INTRODUCTION 1.1 Rationale
Aims and objectives of the study
This study aims to explore the effectiveness of oral presentations in English classes for 11th-grade students at Do Luong 3 Upper Secondary School It has two primary objectives: to assess the impact of oral presentations on student learning and to identify best practices for integrating this method into the curriculum.
This article seeks to explore students' perceptions of oral presentations in the classroom, assess the effects of project-based learning through oral presentations on students' English performance, and offer teachers practical recommendations to effectively integrate oral presentations into their teaching strategies to enhance students' speaking skills.
Our objective is to show how project based leaning can help students enough practice to develop oral presentation skill in speaking English language.
Scope of the study
This paper explores the effectiveness of Project-Based Learning (PBL) in enhancing oral presentation skills among 11th graders at Do Luong 3 High School, focusing specifically on students' attitudes toward this teaching method Due to time constraints and the scope of the thesis, the discussion will not encompass all potential strategies for motivating students to learn English.
Significance of the study
The primary objective of this study is to enhance student performance in the classroom by implementing activities that encourage maximum student speaking opportunities We will emphasize the use and effectiveness of project-based learning throughout the courses, highlighting its role in improving students' oral presentation skills.
This study provides valuable insights for teachers on engaging students who are reluctant to practice speaking in the classroom Incorporating oral presentations in English as a Foreign Language (EFL) classes not only boosts students' confidence in public speaking but also enhances their language proficiency, addressing the common gap in speaking skills at universities Furthermore, oral presentations can be an enjoyable and refreshing alternative to traditional textbook learning for both teachers and students.
Research questions
This study attempts to answer the following questions:
1 What are the attitudes of 11th graders towards the use of Project-Based Learning?
2 Does Project-Based Learning help 11th graders to develop their oral presentation skill ? If so, to what extent?
Design of the study
The study contains four chapters:
This chapter presents the rationale, objectives, research questions, scope and organization of the study.
This chapter provides a historical overview of literature related to oral presentations, explores the concept of project-based learning (PBL), and examines the application of PBL in teaching oral presentation skills.
The subjects of the study were 40 eleventh grade students who were chosen randomly from Do Luong 3 upper secondary school during the school year
20162017 Three instruments were used to collect data for the study: An oral performance test (debate), an oral attitudes survey and a rating scale.
This chapter will outline the author's recommendations regarding the identified issues, summarize the key points discussed throughout the paper, address the study's limitations, and propose directions for future research.
This part shows major findings and discussions and offers recommendations for motivating students to do oral presentation through project based learning
That is a summary of the study in which limitations of the study and suggestions for further research are presented.
LITERATURE REVIEW 2.1 Oral presentation
Definition of oral presentation
Oral presentations are an extension of oral communication skills, allowing presenters to showcase their knowledge on a specific topic, either chosen by them or assigned by teachers Participants conduct research to gather information, prioritizing key points before delving into details According to Baker (2000), oral presentations resemble formal conversations, yet many find them challenging despite regularly engaging in dialogue As a component of spoken language, the primary goal of an oral presentation is to communicate effectively, either to inform or persuade an audience These presentations typically occur in organizational settings and are time-constrained, necessitating careful structure and the use of visual aids to enhance the delivery.
Organized and guided oral presentations provide students with valuable learning experiences and essential skills that are beneficial for ESL/EFL learners across all subjects and in their future careers Chivers and Shoolbred (2007) highlight that engaging in presentations is an excellent learning opportunity Additionally, at the conclusion of a presentation, speakers invite questions from the audience to clarify any uncertainties, ensuring a comprehensive understanding of the topic.
According to Mandal (2000, p 8), presentations are specialized speeches typically delivered in business, technical, professional, or scientific settings, where the audience possesses a higher level of expertise compared to a general speech event While both oral presentations and normal speeches fall under the category of speech, oral presentations are more structured and formal in nature.
Types of oral presentation
Understanding the style of presentation is crucial for achieving the main objectives of the talk, as highlighted by Chivers and Shoolbred (2007) This comprehension allows speakers to tailor their presentation type according to its specific aims.
The primary goal of an informative presentation is to educate the audience by conveying new information effectively Speakers utilize informative speeches to engage their listeners and provide valuable insights within a limited timeframe Such presentations may involve describing significant political events, organizing essential information, or delivering research-based reports on specific topics (Chivers, Shoolbred, 2007, p 5).
In informative presentations, speakers aim to clarify concepts, instruct audiences, demonstrate processes, or describe events within academic contexts Often, speakers select their own topics, allowing for personal engagement According to Chivers and Shoolbred (2007, p 5), such presentations are commonly utilized in various organizations, where students or employees are required to report on their progress during critical phases of a project.
In sum, the speaker’s aim of this presentation is to give the result of their research in informative way Moreover, they answer the audiences’ questions about their topic.
Persuasive speech aims to influence the audience's thoughts on a specific topic, whether assigned or selected This type of presentation encourages audience engagement, prompting reactions or discussions with the speaker As noted by Chivers and Shoolbred (2007, p 3), effective persuasive speeches require strong content delivered clearly to resonate with the audience.
To effectively engage the audience, speakers must convey confidence and, when appropriate, incorporate emotions into their delivery According to Baker (2000, p 76), persuasive communication comprises three essential elements that enhance its impact.
In a persuasive presentation, it's crucial to present a logical topic According to Tacy (2008, p 9), speakers should prioritize their ideas, starting with the most important points and progressing to the less significant ones Additionally, presenters must connect these ideas into coherent statements or arguments to enhance clarity and effectiveness.
Moreover, logos mean the speakers organize what they are going to say from the beginning to the end in a logic way.
Character, or ethos, encompasses the speaker's beliefs and personality, significantly impacting their credibility As Tarcy (2008) notes, ethos relates to one's character, ethics, and believability in communication Enhancing credibility before and during a speech increases the chances that the audience will accept the arguments presented and take action on the recommendations made.
Ethos means the one speak use their character to influence the audience.
Pathos is a crucial rhetorical tool that speakers utilize to evoke emotions in their audience By effectively appealing to pathos, speakers can garner support for their arguments, influence audience opinions, and inspire positive action regarding the topic at hand.
The benefits of using oral presentations in the language classroom
Oral presentations have been shown to be extremely successful with respect to improving learners’ second language skills, and increasing their autonomy For
Research by Girard, Pinar, and Trapp (2011) indicates that incorporating oral presentations in the classroom enhances student interaction, boosts interest in learning, and significantly improves communication and presentation skills Additionally, King (2002) highlights that oral presentations effectively connect language study with practical usage, as they necessitate the integration of all four language skills, fostering active and autonomous learning among students.
For most language teachers the five major benefits to use oral presentations in the classroom are: They are student-centered.
• They require the use of all four language skills.
• They provide students with realistic language tasks.
• They have value outside the language classroom.
Oral presentations in the classroom offer significant benefits by fostering a student-centered learning environment When students present, they gain control over the content and dynamics of the classroom, allowing them to choose their topics, select relevant language, and determine their explanations (Apple & Kikuchi, 2007) This autonomy promotes language improvement through minimal teacher intervention, as well-structured presentations create opportunities for students to act as both teachers and learners Furthermore, interactions between presenters and their audience facilitate authentic practice of English skills, enhancing the overall learning experience.
Oral presentations engage students in a process-driven activity that enhances their English skills, both during the presentation and in the preparation phase Group presentations exemplify this, as they require collaboration among students to plan and prepare effectively In these group settings, students are encouraged to communicate in English, negotiating meaning and strategizing their presentation together This approach fosters authentic English usage aimed at achieving a specific goal, while minimizing teacher intervention.
Oral presentations offer numerous benefits by engaging students in all four essential language skills: writing, reading, speaking, and listening While the spoken aspect is evident as students present, effective academic presentations necessitate thorough research and planning, which enhances their reading and writing abilities Additionally, when creating visual aids like posters or PowerPoint slides, students further refine their writing skills As audience members, students also hone their listening skills, especially when given specific tasks or opportunities to ask questions, fostering a more interactive learning environment This communicative aspect of presentations promotes a deeper understanding compared to passive listening, making it a valuable educational tool.
Oral presentations offer students meaningful language tasks that reflect real-life communication Engaging in such speaking activities is crucial, as tasks disconnected from practical language use fail to prepare students for independent language use (Thornbury, 2005, p 91).
Presentations offer a more authentic approach to practicing English than traditional speaking drills, as they compel students to utilize their second language (L2) to grasp and convey complex topics This method closely mirrors real-world language application, fostering not only linguistic and communicative abilities but also enhancing research and critical thinking skills.
Presentations significantly enhance students' skills, which are crucial for their future careers, particularly in English for Academic Purposes (EAP) and English for Specific Purposes (ESP) contexts where English proficiency is often required for job-related presentations Moreover, the experience gained from oral presentations is valuable beyond these contexts, as many employers prioritize strong communication skills developed through presentation classes In today's job market, candidates who can deliver formal presentations are in high demand, and the skills acquired in English presentations are easily transferable to a student's native language.
Oral presentations in the language classroom significantly enhance student motivation to study English by providing opportunities for peer teaching and independent work When activities are well-structured, students can effectively create presentations, which fosters a sense of accomplishment and boosts their motivation Witnessing students develop confidence, self-esteem, and autonomy while preparing and delivering their presentations is one of the most rewarding aspects of teaching this skill.
Students’ common oral presentation problems
Oral presentation is a crucial speaking skill, yet it remains one of the most challenging abilities for many EFL students who struggle with oral communication in English As noted by Loama (2004), mastering spoken English is a lengthy process that requires significant effort Consequently, learners face various obstacles during oral classes that impede their development of this essential skill.
Effective oral presentation skills hinge on both linguistic knowledge, which encompasses the features of the language, and extralinguistic knowledge, which exists independently of language According to Thornbury (2005), a solid foundation in linguistic knowledge is essential for mastering oral presentations, highlighting its fundamental importance in this skill set.
In addition to linguistic challenges like limited vocabulary, mispronunciation, grammatical errors, and reliance on the mother tongue, students often encounter psychological issues that hinder their communication skills Notably, speech anxiety and group boredom can significantly impact their ability to engage effectively in language learning environments.
Students often meet these factors as follows:
A strong vocabulary is essential for students learning a new language, as it enables effective communication Many students struggle with expressing their ideas clearly due to their limited vocabulary, which can lead to discomfort and frustration This lack of vocabulary knowledge hinders their ability to articulate thoughts in the target language.
To reach oral proficiency, students require to select words appropriately while they are speaking, and manipulate these words accurately Thornbury (2005, p.
22) argues that “spoken language also has a relatively high proportion of words and expression”.
Learning a foreign language necessitates a strong grasp of its vocabulary In EFL classes, many students face challenges expressing themselves due to difficulties in recalling the right vocabulary, which hinders their ability to convey accurate meanings.
Limited vocabulary can hinder participation in oral activities, making it difficult for individuals to comfortably express their ideas to others.
According to Kelly (2000), addressing learners' pronunciation errors is crucial for effective communication, highlighting the importance of focusing on pronunciation in the classroom.
Mispronunciation of words significantly impacts learners' ability to understand and communicate effectively Students often struggle with oral communication due to pronunciation errors, which can lead to misunderstandings and the unintended conveyance of different meanings This discomfort in speaking can result in decreased participation in class discussions, further hindering their language development.
Pronunciation is a crucial skill for English as a Foreign Language (EFL) learners, significantly enhancing their communication competence Proficiency in pronunciation serves as a key criterion for assessing EFL students Therefore, it is essential for learners to practice correct pronunciation and understand sound rules such as stress and intonation Morley (1991, p 488) highlights the vital role of pronunciation in achieving speaking proficiency.
“intelligible pronunciation is an essential component of communication competence
Many EFL learners struggle to speak like native speakers despite years of grammar study, primarily due to improper pronunciation that leads to misunderstandings and ineffective communication Mispronunciation poses a significant challenge for non-native English speakers aiming for fluency, often stemming from a lack of exposure to native speech patterns, including rhythm, intonation, and word stress This issue is exacerbated by insufficient pronunciation practice sessions, leaving students unaware of their mistakes Additionally, the blending of American and British accents can further confuse learners, making pronunciation errors a key barrier to effective classroom interaction.
Grammar is a fundamental component of any language, as it dictates how words can change forms and combine into sentences According to Harmer (2001, p 12), improper adherence to grammar rules can hinder effective communication Additionally, establishing comprehensive grammar rules poses significant challenges, prompting linguists to develop various systems over time to analyze and describe native-speaker speech.
Language is defined as the manipulation and combination of words to create meaningful expressions Students learning a target language often struggle with pronunciation and grammar, leading to errors such as saying “I am boring” instead of “I’m bored.” Such mistakes can significantly alter meaning, similar to the incorrect use of pronouns or singular and plural forms As a result, students find it challenging to communicate effectively, which can lead to embarrassing situations and a reluctance to share their ideas.
A key factor in achieving proficiency in oral communication is a strong understanding of grammar Consequently, EFL learners need to develop this knowledge to enhance their speaking skills Many students struggle with producing grammatically correct sentences, which hinders their overall oral proficiency.
Unawareness of grammatical rules, such as mixing tenses, misusing modifiers, employing double negatives, and creating fragment sentences, can lead to significant misunderstandings in communication Proper grammar is essential for clear and effective expression.
EFL learners frequently choose silence over speaking due to their fear of making grammatical mistakes and facing ridicule from teachers and peers This apprehension can hinder their language development and confidence in communication.
Strategies for teaching oral presentation
Many students dread oral presentations, often feeling intense anxiety when tasked with preparing one Research by Chivers and Shoolbred (2007) highlights that a significant number of students experience considerable nervousness regarding class presentations.
Many students fear giving oral presentations due to lack of experience and confidence in their abilities (King, 2002, p 406) When asked about the qualities of a good presentation, students often mention the importance of clear speech, correct language, and ensuring the audience understands the main idea Therefore, teaching students how to effectively deliver oral presentations is crucial, as most lack a clear understanding of the process.
Oral presentations are increasingly vital in high school language education, offering English learners a valuable opportunity to enhance their language skills Emphasizing this technique can significantly contribute to their overall proficiency in English.
Historically, teachers concentrated on imparting grammatical rules and vocabulary However, the communicative approach shifts this focus, aiming to help students logically organize main ideas on various topics while enhancing their ability to produce coherent English This method emphasizes effective communication skills, fostering a more practical use of the language (King, 2002, p 406).
To conclude, the main purpose of teaching students oral presentation is to help them rejecting the fear of making pronunciation or grammatical errors.
The role of a teacher is complex, particularly when it comes to oral presentations, as they transition from being authoritative experts to facilitators of learning (King, 2002) To effectively prepare their students, teachers must focus on developing essential interaction skills, which are crucial for successful communication in educational settings (Xinaming, 2005).
Teachers serve as essential facilitators and supporters in oral presentations, guiding students through the process They organize groups, provide resources, and help students gather detailed information about their topics Additionally, teachers instruct on the effective use of visual aids and evaluate student performance, ensuring a comprehensive learning experience (King, 2002).
Students are prepared for real-world project learning when they possess the necessary qualifications to engage in team projects and maintain realistic expectations about the process While not all students are fully developed or capable managers, some demonstrate greater readiness for project-based learning Ideal candidates should exhibit maturity, sound judgment, a willingness to negotiate, and a commitment to going the extra mile to achieve project goals Additionally, a genuine desire to gain experience or serve a client can motivate students to invest extra effort in their work.
Students must possess a blend of technical, interpersonal, communication, and creative thinking skills for effective teamwork They should prioritize team decisions over personal preferences and demonstrate a willingness to compromise to reach a consensus Additionally, students are expected to be trustworthy representatives of the university, ensuring client confidentiality and maintaining professional integrity.
Students should approach projects with realistic expectations, shifting from traditional course mindsets to an understanding of project characteristics Unlike conventional learning, real-world problems are often ambiguous and lack clear solutions Many college students experience "ambiguity aversion" due to their familiarity with structured teaching methods that provide predictable outcomes Engaging in projects offers valuable insights into navigating ambiguity, ultimately benefiting students by enhancing their problem-solving skills in uncertain situations.
Research indicates that student satisfaction ratings for courses incorporating real-world projects exhibit a bimodal distribution, with a significant number of students expressing high satisfaction, while others rate the experience very poorly.
“You either love it or you hate it” Dissatisfied students cite a number of factors, including bad experiences with their team, a bad client, and unhappiness with the project process.
To minimize post-project dissatisfaction among students, teachers should effectively manage pre-project expectations by clearly articulating their teaching philosophy on group work early in the course, ideally before the add/drop deadline According to Crustinger et al (2004), the “transference” technique is vital as it shifts the responsibility for work and performance from the instructor to the student This approach fosters self-motivation and encourages students to take ownership of their academic endeavors.
Students must understand that their initiative is crucial for project success, as individual performance and grades are interconnected with their teammates The project process will be ambiguous, and there are no definitive right or wrong answers regarding the outcome Additionally, students should be prepared to engage with a client who may present challenges and opportunities.
The term "wild card" often emerges in discussions about real-world project environments, where some students may struggle to adapt and subsequently provide low ratings for the course Many students face challenges in setting realistic expectations for experiences they have never encountered, such as engaging in a real-world project This lack of familiarity can contribute to their dissatisfaction and lower evaluations.
2 0 students knew what to expect, and didn’t like it, but took the course because it was their only option to earn credit.
Students should have the chance to choose or be chosen for real-world projects that align with their skills and interests It is essential to inform students about the project's challenging aspects from the beginning.
The initial assessment of an oral presentation focuses on the speaker, with teachers evaluating aspects such as pronunciation and the quality of information presented (Xinaming, 2005, p 120) Ultimately, the most significant measure of a speaker's effectiveness lies in their ability to respond to audience questions.
Project based learning
Project-based learning (PBL) has gained significant attention globally over the past decade, yet its implementation in teaching English as a foreign language in Vietnam remains limited PBL is a learner-centered approach where the teacher serves as a facilitator and motivator, emphasizing activities that connect to real-world issues This method is particularly beneficial for high school education, aligning with the needs of twenty-first-century learners Recognizing the importance of PBL, this article explores its definitions and advantages, specifically for 11th-grade English students, while also addressing its application in teaching oral presentations and proposing various language learning projects.
This section discusses some of the theoretical basis for the research done in this study.
2.2.1 Definitions of the project based learning.
Project-based learning (PBL) is an instructional approach that contextualizes education by engaging students in complex tasks centered around challenging questions or problems Defined by authors like Van Duzer (1995) and Moss (1998), PBL involves design, problem-solving, decision-making, and investigative activities, allowing students to work autonomously over extended periods This dynamic teaching method culminates in the creation of realistic products or presentations, fostering deeper learning and critical thinking skills.
Students who engage with real-world problems and challenges are more inspired to deepen their understanding of their subjects This experiential learning approach enhances knowledge retention compared to traditional textbook methods Furthermore, students build confidence and self-direction through both collaborative and independent projects.
Project-Based Learning (PBL) transitions from teacher-centered to student-centered instruction, aiming to enhance lifelong learning by engaging students in problem-solving and artifact creation This approach boosts motivation, enthusiasm, problem-solving skills, research abilities, collaboration, resource management, communication, and language awareness, transforming their life experiences into valuable assets In language instruction, PBL serves as a flexible methodology that fosters the simultaneous development of multiple skills through integrated, meaningful activities According to Beckett, projects typically span several weeks and facilitate the concurrent acquisition of language, content, and skills A key objective of PBL is to achieve comprehensible output, which occurs throughout the project and culminates in the final product.
Project-based learning (PBL) is a student-centered approach that engages learners in problem-solving to acquire both domain knowledge and critical thinking strategies The primary objectives of PBL include fostering flexible knowledge, enhancing problem-solving abilities, promoting self-directed learning, and developing effective collaboration skills, alongside nurturing intrinsic motivation As a form of experiential learning, PBL can be integrated into various curricula and educational contexts According to Barrows (2011), seven essential features characterize PBL, with a focus on creating a learner-centered environment.
This project component emphasizes maximizing student decision-making and initiative from topic selection to presentation, ensuring that adequate structure and feedback are provided for thoughtful revisions Collaboration is a key element, allowing learners to develop essential skills in group decision-making and peer feedback Successful projects must align with curriculum content by adhering to standards and demonstrating clear learning goals Authentic tasks connect projects to real-world issues, engaging students with relevant community and professional contexts Utilizing multiple presentation modes enables learners to integrate technology meaningfully into their work, while also fostering time management skills for planning and reflection Finally, innovative assessments support ongoing documentation of student learning, reinforcing the idea that both learning and assessment are continuous processes.
Project-Based Learning (PBL) necessitates diverse and regular assessments, encompassing teacher evaluations, peer assessments, self-assessments, and reflective practices It is essential that these assessment methods are inclusive and clearly understood by students, enabling them to engage in the assessment process in ways that are often overlooked in conventional teacher-centered approaches.
The variety of definitions has provided the features of PBL Thomas proposes the five criteria of project-based learning: centrality, driving question, constructive investigations, autonomy, and realism.
1 PBL projects are central, not peripheral to the curriculum.
2 PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.
3 Projects involve students in a constructive investigation.
4 Projects are student-driven to some significant degree.
5 Projects are realistic, not school-like.
Project-Based Learning (PBL) has garnered significant interest and support from educators, teachers, and students due to its unique characteristics Research highlights that the advantages of PBL outweigh its disadvantages, making it a valuable educational approach In the following section, I will explore the numerous benefits of Project-Based Learning.
English has been a foreign language in Vietnam for many years, yet the use of project-based learning in education remains limited This teaching approach presents numerous benefits and challenges when applied in the classroom setting.
According to Fried-Booth, the project work process fosters student confidence and independence, leading to increased self-esteem and positive learning attitudes Skehan emphasizes that student autonomy is enhanced when they engage in project planning, such as choosing their topics Levine notes that this responsibility promotes autonomous learning and improves language skills through purposeful communication in authentic activities that have real-world relevance These activities allow students to use language in natural contexts, engage in meaningful tasks, and explore different perspectives, fostering collaboration and reflection Stoller highlights that Project-Based Learning (PBL) naturally integrates all four language skills: reading, writing, listening, and speaking.
Project-based learning (PBL) significantly enhances student motivation, engagement, and enjoyment by aligning projects with their specific interests and real-world contexts By involving students in authentic tasks, PBL fosters meaningful learning experiences that boost interest and participation The flexibility of classroom language, tailored to the project's nature, further contributes to student enjoyment and motivation Additionally, PBL connects learners to real professions and communities through authentic methods and collaboration, enriching their educational experiences and expanding their networks beyond traditional boundaries.
Project-Based Learning (PBL) significantly enhances students' social and cooperative skills, fostering group cohesiveness By implementing PBL projects in the classroom, educators can strengthen social relationships among team members This approach promotes collaboration not only among students but also between learners and teachers, as well as with community members Consequently, PBL equips students with essential collaborative skills, such as depending on their peers' contributions and offering constructive feedback, while engaging them in hands-on tasks alongside their classmates.
2 6 groups is common for foreign languages training; this practice stimulates cooperation and knowledge exchange amongst students and it encourages individual students to talk more.
Project-Based Learning (PBL) enhances problem-solving and critical thinking skills, which are essential lifelong abilities that extend beyond the classroom By working in groups, students cultivate decision-making and leadership skills, as they navigate important choices throughout their projects, from team member contributions to design and presentation PBL activities often occur outside the classroom, fostering connections to real-world issues and developing practical skills that are highly valued by employers, such as teamwork, effective communication, informed decision-making, initiative, and the capacity to solve real-world problems.
Providing adequate time for Project-Based Learning (PBL) allows students to effectively plan, revise, and reflect on their educational experiences, resulting in meaningful learning outcomes Through reflective practices, learners solidify their achievements while gaining insight into their limitations and strategies for overcoming them PBL represents a novel approach to assessment, emphasizing continuous self-evaluation among students This method incorporates diverse assessment techniques, including teacher evaluations, peer feedback, self-assessment, and reflective analysis, creating a comprehensive and dynamic learning environment.
According to Fragoulis (2009, p 92), there are many benefits of implementing the project based learning (PBL) technique in teaching speaking, they include the following:
1 PBL provides contextual and meaningful learning for students.
2 PBL can create an optimal environment for practicing speaking English.
3 PBL makes students actively engage in project learning.
4 PBL enhances students’ interests, motivation, engagement, and enjoyment.
5 PBL promotes social learning that can enhance collaborative skills.
6 PBL can give an optimal opportunity to improve students’ language skills. According to Dornyei (2001, p 100), the advantages of project work are: it encourages motivation, fosters group cohesiveness, increases the expectancy of success in the target language, achieves “a rare synthesis of academic and social goals”, reduces anxiety, increases the significance of effort relative to ability, and promotes effort-based contributions.
METHODOLOGY Introduction
Research setting
3.1.1 An overview of Do luong 3 upper secondary school
Do Luong 3 Upper Secondary School, located in Do Luong District, Nghe An Province, has been a prominent educational institution since its establishment in 1978 With a dedicated and experienced teaching staff, the school boasts a rich tradition of academic excellence in the region Currently, Do Luong 3 accommodates approximately 1,400 students across 36 classes, spanning the 10th, 11th, and 12th grades.
English is a crucial subject in the curriculum, being a mandatory component of the GCSE examination and essential for securing better job opportunities in the future Consequently, educational leaders strive to provide optimal conditions for English teaching and learning, aiming to enhance students' speaking skills effectively.
Despite the challenges faced, significant issues remain to be addressed in schools The inadequate facilities, such as a small library with a limited selection of English reference books, hinder students' learning Additionally, there are few opportunities for students to practice English with native speakers, which is essential for enhancing their communication skills, particularly in oral presentations As a result, many students experience shyness and nervousness when expressing their opinions on various topics.
Doluong 3 Upper Secondary School employs nine English teachers aged between 34 and 50, all holding a University Bachelor’s Degree, but with varying teaching experiences ranging from nearly 10 to 20 years As rural educators, they face challenges such as limited access to professional development and insufficient teaching aids Despite these obstacles, they remain committed to enhancing their knowledge and adapting innovative teaching methods, including project-based learning, to improve their students' speaking skills, particularly in oral presentations However, they encounter difficulties in effectively implementing these methods.
At Doluong 3 high school, the fact is that most students have difficulties in participating in oral presentation activities because of some reasons:
Living in rural areas where agriculture is the primary livelihood limits opportunities for practicing spoken English outside the classroom Consequently, while they excel in understanding grammar and structures necessary for passing exams, their conversational skills may lag behind.
Classroom activities primarily focus on teaching and practicing language structures, leading to a heavy emphasis on repetition, substitution, memorization, and text-based question answering As a result, students have limited opportunities to engage in oral communication in English during lessons.
As a result, when doing speaking activities, they often cope with such problems as
Many students struggle with learning English due to a lack of motivation and support from their parents, who are often farmers with limited English knowledge Consequently, students often view English merely as a means to pass exams, failing to recognize its significance in modern life and their future This disinterest leads to boredom in the classroom, with only a handful of students actively engaging in their English studies, while the majority quickly forget what they have learned Without proper motivation, enhancing the quality of English education becomes a significant challenge.
Published in 2006, the English 11 textbook serves as the primary resource for the syllabus, which adopts a theme-based approach encompassing 16 units, each featuring five lessons that develop four key language skills: Listening, Speaking, Reading, and Writing With three English classes per week, students engage with eight units each semester, totaling 54 periods The textbook aims to enhance students' knowledge across various fields, foster a positive attitude towards English, and achieve proficiency in the language Content is designed around relatable topics such as social life, sports, work, and leisure, incorporating relevant vocabulary and word study Innovative teaching methods, including learner-centered and communicative approaches, are utilized to promote effective language learning While the new syllabus emphasizes communicative competence and the ability to perform language functions accurately, it presents challenges for teachers.
3.1.5 The current situation of teaching and learning oral presentation skill at Do luong 3.
At Do Luong 3 Upper Secondary School, both teachers and students recognize the significance of learning to speak English, particularly in oral presentations Despite efforts to implement project-based learning, the effectiveness remains low due to various subjective and objective factors Teachers play a crucial role as guides, striving to create a supportive language environment that encourages student participation through group and pair work This approach aims to enhance not only speaking skills but also other competencies However, challenges persist, primarily stemming from the lingering influence of traditional teaching methods, which dampen students' interest and motivation to engage in classroom activities and express themselves during oral presentations.
This article provides an overview of Do Luong 3, the site of the researcher’s data collection It explores key aspects such as student and teacher dynamics, learning requirements, and the current state of speaking instruction, establishing the context for the research The following section will discuss the methodology utilized in this study.
Research design
The action research process consists of five key phases in each cycle: (i) initial reflection, (ii) planning, (iii) implementation, (iv) observation and analysis, and (v) reflection and assessment.
The method chosen for this study is influenced by its focus on understanding why students struggle to communicate fluently in English, highlighting the potential of project-based learning to enhance their oral presentation skills Oral presentations emerge as an effective solution to address students' speaking challenges Data for this analysis was gathered through questionnaires and teachers' observation sheets aligned with NCTE standards.
This study focused on 11th grade students at Do Luong 3 Upper Secondary School, chosen for their increased confidence in speaking a foreign language By their second year, students typically exhibit a greater willingness to take risks in language use, having built a foundational level of proficiency during their first year Additionally, these students are more accustomed to the high school environment compared to 10th graders, making them ideal participants for the research.
Out of a total population of approximately 480 students, we randomly selected a sample of 40 students who had no prior experience with Problem-Based Learning (PBL).
In the initial reflection phase, an action plan was developed to address key issues and implement proposed projects by teachers aimed at enhancing classroom practices This phase involved examining existing problems and researching effective strategies for improvement Observations revealed a significant lack of motivation among students to communicate in English during activities, accompanied by minimal eye contact and low vocal engagement, which were prevalent among most students.
The planning phase focuses on addressing the issues identified earlier, outlining necessary measures, and generating project ideas It emphasizes techniques to engage students in project selection and outlines the types of data to be collected, along with the tools for data collection during the implementation phase.
During the implementation phase, the action plan was executed alongside thorough documentation, which included gathering essential data like teacher observations on the effectiveness of the actions, student reactions, and their work Various documentation methods were utilized, such as photographs and video recordings of the activities, as well as records detailing students' behavior, emotions, and dialogues throughout the process.
After the implementation phase, we analyzed and discussed the outcomes of the executed actions This included reflecting on the project's implementation, identifying areas for improvement, and reviewing the actions taken alongside the results observed.
The stages of learning projects presented by Fragoulis (2009) were implemented as follows:
During the speculation stage, students formed groups of four to create presentations on selected topics from the course book, with group members chosen at the beginning of the course The teacher supplied a list of topics for their selection.
Project 1: Talk about someone daily routines.
Project 5: Volunteer work on summer holiday.
Project 7: Talk about the celebration of Tet and other festivals’ activities.
Project 8: Talk about measures for protecting endangered nature.
Project 9: Talk about the advantages and disadvantages of energy sources.
Project 10: Talk about collection. or they could choose their own topics which they were interested in but it had to be related to the lesson and agreed by him Each representative of the groups drew
FINDINGS AND DISCUSSION 4.1 Analysis of the students’ responses
Students’attitude towards PBL and PBL strategy for oral presentation
1- Are you satisfied with using PBL to teach English?
The questionnaire results demonstrate the effectiveness of Project-Based Learning (PBL), highlighting students' positive attitudes towards this educational approach By engaging in PBL, students transition from passive listeners to active, self-directed learners This method fosters greater self-determination, intrinsic motivation, and self-efficacy, empowering students to take responsibility for their learning and make informed decisions about their educational journey.
A survey on student satisfaction with Project-Based Learning (PBL) in English classes revealed that 70% of students expressed strong satisfaction, while 30% indicated partial agreement with their positive experiences.
“that they sometimes feel satisfied when using PBL to teach English in class No one chose “Disagree” They were happy to break the boredom of the traditional strategies.
They were happy to be independent, self organized, motivated and creative They enjoyed themselves.
2- Do you feel that you are able to use PBL strategy to make oral presentation inside classroom? help to maximize student decision-making and initiative as they would have to make many important decisions on their own throughout the project: from selecting from various options each team member has to the design, production, and presentation decisions As PBL usually involves projects done outside the classroom, these activities provide connections to life outside the classroom As a result, PBL addresses real world issues and develop skills which they would find useful in the
Table 02: Ability to use PBL inside classroom
The results in Table 02 indicate that students demonstrated a strong ability to utilize Project-Based Learning (PBL) throughout their oral presentations Most students expressed confidence and comfort in employing PBL from start to finish Participation in PBL projects connects students with real-world scenarios, fostering essential skills that employers value, such as teamwork, effective collaboration, informed decision-making, initiative, and problem-solving capabilities.
When the students were asked to describe their ability to use PBL to make oral presentation inside classroom, twenty eight (70%) students have answered
A significant number of students struggle with oral presentations in the target language, as evidenced by a survey where 25% of students "partly agree" with their presentation skills, while 5% outright "disagree," acknowledging their difficulties This highlights a pressing issue in students' ability to express themselves verbally, even in a classroom setting To address this challenge, it is crucial to implement innovative teaching activities that engage students and offer them authentic practice opportunities.
3- Do you feel motivated after using PBL inside your classroom?
Table 03: Motivation after using PBL inside classroom
Figure 03: Motivation after using PBL inside
The results indicate a strong motivation among students after using Project-Based Learning (PBL) in the classroom, with 65% agreeing that they felt motivated, while 30% partly agreed and only 5% disagreed This enthusiasm can be attributed to the engaging nature of PBL, which encourages active participation through movement and collaboration Students enjoy activities such as brainstorming, problem-solving, and experimenting, which fosters a dynamic learning environment However, it's important to note that traditional exam-focused teaching methods may influence student motivation, as they tend to be more enthusiastic about content directly related to exams.
4- Did using PBL strategy help you to collect information in new and different ways rather than usual and traditional ones ?Students’ answer Number Percentage (%)
From the above table, we notice that the answers to the fourth question reinforced the results of the previous one Forty five percent of the students chose
“agree” Fifty five percent of them chose to “Partly agree” No one chose
Project-based learning (PBL) emphasizes the use of classroom projects to facilitate deep learning, enabling students to engage with relevant issues through technology and inquiry Unlike traditional testing, PBL assesses students' subject matter competence by relating classroom projects to their everyday lives Through collaborative research within groups, students develop essential research skills while participating in design, problem-solving, decision-making, and various research activities This approach fosters creativity and allows students to generate realistic solutions and presentations, highlighting the differences in outcomes between conventional assessment methods and project-based assessments.
1, 2 and 3 and the answers to question 4.
5- Did using PBL strategy help you to use information in new and different ways rather than usual and traditional ones ?
The data from question 5 reveals that 65% of students agree with the effectiveness of project-based learning, while 10% partly agree and 25% disagree Some students expressed surprise at the absence of certain information in their textbooks, indicating that it won't be on the exam Project-based learning encourages students to apply real-life problem-solving skills through complex tasks centered around challenging questions This approach fosters decision-making, research skills, and reflection, with teachers facilitating rather than directing the learning process Ultimately, project-based learning helps students grasp fundamental concepts and principles, enabling them to integrate these experiences into their everyday lives and develop new learning habits.
Utilizing original information to devise solutions for real-world challenges enhances creative thinking skills, demonstrating that multiple approaches exist for problem-solving.
6- Do you feel that using PBL helps you overcome the fear of making mistakes ?
Table 06: overcome the fear of making mistakes
Practicing project-based learning (PBL) in schools aligns student learning with modern workplace needs, making it a valuable goal for educational institutions However, many teachers abandon PBL due to frequent failures, primarily stemming from challenges such as teamwork issues, which can lead to conflicts and free-riding among students Additionally, both teachers and students struggle to adapt to non-traditional roles in the learning process Other significant obstacles include heavy workloads, superficial content knowledge acquisition, unclear implementation guidelines, insufficient focus on learning outcomes, a lack of trained personnel to lead PBL initiatives, and inadequate professional development opportunities for educators.
The results indicate that 65% of students believe that Project-Based Learning (PBL) helped them overcome their fear of making mistakes, while 10% partly agree and 25% disagree To foster a supportive learning environment, teachers should establish a safe space where students feel free from blame or punishment PBL encourages collaboration, information sharing, and peer correction among students.
7- Do you want to include your project in your monthly evaluation ?
From the table above, the seventh question discussed evaluation system Sixty five percent of the students chose “agree” It really proves that they want to know
When designing a project, it's essential to start with clear performance goals in mind Determine how students will showcase their skills through product creation or problem-solving tasks, as this evaluation process significantly aids in their progress Interestingly, only 10% of students partly agree with the current evaluation methods, while 25% express disagreement, highlighting a demand for alternative tools to assess their levels and progress beyond traditional exams.
8- Do you want to use PBL strategy to learn other subjects ?
Students expressed satisfaction with Project-Based Learning (PBL), finding it motivating and engaging However, the overarching focus of the educational system remains on exam preparation, leading teachers to prioritize equipping students with the skills needed to succeed in standardized tests.
Project-based learning is beneficial across various subjects as it not only fosters student engagement through relevant and interesting projects but also encourages independence in learners.
The findings from the eighth question align with the overall questionnaire results, revealing that 55% of students expressed agreement, while 30% indicated partial agreement, and 15% disagreed.
English school book is too big There is not enough time.
Suggestions to make project based learning effective
The first question was " What are your suggestions to make PBL effective in your classroom ?"
Education has evolved significantly, moving beyond traditional assignments like building volcanoes or creating standard reports This shift towards project-based learning (PBL) emphasizes student agency and relevance, making the educational experience more meaningful Advocates argue that PBL fosters greater student engagement and better prepares learners for real-world challenges.
All quality project based learning lessons include the following essential elements:
Effective lesson planning starts with clear objectives, focusing on what students should learn by the end of a project While academic standards guide us, it's equally important to integrate essential life skills like collaboration, problem-solving, and decision-making into the curriculum To successfully implement Project-Based Learning (PBL) in your classroom, prioritize these elements in your planning process.
* Set goals at the beginning of a project.
To have an effective language classroom, we set smart goals and it may include some criteria:
- Specific: know exactly what you are wanting to accomplis
- Measurable: How will you know you met your goals?
- Achievable: make sure that the goal is not too far to reach but far enough to be challenging
- Relevant: Link the goal to something important to you, something that inspires you.
- Timely: when do you want your goal to be met?
* And make them visible with a reasonable timetable for completion.
Establishing clear project expectations is essential, after which "driving questions" should be formulated These questions can be crafted either by the teacher or collaboratively with the students To ensure their significance, it’s important that these driving questions resonate with the project's objectives and engage the learners effectively.
* If students are helping to design the project, teach them the difference between a typical learning goal and a driving question.
* Use the Buck Institute’s “Tubric” to generate potential driving questions.
Effective Project-Based Learning (PBL) lessons enhance student engagement by linking the curriculum to current events and aligning projects with student interests To ensure PBL is meaningful and impactful, educators can incorporate these strategies into their teaching practices.
* Make real-world connections by consulting local newspapers or websites.
* Identify student interests using surveys such as this template on Google Forms.
* Choose projects that will guarantee student enthusiasm.
Identifying students' interests can be challenging, especially when they struggle to articulate them Educators like David Hunter leverage popular culture, such as zombies, to engage middle school students in geography lessons Similarly, Sarah Carter highlights her innovative approach of incorporating Disney movies into her AP World History curriculum, demonstrating effective ways to connect with students' interests.
* Brainstorm ideas with a heartbreak map.
Project-Based Learning enhances students' ability to express their interests by guiding them to take meaningful actions that align with their passions According to Angela Maiers, a prominent advocate for the “You Matter” movement, creating heartbreak maps is an effective method for students to identify and explore the issues they care about deeply.
Incorporating brainstorming activities, such as heartbreak maps, is essential for effective project-based learning, particularly for students who may not have prior experience with this skill Regular practice in brainstorming can significantly enhance students' ability to generate ideas and solutions Additionally, collaborative brainstorming fosters a diverse range of suggestions and encourages students to view problems from multiple perspectives, ultimately enriching their learning experience.
* Use chart and/or butcher paper and multi-colored Post-It notes to collaboratively brainstorm.
* Go a step further using the Post-It Plus App.
The Post-It Plus App can add digital functionality to those charts, allowing you to capture them on a device, organize them, and share them with others.
* Try other digital tools that are helpful for collaborative brainstorming.
Project-based learning (PBL) typically spans longer durations than traditional skill teaching, often lasting weeks, months, or even an entire school year While some PBL initiatives can be completed in just a few days, the most effective lessons tend to be multifaceted and interdisciplinary To ensure continuous progress, it is essential to integrate reflections and formative assessments throughout the PBL process, allowing both teachers and students to evaluate advancements and identify areas for improvement.
* Ask students to use these exit tickets each day after they’ve worked on their projects.
Their visible reflections will help them and you, as the teacher, to keep track of their progress and needs.
* To track progress on individual projects, teach students to use digital organizational tools.
Collaborative documents enhance teamwork by enabling students to work on various sections simultaneously, keeping both teachers and team members updated on progress This setup facilitates immediate feedback and suggestions, ensuring a productive workflow Utilize this poster to reinforce student expectations for effective collaboration in document sharing.
* Gather research and products throughout the project by creating portfolios.
Portfolios can be effectively organized using binders, folders, or digital tools such as Google Drive and Seesaw, enabling students to conveniently access their work at any time and reflect on their progress.
Effective critique and revision are essential components of high-quality lessons, particularly in project-based learning It's crucial to recognize that feedback can originate from various sources, including the students themselves.
* Provide rubrics to give clear expectations for the project.
Students and teachers can utilize rubrics during the entire project, rather than only at the conclusion These tools are beneficial for ongoing self-reflection throughout the lesson Websites like Rubistar simplify the process of creating effective rubrics.
* Give students tools for self and peer evaluations to be used throughout the project.
For a simple method to self-reflect or evaluate peers, teach students how to graciously critique by using such methods as “Star and a Wish.”
* Conduct a gallery walk at or a little bit after the mid-point of the project.
Students can get a better picture of their own performance by seeing their products in the relation to the work of others.
* Teach students the value of a “Growth Mindset.”
Effectively receiving and utilizing feedback is a skill that not everyone naturally possesses It's crucial for teachers to not only instruct students on how to provide constructive feedback but also to demonstrate how to accept and implement it positively Introducing the concept of a "growth mindset" can help students view critiques as opportunities for improvement rather than failures Resources like the Class Dojo series of short videos on Growth Mindset can be particularly engaging for primary students, making the learning process more accessible and enjoyable.
Instead of the traditional conclusion where students present a slideshow to their classmates, consider more engaging alternatives to showcase their learning Explore innovative methods that encourage creativity and interaction, allowing students to make a memorable impact Embrace unique presentation formats that foster collaboration and excitement, ensuring a more dynamic and enjoyable learning experience for everyone involved.
* Conduct “Shark Tank ” presentations at the end of the project.
In an innovative educational approach, some teachers have implemented a competition inspired by NBC's Shark Tank, where students develop solutions to real-world problems and present their ideas to a panel of local experts and notable figures, such as the mayor and successful business owners This engaging format allows students to enhance their entrepreneurial skills while receiving valuable feedback from influential community members.
* Plan an event, whether it is school-wide or even open to the community, where the students display and explain their end-products.
Eye contact
Eye contact is a crucial element of non-verbal communication, particularly during oral presentations Often referred to as the "windows to the soul," our eyes convey emotions that words may not express Establishing eye contact fosters a connection with the audience and signals our level of interest in the conversation However, it's important to maintain a balance; excessive staring can convey an offensive message rather than engagement.
The study revealed significant advancements among students, with six progressing from level 1 to level 3, and four moving from level 1 to level 2 Additionally, seven students elevated their skills from level 2 to level 3, while eighteen advanced from level 2 to level 4 This growth underscores the students' understanding of the importance of eye contact in oral presentations, leading to a marked improvement in their presentation skills.
Table 1.1: Eye contact in oral presentation
Figure 1.1: Eye contact in oral presentation 2 Body language:
Body language, including gestures, posture, and facial expressions, plays a crucial role during presentations, especially when the audience's attention is fully on you Utilizing strong and positive body language is vital for establishing credibility, conveying emotions, and fostering a connection with your listeners Additionally, effective body language enhances audience engagement, allowing them to concentrate more on your message.
The group demonstrated significant progress, with eleven students advancing from level 1 to level 2, twelve moving from level 1 to level 3, and eight improving from level 2 to level 4 Additionally, most students expressed confidence in using body language to convey their ideas effectively.
Figure 1.2: Body language in oral presentation
In an oral presentation, the effectiveness of your message hinges not only on its content but also on your delivery A strong presentation requires proper poise, as poor delivery can distract the audience and hinder effective communication Engaging your audience and fostering trust are essential, making the way you present your material just as important as the information itself.
The overall development of the student group was inconsistent, with many not utilizing the poise effectively Eighteen students remained stagnant in their levels, while sixteen stayed at level 3 and others at level 2 showed no significant progress However, two students advanced from level 1 to level 3, and an additional two improved from level 2 to level 3, highlighting some positive outcomes among the twelve students who demonstrated improvement.
Sts’ level Number of Sts
Enthusiasm in oral presentations is vital for engaging your audience, as it reflects genuine excitement and interest in your topic When you convey enthusiasm through your words, your speech becomes more dynamic, capturing attention and making you a more persuasive and motivational speaker This heightened energy not only enhances your delivery but also makes you a more captivating presenter.
Delivering an engaging presentation enhances your audience's experience and boosts your chances of meeting or surpassing your presentation goals Mastering effective speaking skills is crucial for achieving this success As the saying goes, "Nothing great was ever achieved without enthusiasm," highlighting the importance of passion in your delivery.
The entire group demonstrated significant progress, with eleven students advancing from level 1 to level 3, ten students moving up from level 2 to level 3, and nine students improving from level 2 to level 4 Additionally, one student elevated their skills from level 3 to level 4.
Figure 1.3: Poise in oral presentation
Figure 1.4: Enthusiasm in oral presentation
Elocution, often referred to as the "art of articulation," involves the precise production of sounds in words, complemented by appropriate diction and vocal expression Mastering elocution entails honing one's oral presentation skills for effective communication.
The research reveals a varied level of development among the students, with 24 students maintaining their original levels; specifically, eight remained at level 3 and twelve at level 2, showing no significant improvement However, two students advanced from level 1 to level 3, five progressed from level 2 to level 3, and eight moved up from level 3 to level 4 This data highlights the considerable progress made by students in mastering the skills necessary for effective oral presentations.
Oral presentation that is effective is the use of verbally using the correct language structure and grammar, like semantics, syntax and the correct pronunciation.
A successful presenter must master sophisticated language use while effectively engaging and maintaining the audience's attention throughout their performance This requires a deep understanding of body language and vocal dynamics to enhance communication and connection with the audience.
A strong understanding of your subject matter is essential for delivering an effective oral presentation Throughout the projects, the entire group demonstrated significant progress, with three students advancing from level 1 to level 3, twelve students moving from level 2 to level 3, another twelve improving from level 2 to level 4, and thirteen students elevating their skills from level 3 to level 4.
A strong understanding of your subject matter eliminates the risk of 'thinking' silences during presentations, which can undermine your confidence and negatively impact your eye contact, voice, and body language Conversely, being well-informed allows you to engage your audience effectively, demonstrating your expertise through confident non-verbal cues Moreover, a solid grasp of the topic makes it easier to address questions, reinforcing your credibility and enhancing the overall impact of your presentation.
Table 1.5: Elocution in oral presentation
Figure 1.5: Elocution in oral presentation
Figure 1.6: Subject knowledge in oral presentation
Effective organization is crucial for a successful oral presentation, as it clarifies your argument and enhances audience retention Additionally, a well-structured presentation allows the speaker to manage delivery smoothly, enabling graceful adjustments to unexpected changes.
Poise
The effectiveness of an oral presentation hinges not only on its content but also on the delivery method A strong message can be overshadowed by poor delivery and lack of poise, which distracts the audience and hinders effective communication Maintaining proper poise is vital for engaging the audience and fostering trust, ensuring that the message is received and understood clearly.
The lack of proper poise usage among students resulted in inconsistent development across the group Eighteen students showed no change in their levels, with sixteen remaining at level 3 and others stuck at level 2 without noticeable progress However, two students advanced from level 1 to level 3, while another two moved up from level 2 to level 3 Overall, twelve students demonstrated improvement.
Sts’ level Number of Sts
Verbal skills
Enthusiasm in oral presentations is a powerful expression of excitement and interest conveyed through your choice of words When you show genuine enthusiasm for your topic, your speech becomes vibrant and engaging, effectively capturing your audience's attention This not only enhances your persuasive abilities but also makes you a more captivating speaker.
Enhancing your speaking skills not only enriches your audience's experience but also boosts your chances of achieving or surpassing your presentation objectives As the saying goes, "Nothing great was ever achieved without enthusiasm," highlighting the importance of passion in effective communication.
The group demonstrated significant progress, with eleven students advancing from level 1 to level 3, ten students moving from level 2 to level 3, and nine students elevating from level 2 to level 4 Additionally, one student progressed from level 3 to level 4.
Figure 1.3: Poise in oral presentation
Figure 1.4: Enthusiasm in oral presentation
Elocution, often referred to as the "art of articulation," involves the precise production of sounds in words, complemented by appropriate diction and voice Mastering elocution means honing one's oral presentation skills to communicate effectively.
Research findings reveal varied levels of development among students, with 24 remaining at their initial levels: eight at level 3 and twelve at level 2, showing no significant progress However, two students advanced from level 1 to level 3, five moved from level 2 to level 3, and eight improved from level 3 to level 4 This data highlights substantial progress in students' oral presentation skills.
Oral presentation that is effective is the use of verbally using the correct language structure and grammar, like semantics, syntax and the correct pronunciation.
A successful presenter must master sophisticated language use while effectively engaging and maintaining the audience's attention throughout their performance This requires a deep understanding of body language and vocal dynamics to enhance communication and connection with the audience.
Content
A strong understanding of your subject is essential for delivering an effective oral presentation The group's projects demonstrated significant progress, with three students advancing from level 1 to level 3, twelve students moving from level 2 to level 3, another twelve progressing from level 2 to level 4, and thirteen students improving from level 3 to level 4.
Having a strong understanding of your subject matter enables you to engage your audience effectively, eliminating the risk of awkward 'thinking' silences that can undermine your confidence Such silences can negatively impact your eye contact, voice, and body language during a presentation Conversely, being well-versed in your topic enhances these aspects, showcasing your thorough research and expertise Additionally, a solid grasp of the subject makes it easier to respond to questions, further solidifying your credibility.
Table 1.5: Elocution in oral presentation
Figure 1.5: Elocution in oral presentation
Figure 1.6: Subject knowledge in oral presentation
Effective organization is crucial for a successful oral presentation, as it enhances clarity and aids audience retention A well-structured presentation allows the speaker to navigate their delivery smoothly, enabling them to adapt to any unexpected changes with ease.
The data indicates significant progress in student organization, with four students advancing from level 1 to level 3, thirteen students moving from level 2 to level 3, and nine students enhancing their skills from level 2 to level 4 Additionally, eight students made the leap from level 3 to level 4.
The structure serves as an illustration of how each component of a well-thought-out design aids a speaker in conveying ideas effectively to an audience With countless ways to organize concepts, students are encouraged to explore various arrangements to enhance their communication skills.
Table 1.6: Subject knowledge in oral presentation
■Level 4 encouraged to experiment with structures until they find a clear and compelling way to organize your presentation.
Figure 1.7: Organization in oral presentation
Language mechanics are essential for creating high-quality captioned media, focusing on correct spelling, capitalization, punctuation, and grammar The guidelines emphasize rules specific to captioning and speech-to-text, while conventional words should adhere to established dictionaries and style guides Additionally, proper names, technical terms, and specialized language require verification from specialized references or authoritative sources.
The research demonstrated significant progress among the students, with twelve advancing from level 1 to level 3, ten moving from level 2 to level 3, and eight improving from level 3 to level 4.
Table 1.7: Organization in oral presentation
Despite significant improvements in oral presentation skills, several challenges impeded further progress A primary issue was the limited timeframe allocated for project completion and goal attainment, as students are required to cover nine units, including three preview units and four chapters, within a 16-week curriculum However, they are left with just about 15 weeks to complete these tasks The lessons are packed with exercises, leaving little room for additional activities; for instance, unit ten, lesson one includes seven different exercises alongside a warm-up, all squeezed into a mere 50-minute session.
To enhance student engagement and learning outcomes, it is essential to allocate approximately six minutes for each exercise, allowing time for students to respond, discuss in pairs, and review answers collectively Given the current overload faced by both teachers and students, reliance on textbook exercises has become the norm However, implementing a self-evaluation checklist could empower students to identify their areas for improvement and foster a more proactive approach to their learning.
Table 1.8 demonstrates that mechanics in oral presentations lead to improved evaluations The analysis of the oral communication skills rubric confirms that students significantly enhanced their oral communication abilities, with many achieving higher proficiency levels.
Students demonstrated significant progress in their content skills, presenting information in a logical and engaging manner with fewer grammatical errors Notably, many reached levels 3 and 4 in nonverbal skills, showcasing improved eye contact, body language, and poise, largely due to practice and training, which enhanced their confidence and ability to convey messages effectively While verbal skills saw an increase in enthusiasm for the topics discussed, not all students showed equal improvement in elocution; twelve students maintained their levels, with six at level 3 and six at level 2 However, there were individual success stories, including one student advancing from level 1 to level 3, and three others moving from level 2 to level 3, while four progressed from level 3 to level 4 In contrast, the presentation group exhibited notable changes, with one student improving from level 1 to level 3, two from level 2 to level 3, and four from level 3 to level 4, although four students remained at level 3 without any change.
The findings indicate a pressing need to prioritize pronunciation activities in the classroom, as many students undervalue their importance due to a lack of evaluation Both educators and learners should focus more on pronunciation rules, as students have expressed a desire for additional activities to enhance their skills This shift demonstrates that students are becoming more aware of their needs, recognizing that mastering English involves more than just reading and writing They now understand the importance of integrating all four language skills and are actively seeking ways to improve their language proficiency as a cohesive unit.
Based on the results and discussion, the following actions are suggested
Incorporating oral presentations into final evaluations is essential, allowing students to be assessed by three or four teachers using a structured rubric This approach emphasizes authentic or performance assessments, which are highly effective for measuring deep and meaningful learning.
• Teachers should prepare their students for the exam by doing presentation projects throughout the school year.
• Teachers should be trained to use PBL
Despite designated times for listening and speaking, these sessions are often overlooked It is essential to teach these skills based on the oral communication rubric that will be used for student evaluation later on.
Incorporating modern technology such as computers, smart boards, tablets, and mobile phones is essential for both teachers and students to enhance their oral communication skills in English By listening to native speakers, learners can significantly improve their pronunciation and overall speaking abilities.