Aims and Objectives of the Study
This study investigates the effectiveness of oral presentation activities (OPAs) in enhancing motivation among second-year students at Hanoi University of Business and Technology (HUBT) during English speaking lessons The primary goal is to determine the level of student engagement and willingness to participate in speaking English To achieve this, the research focuses on three specific objectives that will guide the exploration of students' motivation in the context of OPAs.
- to study how OPAs are used in English speaking lessons
- to study whether the students are motivated to speak English
- to give suggestions to motivate students in English speaking lessons
Two research questions will be addressed as follows:
1 How are OPAs used in English speaking lessons to motivate students?
2 To what extent are the students motivated by OPAs?
Research Methodology
This study employs a qualitative methodology to address two research questions, utilizing survey questionnaires directed at both students and teachers A detailed discussion of the applied methodology can be found in Chapter [insert chapter number].
Scope of the Study
This study focuses on the effectiveness of oral presentation activities as a motivational tool in English speaking lessons, specifically targeting second-year students at the Accounting Faculty of HUBT The author, with nearly five years of teaching experience at this institution, aims to investigate the current practices in this context It is important to note that the research is confined to the Accounting Faculty, rather than encompassing all second-year students at HUBT.
Design of the Study
The study consists of three parts: Introduction, Development, and Conclusion Part
This article presents a comprehensive study structured into three main sections The introduction outlines the rationale, aims, objectives, methodology, scope, design, and significance of the research The development section comprises three chapters: Chapter 1 provides a literature review, establishing the theoretical background and critically analyzing previous studies; Chapter 2 details the methodology, including data collection and analysis procedures; and Chapter 3 discusses the results and offers recommendations based on the findings The conclusion summarizes the key findings, discusses the study's limitations, and suggests implications for future research Finally, the article includes references and appendices to support the research.
Significance of the Study
The study demonstrates that Oral Presentation Activities (OPAs) significantly enhance student motivation to speak English, leading to increased participation and greater confidence during speaking lessons Furthermore, it offers recommendations for various types of oral presentation activities that can be effectively integrated into English speaking classes.
LITERATURE REVIEW
Theoretical Background
Oral presentations can be defined in various ways, depending on the perspective of different linguists Essberger (1998) describes an oral presentation as "a short talk by one person to a group of people introducing and describing a particular subject." This definition is concise and particularly relevant for Vietnamese students and the educational context in Vietnam, making it the preferred reference for the author.
Oral presentations, as defined in the "Guidelines for Oral Presentations" (2001), are concise discussions on a specific topic aimed at informing or engaging an audience This definition highlights that when an individual speaks on a focused subject in front of a group, they are effectively delivering a presentation.
Oral presentations, as defined in the 7th edition of the Oxford Advanced Learner's Dictionary, involve showcasing or sharing information with an audience, often regarding new products, ideas, or work They serve as essential tools for communication in both workplace environments and educational settings Essentially, oral presentations facilitate the expression of opinions and the delivery of clear, accurate explanations in various situations.
Oral presentations are essential for effectively communicating ideas, as highlighted by Jing (2009: iii), who emphasizes their role in conveying thoughts Similarly, Kaul (2005: 41) reinforces this notion by stating that presentations involve discussing or sharing ideas, concepts, or issues with an audience.
Oral presentations are defined as formal talks delivered to individuals or groups, aimed at presenting ideas in a structured manner.
Oral presentations are classified based on their purposes and forms or manners of delivery
In terms of the manners of delivery, the following is an overview of five common types of presentations and their purposes given by Dwyer (2000, 198-199):
An impromptu speech is an unprepared address that often catches the speaker off guard To effectively deliver this type of speech, it is crucial for the speaker to think clearly and communicate concisely, focusing on key points.
A manuscript speech is a carefully structured presentation ideal for complex topics, such as delivering a paper at a technical meeting or making legal presentations It is also suitable for press releases or speeches intended for media coverage While reading from a manuscript, it is crucial to maintain eye contact with the audience, which can be facilitated by using wide margins, large font sizes, and double spacing to enhance readability.
Memorized speeches are best for brief presentations, allowing speakers to appear relaxed and confident To achieve this, it's crucial to focus on memorizing the introduction thoroughly Attempting to memorize longer speeches can lead to losing one's place and feeling overwhelmed.
The briefing is a short oral summary or report of a plan, event or operation Its aim might be to inform, propose or justify solutions, or persuade the audience
Team briefings are essential for staff meetings and reporting progress or issues to supervisors and managers These briefings involve collaborative efforts among team members to create a cohesive presentation Initially, the team identifies the presentation's purpose and audience, followed by structuring and organizing the content into distinct sections Each team member is then assigned a specific part to present, ensuring clear roles for the introduction, main body, reinforcement of key ideas, and conclusion.
In terms of the speakers‟ purposes, there are five different types of oral presentations claimed by Whatley (2001) as follows:
Informative presentations are essential for raising awareness and enhancing understanding, as they offer descriptive updates on projects, events, products, procedures, rules, and regulations To ensure effectiveness, presenters should keep their content brief and relevant, focus on factual information, and avoid unnecessary complexity Additionally, selecting an appropriate organizational structure—such as chronological order, spatial arrangement, cause and effect, or logical sequence—is crucial For instance, an informative presentation can effectively clarify when, where, and how specific actions should occur.
An instructional presentation provides clear directions and detailed information on a specific topic, often requiring a longer format to ensure comprehensive coverage The goal is to equip listeners with new knowledge or skills, enhancing their understanding and capabilities.
Arousing presentations are designed to engage the audience's emotions and intellect, prompting them to consider a specific issue or situation By utilizing vivid language, visual aids, and music, presenters can effectively capture attention and encourage receptiveness to their perspective This combination of elements enhances the overall impact of the presentation, making it more compelling and memorable.
A persuasive presentation aims to inspire a belief, assessment, or specific action, functioning as both evaluative and prescriptive It effectively addresses controversies or disputes by offering solutions To succeed, the presenter must combine logic, evidence, and emotional appeal to influence the audience's perspective.
A decision-making presentation is designed to persuade the audience to adopt the presenter's recommended actions It effectively communicates ideas, suggestions, and arguments to motivate the audience to follow through with the proposed requests In such presentations, the speaker must clearly outline what actions the audience should take and provide guidance on how to implement those actions.
In summary, various types of oral presentations exist, with the informative presentation being the most appropriate for the research objectives Consequently, the author has selected this format for the current study.
1.3 The Advantages and Disadvantages of Oral Presentations
Oral presentations bring about both advantages and disadvantages to language learners Firstly, according to Ali Said Al-Issa (2010) there are a number of benefits of oral presentations as follows:
Review of Previous Relevant Studies
Numerous studies have critically examined the effectiveness of oral presentation activities in enhancing student motivation during speaking lessons, focusing on strategies to encourage students to engage in English speaking.
Richards Miles from Nanzan University, Japan, conducted a research study titled “Oral Presentation for English Proficiency Purpose,” which involved a survey on the first day of an oral presentation class The survey aimed to determine students' motivations for enrolling in the course, offering thirteen options rated on a scale of 1 to 5 The findings revealed that students primarily viewed presentation classes as a means to enhance their English proficiency rather than to learn presentation skills Additionally, the analysis indicated that many textbooks focus on non-English skills, such as organizing thoughts and body language, rather than language development Qualitative results highlighted that students had specific goals centered on improving their oral communication, with presentation training seen as a pathway to achieve this The study concludes that educators should recognize the language-focused motivations driving students to enroll in presentation classes and select more suitable textbooks to meet these needs.
In her 2009 seminar paper, Li Jing explored the "Application of Oral Presentation in ESL Classrooms in China," emphasizing the need for both teachers and students to recognize the significance of developing oral presentation skills The literature review highlighted the current state of English teaching in China, suggesting that incorporating Oral Presentation Instruction (OPI) can enhance the effectiveness of teaching By adopting OPI, educators can transform the traditional, often monotonous teaching methods, ultimately improving the quality of English language education.
Another study related to the use of a specific activity of oral presentation to improve oral fluency is “Improving Oral Fluency through Readers’ Theater in the EFL
Classroom – A GET Innovation in China” by Man Cao and Lan Huang (2009) from
A study conducted at the School of Foreign Languages, Wuhan University, China, utilized a quasi-experimental methodology over a 12-week semester to assess the impact of Readers' Theater on students' oral fluency Graduated students participated in pre-tests and post-tests for oral fluency at the beginning and end of the semester, respectively The findings indicate that students had a positive experience with Readers' Theater, leading to significant improvements in their oral fluency Additionally, students expressed enjoyment in using Readers' Theater, finding it a more engaging and enjoyable way to learn English However, the study also highlighted challenges in implementing Readers' Theater in the classroom, particularly for students lacking supra-segmental knowledge of English, which teachers should consider.
In addition to Readers' Theater, role-play is an effective method for enhancing students' motivation to speak English A study conducted by Xu Liu in 2010 at Beijing City University, China, explored strategies for boosting college students' motivation in English speaking activities.
The study, grounded in Richard E Mayer's motivation theory, explores the benefits of role-play in enhancing English language learning motivation Conducted over four weeks with freshmen at Beijing City University, participants were divided into two groups: one engaged in role-play activities and the other in oral English tests Data collected through observation notes, questionnaires, and interviews revealed that students in the role-play group exhibited greater interest in speaking English compared to those in the control group The findings suggest that incorporating role-play activities in Chinese universities can significantly boost students' motivation to speak English, indicating that role-play is a more effective method than traditional oral tests for engaging college students in language learning.
In terms of case study, a study on “Digital Storytelling: A Case Study on the
Teaching of Speaking to Indonesian EFL Students” (2011) by Afrilyasanti, Ria;
The study by Yazid Basthomi explored the use of digital storytelling in enhancing speaking skills among EFL students Findings revealed that students were able to create clear and communicative stories through this method Additionally, they demonstrated improved comprehension of their peers' stories, allowing them to engage actively and supportively in speaking class activities.
In terms of developing speaking skills for learners, a study on “Developing
Speaking Skills through Reading Graded Readers” was conducted by Hermine
Hovhannisyan (2012) conducted a study to examine the impact of graded readers on the speaking skills of students in an Experimental English class at the American University of Armenia The research involved two groups: an experimental group using graded readers alongside textbooks, and a control group using textbooks only Utilizing quantitative data collected through self-assessment checklists, pre-and post-interviews, and tests, the study concluded that graded readers are effective tools for enhancing students' speaking abilities Additionally, students expressed a positive attitude towards graded readers, appreciating the interactive activities that fostered a fun and effective learning environment for improving their speaking skills.
An action research study titled “Improving Students’ Speaking through CLT Method at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia” was conducted by Dedi Efrizal (2012) to evaluate the effectiveness of the Communicative Language Teaching (CLT) method in enhancing English speaking skills The study involved 25 seventh-grade students from Mts Ja-alhaq, utilizing a classroom action research approach Findings indicated significant improvements in students' speaking achievements, demonstrating that the CLT method effectively enhances speaking proficiency among first-year students at the institution.
He Lina conducted action research in China to explore ways to enhance her 28 English major students' motivation for speaking, as they were primarily focused on reading To address this, she implemented three key techniques: providing equal opportunities for speaking, diversifying speaking activities, and encouraging students to showcase their skills Notably, she relied on her observations rather than formal data collection methods Her findings indicated that the students engaged actively in class discussions, demonstrating improved motivation in their speaking abilities.
Also related to motivating students to speak English, a study on “Motivating
Students’ Speaking Skill through Simulation in English for Specific Purpose” by
Taksuriya Madsa (2012) from Rattaphum College at Rayamangala University of Technology, Thailand, conducted research to explore the use of simulation in enhancing students' speaking skills in English for Specific Purposes (ESP) The study involved 20 accounting-major students and utilized qualitative methodology, including class observations and questionnaires for data collection Results indicated that students experienced high motivation and felt they received adequate practice alongside theoretical knowledge The research also recommended that lecturers provide feedback, develop materials in both hardcopy and slideshow formats, and incorporate additional activities into class lessons to further support student learning.
Related to oral presentations, a research on “The Effects of Oral Presentations on Developing EGAP Students’ Communicative Competence” was carried out by
A study by Fatma Dekdouk (2013) investigated the impact of oral presentations on the communicative competence of undergraduate students in the EGAP program at Ouargla University Utilizing questionnaires and interviews, the research revealed a strong interest among students in engaging in classroom oral presentations The findings indicated that these presentations significantly enhance various aspects of communicative competence, including linguistic, discourse, strategic, pragmatic skills, and fluency The study emphasizes the importance of encouraging both teachers and students to incorporate oral presentation activities in the classroom to foster these competencies effectively.
In Vietnam, researchers have focused on enhancing motivation and speaking skills among EFL/ESL students Notably, Dinh Thuy Linh (2011) investigated ways to boost 11th-grade students' motivation in English speaking lessons at Vietnam-Poland High School through communicative activities Utilizing an action research approach, she employed questionnaires and class observation sheets for data collection, following Nunan's action research model (1992) The results indicated a significant improvement in student motivation after six weeks of implementing communicative activities, with 100% of participants expressing interest in English speaking lessons and achieving the anticipated effectiveness of the activities.
Nguyen Hoang Huyen (2011) conducted an action research study aimed at enhancing grade 10 students' motivation in learning English through oral presentations at Doan Thi Diem Private High School in Hanoi The study involved 28 students from class 10A1 and utilized pre-treatment and post-treatment questionnaires, semi-structured interviews, and a ten-week oral presentation training program The results indicated that the implementation of this action plan led to a significant positive shift in students' attitudes towards English, as well as increased participation in the learning process.
Another research related to action research is “An Action Research on Developing Speaking Skill through Oral Presentations with References to the Courcebook
“Talktime” for the Second-year Non-major Students at Hanoi University of
In her 2012 study, "Industry," Nguyen Thi Tam investigated the effects of oral presentations on the performance and attitudes of second-year non-English major students at Hanoi University of Industry Utilizing an action research approach, the study involved 42 participants and employed various data collection methods, including questionnaires, student journals, and observations The findings indicated that students held a highly positive view of the benefits and usefulness of oral presentations as a learning activity, highlighting their role in enhancing students' performance in speaking lessons.
RESEARCH METHODOLOGY
Context of the study
This study was conducted at the Accounting Faculty of HUBT, a private university in Hoang Mai District, Hanoi, Vietnam, which specializes in training students in business and technology Within the Accounting major, students can choose from various specializations in Business, including Banking and Finance, Business Administration, and Commerce.
Besides the core subjects of every discipline, English is a compulsory subject with
At HUBT, all students are required to complete 42 credits in English over six semesters, aiming to achieve intermediate-level communication skills by the end of the course Consequently, the primary emphasis of English instruction at HUBT is on developing students' oral communication abilities.
Second-year students receive English instruction three times a week, with each session split into two segments: computer lab work and classroom activities focusing on the four essential skills: reading, listening, speaking, and writing The school is equipped with twenty multimedia classrooms, featuring computers, projectors, and screens, which significantly enhance the teaching and learning experience of English.
Market Leader Pre-intermediate by Cotton, Falvey, and Kent (2012) is a comprehensive business English course designed for professionals and students alike, developed in collaboration with the Financial Times This course features twelve engaging units that cover essential topics relevant to international business, enhancing skills in teamwork, discussion, and negotiation while also improving speaking abilities Additionally, the program "Learning to Speak English" is introduced to support students in their English learning journey, utilizing interactive computer technology and virtual reality environments to create a more engaging classroom experience This approach aims to help learners overcome shyness and enhance their communication skills with international peers.
A specialized teaching schedule for four essential English skills has been developed by top educators at the Faculty of English 1 Students practice speaking twice weekly: once in a self-study lab using the Learn to Speak English program on computers, and once in class with teacher support At the end of each semester, students undergo assessments that include both written and oral tests to evaluate their progress.
Methodology
This study involves qualitative methodology in order to answer the two research questions Specifically, it conducts survey questionnaires for both students and teachers
The participants of the study consist of both students and teachers
A random selection of 200 second-year Accounting students participated in the initial questionnaire, representing a diverse group in terms of age and hometown Most of these students have studied English for eight years during both Secondary and High School; however, they exhibit varying levels of proficiency, particularly in speaking skills.
A survey was conducted among eleven female English teachers from the English 1 Faculty at Hanoi University of Business and Technology (HUBT), who instruct second-year Accounting students These educators, aged between 25 and 40, each possess approximately three years of teaching experience.
English at HUBT They were all graduated from Hanoi University of Languages and International Studies and Hanoi University Two-thirds of the teachers got MA Degree
The research utilized survey questionnaires to gather insights on the effectiveness of oral presentation activities in motivating students during English speaking lessons Two distinct questionnaires were crafted to capture the perspectives of both teachers and students regarding this educational approach.
This questionnaire aims to assess teachers' current implementation of oral presentation activities (OPAs) in English speaking lessons and gather their insights on how OPAs can enhance student motivation to speak English It consists of four main sections with a total of seven questions The first two questions focus on the teachers' current utilization of OPAs, while questions three to five delve into their opinions regarding the motivational impact of OPAs on students The sixth question addresses the challenges teachers face when incorporating OPAs, and the final question invites them to provide suggestions for improving the effectiveness of OPAs in encouraging student participation in English speaking.
The survey questionnaire for students is structured into three main parts, comprising six questions in total The first part includes three questions that gather students' opinions on the use of Oral Presentation Activities (OPAs) by their teachers to encourage English speaking The second part focuses on the challenges students encounter when OPAs are implemented in speaking lessons Finally, the third part consists of two questions that seek to understand students' expectations for enhancing OPAs in English speaking lessons and their preferences regarding oral presentations.
The author conducted a survey by distributing two hundred questionnaires to students and eleven to English teachers at the Hanoi University of Business and Technology (HUBT) To facilitate understanding, the author personally visited each class to guide students on how to complete the English-language questionnaire, providing translations and explanations as needed For the teacher questionnaires, the author engaged with the teachers during their break times to encourage their participation and ensure the collection of valuable data for analysis.
A total of 200 survey questionnaires were distributed to student participants, all of which were returned, alongside responses from 11 participating teachers The collected data met the study's requirements and will be analyzed in the following chapter, with findings presented in table format where applicable.
RESULTS AND DISCUSSIONS
Research question 1: How are OPAs Used in English Speaking Lessons to
After analyzing the results of the two questionnaires, the results are presented in Table 3.1, Table 3.2 and Table 3.3 as follow:
3.1 Teachers’ frequency in using OPAs to motivate students in speaking lessons
Table 3.2 Students’ opinions about the use of OPAs in their English speaking lessons
Analysis of Tables 3.1 and 3.2 reveals a strong alignment between students' and teachers' opinions regarding the use of OPAs in English speaking classes Both groups indicate that the frequency of "Never" and "Always" responses is minimal Consequently, the author has opted to statistically rescale the frequency levels for OPAs: combining "Never" and "Hardly" into "Hardly," keeping "Sometimes" unchanged, and merging "Always" and "Usually."
“Usually” The results of the rescaling are presented in Table 3.3 below:
Table 3.3 Teachers’ opinion and students’ opinion on the use of OPAs in English speaking class
Table 3.3 reveals that 72.7% of the teachers and 75% of the students agree that activity “Giving speech” is hardly used in English speaking lessons
In terms of level “Usually”, as shown in Table 3.3, 75.5% of the students and 72.7
% of the teachers state that the activity “Reading out aloud” is usually used in
English speaking lessons Next, the activity “Debating” is also reported to be
“usually” used by 72.5% students and 72.7% teachers
Students Teachers Students Teachers Students Teachers
In terms of level “Sometimes”, Table 3.3 reveals that the activity “Sometimes” used according to opinions of most of the teachers (90.9%) and students (85%) is
“Describing people” As seen clearly in Table 3.3, more than half of the teachers and students (ranges from 54.5% to 72.7%) state that activities which are
“sometimes” used including Indiviudal oral presentation, Telling stories, Role- playing, Reporting, Describing pictures, Group oral presentation, Advertising products and Simulating
The other activities “sometimes” or “usually” used according to teachers‟ and students‟ opinions make up a small propotion of teachers and students as shown in details in Table 3.3
According to surveys conducted with teachers and students, educators report encountering challenges in implementing Oral Proficiency Activities (OPAs) during English speaking lessons, while students acknowledge facing difficulties that diminish their motivation for speaking activities The findings from these surveys are detailed in Tables 3.4 and 3.5 below.
5 Low level of students‟ English proficiency 18.2 81.8
7 Students‟ fear of making mistakes while speaking 0 100
8 Students‟ lack of oral presentation skills 9.1 90.9
9 Students‟ resistance to participating in the lesson 72.7 27.3
Table 3.4 Obstacles for teachers in using OPAs in English speaking lessons
According to Table 3.4, all teachers (100%) identify students' fear of making mistakes as the primary barrier to speaking English Furthermore, a significant majority of teachers (81.8% to 90.9%) also recognize that factors such as shyness, inadequate oral presentation skills, low English proficiency, and insufficient facilities contribute to this challenge.
Furthermore, Table 3.4 also shows that lack of time, large class and noises during the lessons are also considered the obatacles to 72.7 % of the teachers
Both teachers and students encounter challenges when implementing Oral Proficiency Activities (OPAs) in English speaking lessons As shown in Table 3.5, students face various difficulties while engaging in OPAs during their English speaking classes.
1 Lack of vocabularies to express opinions
7 Lack of group work skills 0 10 45 40 5
8 Lack of relevant information searching skills
9 Feeling not familiar with the use of technology for oral presentation
Table 3.5: Students’ difficulties when participating in OPAs in their English speaking lessons
Table 3.5 reveals in details that 95% of the students report that they “Always” or
“Usually” lack of vocabularies to express; 81% of them say that they are “Always” or “Usually” afraid of losing face and 77% are afraid of making mistakes at
A significant portion of students, between 66% and 69%, report facing challenges related to a lack of confidence, anxiety, and fear of criticism Specifically, 66% of students express feelings of low self-confidence, while 69% indicate that anxiety and fear of being criticized are prevalent issues affecting their academic performance.
Table 3.5 indicates that a significant number of students experience various challenges, with 50% to 80% reporting difficulties such as noisy classrooms (80%), low language proficiency (66%), insufficient preparation time (65%), and inadequate skills in searching for relevant information (50%).
It is interesting to noted from the Table 3.5 that 65 % students respond that the use of technology for oral presentation is “Hardly” difficult to them
The analysis of Tables 3.4 and 3.5 highlights key challenges faced by both teachers and students, including issues related to facilities, vocabulary, and psychological factors It is essential for educators and learners to address these difficulties in order to identify effective solutions.
In conclusion, survey results indicate that teachers incorporate various Oral Proficiency Activities (OPAs) in English speaking lessons, although the frequency of their use varies significantly Additionally, both teachers and students have identified specific challenges encountered during the implementation of OPAs.
Research question 2: To what extent are the students motivated when OPAs
The findings from the surveys presented in Tables 3.6 and 3.7 address the second research question, highlighting teachers' perceptions of students' motivation in English speaking lessons and assessing the impact of OPAs on student motivation levels.
OPAs Levels Not motivated at all (%)
Table 3.6 Teachers’ perception of students’ motivation of OPAs in the English speaking lessons
OPAs Levels Not motivated at all (%)
Rather motivated (%) Motivated (%) Strongly motivated (%)
Table 3.7 The level of students’ motivation by the use of OPAs in their English speaking lessons
To analyze and compare the survey results regarding the motivation levels of students and teachers towards OPAs, the data from Tables 3.6 and 3.7 have been consolidated into Table 3.8.
Table 3.8 Teachers’ opinions and students’ opinions on the motivation levels of OPAs
According to Table 3.8, both teachers and students share the view that the activities "Reporting" and "Giving speech" fail to motivate students, with only 9.1% of teachers and 10% of students expressing motivation for the former, and 9.1% of teachers and 10.5% of students for the latter In contrast, the motivation levels for the remaining OPAs vary from "Rather motivated" to "Strongly motivated," with 91% to 100% of teachers and students agreeing that these activities rank from "Motivated" to higher levels of engagement.
“Strongly motivated”: Advertising products, Group oral presentation, Describing pictures, Role-playing, Debating and Describing people
Table 3.8 also reveals that the other oral presentation activities considered “Rather motivated” (ranges from 62% to 81.8%) including Reporting (72.7% teachers and 64% students) and Giving speech (81.8% teachers and 62% students)
Judgments of "Rather motivated" OPAs reveal notable differences between teachers' and students' opinions, with variations ranging from 23.5% to 63.6% Specifically, reading aloud garnered 27.3% from teachers and 25.5% from students, while storytelling received 45.5% and 40.5%, respectively In contrast, individual oral presentations showed a significant disparity, with 63.6% of teachers considering them motivated compared to only 23.5% of students.
It is clear from Table 3.8 that students are motivated by the use of OPAs ranging from level “Rather motivated” to “Strongly motivated”
A recent teacher survey revealed that 72.7% of educators believe their students are highly interested in Oral Proficiency Activities (OPAs), while 27.3% perceive a moderate interest Additionally, 81.8% of teachers view OPAs as highly beneficial for motivating students to speak English, with only 18.2% considering them somewhat useful Overall, teachers perceive a strong student interest in OPAs, which they deem nearly essential for enhancing language skills.
Students are motivated by Oral Proficiency Assessments (OPAs) because they enhance oral language skills and offer numerous benefits across various activities, as detailed in Tables 3.9 and 3.10.
1 Giving students more chance to speak English 9.1 90.9
3 Encouraging students to express themselves orally 36.4 63.6
4 Encouraging students exchange ideas with classmates 45.5 54.5
6 Making students more interested in learning English 27.3 72.7
7 Helping students learn from each other 18.2 81.8
8 Helping students learn how to use technology for oral presentation 36.4 63.6
11 Building up teamwork for students 27.3 72.7
12 Helping students reduce anxiety when speaking English 18.2 81.8
Table 3.9 Teachers’ perception of students’ benefits from participating OPAs in English speaking lessons
A significant 90.9% of teachers believe that Oral Presentation Activities (OPAs) provide students with increased opportunities to speak English Additionally, 81.8% report that OPAs enhance students' English proficiency, foster peer learning, and boost confidence Furthermore, 72.7% of teachers acknowledge that OPAs promote a learner-centered approach, heighten student interest in English, and encourage teamwork Between 63.6% and 72.7% of educators indicate that OPAs motivate students to express themselves verbally and facilitate the use of technology in oral presentations Teachers also highlight other advantages of OPAs, including encouraging idea exchange (54.5%) and fostering student independence (36.4%).
1 Having more chance to speak English 73.5 21.5 5 0
2 Feeling more confident when speaking English
3 Having more chance to express orally 66 26 8 0
4 Having more chance to exchange ideas with classmates
5 Being more interested in learning
8 Learning how to work in groups/ in pairs
9 Learning how to use technology for oral presentations
10 Acquiring more background knowledge through English
Table 3.10 The level of benefit from the use of OPAs in students’ English speaking lessons
According to Table 3.10, a significant majority of students, ranging from 75% to 80%, agree that Oral Presentations Activities (OPAs) are beneficial for enhancing their language skills and essential soft skills Students reported improvements in self-independence, self-confidence, and reduced anxiety as key benefits of participating in OPAs Additionally, between 60% and 73.5% of students highlighted that OPAs boost their confidence, teach them to utilize technology for presentations, integrate multiple language skills, and provide more opportunities for oral expression Furthermore, the data indicates that OPAs are effective in developing language proficiency, with 55.5% of students practicing meaningful oral English, 53.5% exchanging ideas with peers, 50% learning collaboratively, 46.5% showing increased interest in English, and 42.5% improving their overall English proficiency.
In a nutshell, from the two Tables above it can be seen that OPAs give students lots of benefits which explain why OPAs help motivate students in English speaking lessons.
Teachers‟ recommendations and students‟ expectations for improving OPAs
Survey results indicate that enhancing Oral Proficiency Activities (OPAs) in English speaking lessons requires specific recommendations from teachers and expectations from students, as detailed in Tables 3.11 and 3.12.
3 Designing suitable speaking tasks for students 27.3 72.7
5 Providing students with equipment and relevant language structures they need for completing the task
7 Practicing OPAs in small groups 0 100
8 Having students work in pairs or groups to do OPAs homework 36.4 63.6
9 Giving students OPAs topics in advance 0 100
10 Teaching students oral presentation skills 0 100
11 Practicing students oral presentation skills 0 100
Table 3.11 Teachers’ recommendation to make OPAs more effective in English speaking lessons
Table 3.11 clearly indicates that all teachers advocate for selecting suitable topics, providing praise, conducting oral presentation activities (OPAs) in small groups, giving students advance notice of OPA topics, and teaching oral presentation skills to enhance student motivation in speaking English Additionally, the table highlights a strong consensus among teachers on the importance of choosing relevant situations and delivering clear instructions.
(81.8%), designing suitable speaking tasks for students (72.7%), having students do
OPAs homework in pairs or in groups (63.6%)
Students’ expectation from OPAs in English speaking lessons No
2 Choosing appropriate topics and situations 0 100
3 Providing vocabularies and language items in advance 0 100
4 Providing students with necessary equipment & relevant language structures
5 Giving more time to practice in pairs 30 70
6 Giving more time for OPAs preparation in groups 5 95
7 Correcting the mistakes at appropriate time 25 75
10 Creating comfortable language atmosphere in English speaking lessons
11 Let students choose groups or pairs themselves 5 95
13 Giving OPAs topics for preparation in advance 0 100
14 Teaching students oral presentation skills 52.5 47.5
15 Practicing students oral presentation skills in small groups 49.5 50.5
16 Having students work in groups or pairs to do OPAs homework 48.5 51.5
Table 3.12 Students’ expectation from OPAs in English speaking lessons
Table 3.12 reveals that 100% students expect their teachers to choose appropriate topics and situations, praise them and give OPAs topics for preparation in advance
In addition, 100% students expect that their teachers create comfortable language atmosphere in English speaking lessons, provides language items in advance and give clear instructions
A comparison of the data reveals notable similarities between teachers' recommendations and students' expectations regarding oral presentation activities (OPAs) Specifically, 95% of students desire more time for group preparation and the ability to choose their own partners or groups Additionally, 75% of students expect timely correction of mistakes, while 70% seek more practice opportunities in pairs Furthermore, 65.5% of students want relevant language structures provided, and 65% appreciate constructive feedback Lastly, around 50% of students wish for instruction and practice in oral presentation skills, along with homework assignments related to OPAs.
Teachers' recommendations and students' expectations align closely, highlighting a shared understanding Additionally, students have specific expectations from Online Practice Activities (OPAs) that educators should consider By addressing these expectations, teachers can enhance OPAs in English speaking lessons, ultimately motivating students to engage more actively in speaking English.
The following Table 3.13 reports students‟ preference in giving oral presentations
Table 3.13 Students’ preference in giving oral presentations
Table 6 reveals that 65% of students prefer giving oral presentations in pairs or small groups of 3-4, while only 50% show interest in presenting individually Notably, none of the students expressed a dislike for small group presentations, but 20% do not favor working in larger groups of 5-8 Additionally, 15% of students are not fond of individual presentations, and 14% lack interest in pair presentations.
In summary, the findings in Table 6 indicate that a majority of students prefer to deliver oral presentations in pairs or small groups of three to four, showing a strong aversion to individual presentations and large group formats.
Summary
The findings from both student and teacher surveys reveal that Oral Presentation Activities (OPAs) are utilized at varying frequencies in English speaking classes Despite some challenges in their implementation, OPAs have proven effective in motivating students to engage in speaking English Notably, activities such as Role-playing, Simulating, Debating, Group Oral Presentations, and Advertising Products significantly enhance student motivation and should be incorporated more frequently into lessons Additionally, students show a preference for delivering oral presentations in pairs or small groups of three to four, suggesting that teachers should consider these preferences to enhance the effectiveness of their instruction.