ITEM6 ITEM7 ITEM8 ITEM9 ITEM10 ITEM11 ITEM12 ITEM13 ITEM14 ITEM15 ITEM16 ITEM17 ITEM18 ITEM19 N of Items 19 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Deleted Item Correlation Item Deleted Deleted 68.60 116.146 547 897 68.40 116.211 569 896 68.54 116.027 562 896 68.41 118.343 468 899 68.63 112.526 682 893 68.24 116.055 631 895 67.92 117.268 534 897 68.38 113.724 559 897 67.79 116.618 515 898 67.89 114.649 580 896 67.68 121.091 415 900 67.95 114.820 623 895 67.78 115.014 615 895 68.21 117.360 495 898 68.38 114.530 687 893 68.41 112.859 613 895 68.43 113.507 566 896 68.49 116.802 467 899 68.14 121.866 229 907 KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Approx ChiSquare Bartlett's Test of Sphericity df Sig Comp onent Initial Eigenvalues Total 10 11 12 13 14 15 16 17 18 19 7.135 2.263 1.507 1.280 1.042 893 738 685 595 471 452 405 375 312 233 205 191 152 067 % of Cumulative Variance % 37.550 37.550 11.910 49.461 7.931 57.391 6.734 64.126 5.482 69.608 4.701 74.309 3.886 78.195 3.607 81.802 3.134 84.936 2.479 87.415 2.378 89.793 2.131 91.923 1.976 93.899 1.643 95.542 1.227 96.768 1.078 97.846 1.003 98.849 797 99.647 353 100.000 739 642.50 171 000 Total Variance Explained Extraction Sums of Squared Rotation Sums of Squared Loadings Loadings Total % of Cumulative Total % of Cumulativ Variance % Variance e% 7.135 37.550 37.550 3.896 20.504 20.504 2.263 11.910 49.461 2.926 15.399 35.903 1.507 7.931 57.391 2.635 13.867 49.770 1.280 6.734 64.126 2.360 12.424 62.193 1.042 5.482 69.608 1.409 7.414 69.608 Extraction Method: Principal Component Analysis ... at TMU, they seem to pay more attention to lexis and grammatical structures than presentation style and presentation skills This leads to the fact that not many first-year students after a long... workplace” There are many different definitions of oral presentations The University of Adelaide, in their ? ?Oral Presentations” (2014), defined that ? ?oral presentations are a common feature of many... organization so that the audience can easily follow the talk In addition to that, the speaker’s use of intonation, articulation, stress, pacing, emphasis, etc., to get the audience’s attention and