INTRODUCTION
Rationale of the study
Since the introduction of English in Vietnam, learners primarily emphasized grammar and translation as key methods for effective communication with foreigners However, with the rapid development of society, there is an increasing need for education to prioritize communicative language teaching Consequently, speaking has become a crucial component in learning English One effective way for learners to enhance their speaking skills is through oral presentations.
The integration of oral presentations in English language teaching has emerged as a significant trend, capturing the attention of researchers globally (Miles, 2003) This method offers students invaluable opportunities to enhance their speaking skills in front of an audience, which is considered one of the key benefits of their educational experience (Miles, 2003) Zhu (2005) emphasizes the importance of presentations in skill development, noting that they are multi-task activities that require learners to articulate and visually support their speech simultaneously With the increasing popularity of presentations, they play a crucial role in modern teaching and learning methodologies, serving the dual purposes of informing and persuading audiences.
Numerous studies have explored the factors influencing the success of oral presentations in EFL classrooms, highlighting their benefits for language skill development (Cheung, 2008; Taylor, 2012; Wilson and Brooks, 2014) While existing research has focused on teachers' and students' perceptions regarding pronunciation, grammar, and vocabulary (Nguyen, 2012; Masmaliyev, 2014), there is a notable lack of studies addressing the challenges faced by elementary students during oral presentations in speaking lessons Specifically, no research has investigated these difficulties within the context of Vietnam, which underscores the importance of this study.
Oral presentations play a significant role in EFL lessons, as evidenced by an English center in Hanoi that incorporates this task into its courses for all learners, including elementary students However, many students, regardless of their level, struggle with presentation skills, with even intermediate learners facing challenges despite regular practice Recognizing this issue, a teacher at the center seized the opportunity to conduct a study on the difficulties encountered by elementary students when engaging in oral presentations during speaking lessons.
The study titled “The Difficulties of Elementary Students When Doing Oral Presentations in a Speaking Lesson: A Case of an English Center in Hanoi” aims to address the challenges faced by elementary students during oral presentations This research is designed to be beneficial for all students, with a particular focus on enhancing the skills of elementary learners.
Research aims
This research aims to investigate the challenges faced by elementary students during oral presentations in speaking lessons at an English center in Hanoi Additionally, the study gathers students' expectations regarding their teachers' support in addressing these issues.
Research questions
The above overall aim is expected to be fulfilled by addressing the following research questions:
Question 1: What are the difficulties faced by elementary students in doing presentation?
Question 2: What do students expect from their teachers to help them overcome the difficulties?
Scope of the study
This study examines elementary students at the center who have participated in oral presentations during class It aims to identify the challenges these students face while delivering oral presentations in speaking lessons.
Methods of the study
This study employed a variety of data collection methods, including observation, face-to-face questionnaires, and interviews, to ensure a reliable and comprehensive understanding of the subject The combination of questionnaires and interviews provided valuable insights, while observation added an objective perspective Following the data analysis, several key conclusions were reached.
Significance of the study
This study examines the challenges faced by elementary students during oral presentations in speaking lessons, aiming to assist them in improving their presentation skills The findings are intended to serve as a guide for students, enhancing their understanding of the difficulties encountered in oral presentations, which may positively influence their attitudes and behaviors towards learning Additionally, the research seeks to boost students' interest in presentations by providing effective strategies to overcome these challenges Furthermore, it aims to contribute to the existing literature on the difficulties elementary students face in Vietnam, offering a valuable reference for future researchers interested in this topic.
Design of the thesis
This study consists of four chapters:
Introduction presents the rationale for conducting the study along with its aims, research questions, significance and design
Chapter 1 - Literature Review conceptualizes the framework of the study including the key concepts such as the definition of oral presentation, its types and significance in EFL classrooms, the definition of difficulty, its classification, students‟ difficulties in presentation, characteristics of young learners and factors hindering young learners‟ from presenting A brief overview of the related studies are also provided
Chapter 2 - Research methodology presents the context, the methodology used in this study including the objects, data collection instruments, data collection procedure and analysis
Chapter 3 – Findings and discussion presents a comprehensive analysis of the data and gives discussion on the findings of this study
Chapter 4 – Conclusion offers the summary of findings, implications, limitations, and recommendations for further study.
DEVELOPMENT
LITERATURE REVIEW
This chapter outlines the study's framework, focusing on essential concepts like the definition and significance of oral presentations in EFL classrooms, various types of presentations, and the classification of difficulties faced by students It examines the challenges young learners encounter during presentations, their unique characteristics, and the factors that impede their performance Additionally, a concise overview of related studies is included to provide context.
Presentations, as defined by Kaul (2005, p.2), involve sharing ideas, concepts, or issues with an audience Oral presentations extend beyond large gatherings; they serve as a vital communication tool in workplaces, classrooms, and various situations where clear and precise expression is necessary Research in this field highlights that such activities are crucial for effectively conveying ideas.
Hyland (1991) emphasizes that an oral presentation is a hybrid form of communication that combines spoken and visual elements, aimed at informing or persuading an audience in organizational contexts Given the typical time constraints, a successful presentation requires meticulous planning, including a well-structured outline and accurate facts The speaker should effectively utilize visual aids, communicate clearly and confidently, and be prepared to address questions from the audience While this task can be demanding, it is achievable with a solid understanding of oral communication skills and practical experience in their application.
Delivering oral presentations in English involves more than just mastering the language and adhering to guidelines; it is a skill that demands a deep understanding of sociolinguistic nuances and cognitive processes, especially for learners.
English as an Additional or Foreign Language (EAL/EFL) (Morita, 2000; Adams,
Organized and guided oral presentations provide students with valuable learning experiences and essential skills that benefit their education and future careers in ESL/EFL contexts (Melion & Thompson, 1980) Chivers and Shoolbred (2007) emphasize that engaging in presentations is a highly effective learning method Furthermore, Mandal (2000) highlights that presentations are typically delivered in specialized environments such as business, technical, or scientific settings, where the audience is often more knowledgeable than in standard speech events It is important to note the distinction between normal speech, which is more natural, and oral presentations, which are structured forms of communication.
In general, a presentation is a formal talk to one or more people that
An effective oral presentation clearly conveys ideas and information in a logical manner It serves as a vital method for delivering knowledge and lectures to an audience According to Kaul (2005), a successful presentation comprises four essential components: the presenter, the audience, the message, and the tools used to facilitate communication.
In this study, the concept of presentation will be narrowed down to a short talk by one person or a group of people introducing and describing a particular subject
Chivers and Shoolbred (2007, p.2) emphasize that grasping the presentation style is crucial for achieving the primary objective of the presentation Consequently, speakers can tailor their presentation type based on its intended goal, as presentations can be categorized in various ways.
According to Whatley (2003), there are five types of presentation as follows:
(1) Informative presentation, (2) Instructional, (3) Arousing presentation, (4) Persuasive presentation and (5) Decision-making presentation
There are five main types of presentations, each serving a distinct purpose Informative presentations aim to update the audience on events, plans, products, and regulations Instructional presentations provide specific directions, equipping listeners with new knowledge or skills Arousing presentations stimulate the audience's emotions and intellect, encouraging them to engage with the speaker's viewpoint Persuasive presentations focus on convincing the audience to accept a proposal or solution to a problem Lastly, decision-making presentations present ideas and arguments logically to persuade the audience to take specific actions, clearly outlining the "what" and "how" of the proposed suggestions.
When selecting presentation types in an EFL classroom, it's essential to consider learner proficiency levels, objectives, and the classroom environment Given these factors, informative presentations are particularly effective, as they align well with students' oral output needs and the overall classroom context.
Although oral presentation is widely used, few students have fully understanding about its significance
Enhancing students' speaking skills is crucial for their fluency in public speaking According to Miles (2010), most students engaged in oral presentations aim to improve their English communication abilities and public speaking competence Zhu (2005) also emphasized that oral presentations provide an excellent opportunity for students to explore topics in depth.
Oral presentations not only improve students' speaking skills but also have a multifaceted impact on their learning experience Research by Al-Issa & Al-Qubtan (2010) indicates that these presentations enable learners to effectively utilize technology in their studies Additionally, King (2002) highlights that students can enhance their presentations visually and engagingly through tools like PowerPoint.
One significant advantage of group oral presentations is the enhancement of students' collaborative skills (King, 2002; Al-Issa & Al-Qubtan, 2010) Working together to prepare their presentations allows students to engage in discussions to select topics, create outlines, and develop content This collaborative effort fosters understanding and cooperation among group members, leading to greater unity and sympathy in their work Consequently, the group presentation process proves to be highly beneficial for students, as it involves extensive teamwork.
Oral presentations offer a valuable opportunity to develop four language skills in an integrated manner (King, 2002) Preparing a presentation outline is crucial, as it requires students to conduct readings, synthesize information, and organize their findings (Zhu, 2005) Additionally, classmates enhance their listening skills by engaging with the presenting group (Al-Issa & Al-Qubtan, 2010).
Finally, oral presentation makes students more active (Al-Issa & Al-Qubtan,
2010) Students do not have to learn by heart, instead, they are required to be
“interactive, dynamic, reflective, and independent learning and critical thinking.”
(Al-Issa & Al-Qubtan, 2010) King (2002) also has the same point of view She affirmed in her research paper that oral presentation is “a learner- centered activity”
Maximos (1968) identified difficulties as obstacles that hinder students from reaching correct answers in their activities, suggesting that these challenges can be measured by the frequency of repeated mistakes, specifically when they occur at a rate of 25% or higher Similarly, Othman (1990) echoed this perspective, defining difficulties as factors that impede students from obtaining accurate answers, while also highlighting that a 25% error rate serves as an indicator of the presence of such difficulties.
Learning difficulties, as defined by Al Qassim (2000), refer to a consistent decline in a student's academic performance, regardless of their cognitive abilities These challenges are not attributed to visual, auditory, or physical impairments, nor are they influenced by social circumstances.
RESEARCH METHODOLOGY
This chapter outlines the methodologies employed in the study, detailing the rationale behind the use of a descriptive approach It presents information on the participants, the instruments utilized, the procedural steps taken, as well as the methods of data collection and analysis.
The researcher employed a descriptive research approach to examine the challenges faced by elementary students during oral presentations in speaking lessons According to Brown and Rodgers (2002), descriptive research quantifies group characteristics and behaviors, utilizing descriptive statistics to analyze data in terms of central tendency and dispersion This methodology effectively highlights the difficulties encountered by students in this context.
A study conducted at an English center in Hanoi highlights the effectiveness of its English courses for students from kindergarten to high school Each course consists of twenty 90-minute lessons, during which students learn vocabulary related to daily life, including topics such as school, family, animals, sports, food, and clothing By the end of the course, students can fluently understand, remember, and apply various sentence structures The center offers two lessons per week, focusing on both written and oral skills Speaking practice involves activities like reading passages aloud, answering questions, role-playing, storytelling, and oral presentations Notably, students deliver presentations on teacher-suggested topics during the 11th and 17th lessons, either individually or in groups.
The primary student group at this center comprises 18 classes, offering a comprehensive six-level English course designed to enhance young children's four essential language skills The course, structured as Starters 1, Starters 2, Movers 1, Movers 2, Flyers 1, and Flyers 2, features theme-based content that aligns with child development stages Utilizing the Kid's Box series from Cambridge University Press (3rd edition), each of the six levels includes 8 to 12 engaging topics, such as my school, my family, and our hobbies Each topic is carefully divided into 4 or 5 lessons, delivered over a span of 2 to 3 weeks, ensuring an age-appropriate and effective learning experience.
Children engage in two 90-minute English lessons each week, where they develop language skills and life competencies through diverse tasks and projects in a supportive environment Starting from primary school, elementary students practice oral presentations in their speaking lessons, which significantly enhances their English speaking abilities However, they often encounter various challenges during this activity.
This study focuses on 225 elementary students aged six to ten at a center, all of whom have limited experience with oral presentations Enrolled in English courses after school, these students aim to enhance their English skills and acquire foundational knowledge English serves as a vital communication tool for interacting with teachers and peers, and it also aids in learning other subjects such as Mathematics and Science As part of their curriculum, students are required to deliver oral presentations during speaking lessons.
The researcher conducted a study by selecting a sample of ten classes, encompassing six levels from Starters 1 to Flyers 2, with one or two classes randomly chosen from each level Each class consists of 10 students, resulting in a total of 100 students participating in the study.
100 students The sample included both male and female students
The researcher employed observation, questionnaires, and interviews as key instruments to effectively gather essential information This approach facilitated direct responses to the respondents' questions, ensuring comprehensive data collection.
The study's questionnaire is divided into two parts: the first part addresses the difficulties elementary students face during presentations, while the second part explores students' expectations from teachers to help them overcome these challenges Part 1 contains twenty statements and Part 2 includes five statements, focusing on factors that affect students' performance in oral presentations, as outlined in Chapter 1 and adapted from Ayman Hassan Abu El Enein's 2011 research The adapted questionnaire maintains three main criteria: clarity of speech and voice quality, correctness of language, and relevance to younger students' experiences.
This study focuses on audience interaction, utilizing a questionnaire that evaluates four key criteria: Language, Content, Personal Traits, and External Factors While Ayman Hassan Abu El Enein's questionnaire comprises 35 statements, this study's questionnaire is streamlined to include only 20 statements, ensuring a focused assessment of the interaction dynamics.
Dishonesty in questionnaire responses can arise from factors such as social desirability bias and the desire for privacy To address this, researchers assured respondents that their privacy would be respected and that personal identification would be avoided In the study, many students initially felt shy about sharing their opinions However, by providing anonymous questionnaires, students felt more comfortable and were able to respond more honestly and effectively.
Questionnaires may yield unreliable responses as participants often select answers without fully reading the questions or options, and may skip questions altogether, affecting data validity To enhance response accuracy and completion rates, the researcher designed a concise questionnaire with straightforward questions to minimize the likelihood of omissions.
Prior to distribution, the questionnaire was translated into Vietnamese to ensure clarity and uniform understanding among respondents This careful selection process minimized any potential confusion regarding the questions Additionally, the researcher was able to gauge respondents' emotional reactions and feelings by observing their facial expressions, reactions, and body language.
The research used a Likert scale, which frequently utilizes a rating scale from
Using a scale from "slightly agree" to "strongly disagree" enhances the quality and clarity of responses, moving beyond simple multiple-choice options This approach enables researchers to gather data from a larger audience efficiently and in a shorter timeframe.
An observation checklist was developed to identify the challenges students face during class presentations, focusing on four key criteria: "Language," "Content," "Personal Trait," and "External Factor." This checklist comprises fifteen items, enabling efficient numerical data analysis Prior to the observations, I communicated my research objectives to the center manager, teachers, and students, obtaining their consent to proceed Ultimately, ten classes were observed during the 11th or 17th lesson of their respective courses To ensure a seamless observation process, I consistently arrived early to each class, minimizing any potential disruptions.
45 minutes so the researcher observed 50 presentations of students in total
FINDINGS AND DISCUSSION
This chapter outlines the study's findings and discussions, presenting results gathered from student questionnaires, observations, and interviews to effectively address the research questions.
3.1 Data collected from the questionnaire
The data gathered from the questionnaire addresses two key research questions The researcher analyzed the responses by calculating the sum, means, standard deviation, percentage weight, and rank for each item in the questionnaire.
3.1.1 Students’ difficulties in doing presentation
Tables 3.1, 3.2, 3.3, 3.4, 3.5 shows the result of the first question: “What are the difficulties faced by elementary students in doing presentation?”
Table 3.1: The sum of responses, means, std deviation and the rank of each item from of the first domain from the questionnaire
No Language Sum Mean Std
You use appropriate transitional words
Your presentations have enough appropriate vocabulary and expressions
Your presentations have enough appropriate structure of sentences
- Item no (2) "You use correct grammar." occupied the first rank with percent weight (67.6%)
- Item no (4) "Your presentations have enough appropriate vocabulary and expressions." occupied the second rank with percent weight (64%)
- Item no (3) "You have correct pronunciation." occupied the third rank with percent weight (61.2%)
- Item no (1) " You use appropriate transitional words.” occupied the fourth rank with percent weight (57.6%)
- Item no (5) "Your presentations have enough appropriate structures of sentences." occupied the last rank with percent weight (56.2%)
Table 3.2: The sum of responses, means, std deviation and the rank of each item from of the second domain from the questionnaire
No Content Sum Mean Std
Your presentations are given in an organized way
You outline the presentation objectives to audience
You stick to the objectives of the speech 212 2.12 1.104 42.4 5 20
Your presentations have a good connection of ideas
You deliver the presentation with clear ideas and examples
As shown in Table 3.2 we can observe the difficulties from the most to the least arranged in order according to the percentage weight and rank:
- Item no (5) "You deliver the presentation with clear ideas and examples." occupied the first rank with percent weight (59.4%)
More than 45% of students acknowledged that their oral presentations suffered from disorganization, failure to outline objectives for the audience, and a weak connection between ideas.
- Item no (3) "You stick to the objectives of the speech." occupied the last rank with percent weight (42.4%)
Table 3.3: The sum of responses, means, std deviation and the rank of each item from of the third domain from the questionnaire
No Personal trait Sum Mean Std
You do not fear negative evaluation and comments
4 You keep eye- contact with audience
5 You use body language and gestures
- Item no (2) "You present fluently." occupied the first rank with percent weight (65.8%)
Over 60% of students reported facing significant challenges during oral presentations, including a lack of confidence, fear of negative evaluation and comments, and insufficient use of body language and gestures.
- Item no (4) "You keep eye-contact with audience." occupied the last rank with the percent weight of (54.8%)
Table 3.4: The sum of responses, means, std deviation and the rank of each item from of the fourth domain from the questionnaire
No External factor Sum Mean Std
You prepare carefully for the presentation
You are familiar with the criteria of effective oral presentation
You have the right to choose the topics
You have motivation towards giving the oral presentation
You are not interrupted by the audience
As shown in Table 3.4 we can observe the difficulties from the most to the least arranged in order according to the percentage weight and rank:
- Item no (4) "You have motivation towards giving the oral presentation." occupied the first rank with percent weight (63%)
- Item no (5) "You are not interrupted by the audience." occupied the second rank with percent weight (60.8%)
- Item no (1) "You prepare carefully for the presentation." occupied the third rank with percent weight (55.6%)
- Item no (2) "You are familiar with the criteria of effective oral presentation.” occupied the fourth rank with percent weight (54.2%)
- Item no (3) "You have the right to choose the topics.” occupied the last rank with percent weight (48%)
Fifth: The whole scope of the questionnaire:
To conclude the results, the sum of responses, means, std deviation and the rank of each field of the questionnaire were used Table 3.5 shows this:
Table 3.5: The sum of responses, means, std deviation and rank of each domain from and all questionnaire
No Field No of items Sum Mean Std
Table 3.5 reveals that the "Personal trait" field holds the highest weight at 61.69%, followed closely by the "Language" field at 61.32% The "External factor" field ranks third with a weight of 56.32%.
“Content” occupied the last rank with percent weight (51.24%) That indicates that
Students often face significant challenges in delivering oral presentations due to personal traits influenced by psychological factors To address this issue, teachers should focus on enhancing students' confidence and nonverbal communication skills before assigning oral presentation tasks.
The total score of the difficulties of the questionnaire had a percentage weight of (57.71%) that indicates these difficulties have a serious effect on students‟ achievement when doing oral presentation
The analysis of the questionnaire, as detailed in Tables 3.1 to 3.4, reveals that grammar mistakes are the most significant challenge faced, receiving the highest difficulty rank with a percentage weight of 67.6% for item no 12.
The ability to present fluently ranked second with a weight of 65.8% The researcher attributes this to the significant impact of psychological factors, such as anxiety and excessive fear, on students' performance during oral presentations Additionally, the challenge of speaking English as a foreign language contributes to this issue.
Social factors significantly impacted presenters' challenges with maintaining eye contact during their presentations Therefore, it is essential for teachers to prepare students psychologically before they present, fostering confidence and building positive relationships among students and between teachers and their students.
This study contrasts with Chen's (2009) findings, which indicated that undergraduate students experienced moderate anxiety levels manageable for them In contrast, this research highlights that elementary students face significant anxiety issues, including hesitation during presentations, a lack of confidence, and fear of negative evaluations The differing results can be attributed to the distinct populations studied, with Chen focusing on undergraduates while this research examines younger students.
The findings of the study are similar with Cheng and Warren (2005) study
The study focused on an integrated feedback approach where students first create outlines for their presentations, then evaluate each other's work before delivering their presentations based on peer suggestions During in-class presentations, both the teacher and classmates assess the performance using established rubrics The researchers emphasized that if educators dedicate time to teaching students effective techniques such as eye contact, presentation organization, audience interaction, body language, and time management, students will be better equipped to deliver successful presentations in the target language.
An ethnographic study by Morita (2000) at a Canadian university revealed that both native and non-native speakers face challenges during oral presentations Native speakers struggle primarily with psychological issues, such as low confidence In contrast, non-native speakers experience linguistic, sociocultural, and psychological difficulties, often attributing their challenges to their English proficiency Their feelings of inadequacy are linked to these difficulties, making oral activities particularly daunting as they must think and communicate in a foreign language Thus, it is reasonable to conclude that English as a Foreign Language (EFL) students may experience significant nervousness during oral presentations due to these intertwined linguistic and psychological challenges.
A study by Young (1990) aligns with current findings, highlighting that a teacher's non-threatening error correction and friendly demeanor can significantly reduce student anxiety in foreign language classrooms The research identified key teacher characteristics that alleviate classroom anxiety, including a good sense of humor, friendliness, and a relaxed attitude Furthermore, the study pointed out the challenges students face when giving oral presentations, emphasizing the importance of preparing presentations according to specific criteria to enhance their confidence and performance.
3.1.2 Students’ expectation of their teachers to help them overcome the difficulties
Table 3.6 shows the result of the second question: “What do students expect from their teachers to help them overcome the difficulties?”
Table 3.6: The sum of responses, means, std deviation and rank of each item from of the second part from the questionnaire
No Expectation your teachers Sum Mean Std
Teachers give more interesting and useful topics
Teachers give detailed guide about how to make a good presentation
Teachers give better scores or a reward for the best presentation
Teachers help brainstorming some ideas that can appear in the presentation
Teachers provide some activities to make students able to use language without fear to make mistakes
- Item no (2) "Teachers give detailed guide about how to make a good presentation." occupied the first rank with percent weight (89.6%)
- Item no (1) "Teachers give more interesting and useful topics." and item no (3)
Teachers tend to award higher scores or rewards for outstanding presentations, which ranked second with a weight of 86.2% Additionally, fostering an environment where students can use language without the fear of making mistakes ranked third, with a weight of 86%.
- Item no (4) "Teachers help brainstorming some ideas that can appear in the presentation." occupied the last rank with percent weight (84%)
Figure 3.1: Teachers give more interesting and useful topics
The pie chart reveals that 57% of students believe it is crucial for teachers to provide more interesting and useful topics to help them address their challenges Additionally, 26% of students share this expectation, while fewer than 15% do not anticipate such topics from their teachers Overall, the data indicates a strong consensus among students that educators should focus on delivering more engaging and relevant content.
No optionDisagreeStrongly disagree
Figure 3.2: Teachers give detailed guide about how to make a good presentation
CONCLUSION
4.1 A summary of the major findings
This research aims to investigate the challenges faced by elementary students during oral presentations in speaking lessons at an English center in Hanoi Additionally, the study seeks to provide insights for teachers regarding their students' expectations for overcoming these difficulties The key findings will be summarized and organized according to the two primary research questions.
The findings of this study revealed that there are many difficulties faced by elementary students in doing presentation Among these difficulties, “Language”,
Students face significant challenges during oral presentations due to personal traits and external factors Key difficulties include grammar mistakes, hesitation, and a lack of motivation Common grammar issues involve confusion between singular and plural nouns, as well as countable and non-countable nouns Additionally, the complexities of English tenses, such as simple, progressive, and perfect forms, further complicate their presentations Moreover, students often prioritize accuracy over fluency, leading to hesitation and increased grammatical errors during their delivery.
Based on the study's findings, students facing challenges in oral presentations seek support from their teachers to enhance their learning experience, particularly in oral proficiency and speaking skills A detailed guide on creating effective presentations is crucial for helping students overcome these challenges Additionally, students express a desire for more engaging and relevant topics, as well as better scoring or rewards for outstanding presentations, which can serve as motivation They also request activities that encourage language use without the fear of making mistakes and assistance in brainstorming presentation ideas Notably, teachers echoed these recommendations during interviews.
This study aims to provide a framework for teachers at this center to establish clear criteria for oral presentations, enabling students to understand expectations and improve their presentation and English speaking skills It emphasizes the importance of motivating students to engage in various oral activities, such as role-plays and dialogues, to enhance their speaking abilities The findings suggest that oral presentations, typically reserved for advanced university students, can also be effectively implemented for lower-level learners, including elementary students Therefore, oral presentations should be recognized as a valuable teaching method for developing speaking skills and can serve as an effective means of oral assessment in all EFL classes across Vietnam.
Despite the researcher's significant efforts in data analysis, the study faces methodological limitations One key issue is the use of questionnaires for data collection among young learners, who may not provide entirely honest responses due to factors like social desirability bias Additionally, respondents might select answers without fully reading the questions or options, leading to less conscientious responses It is crucial for future research to consider these limitations.
Future research should expand the scope of study to enhance reliability and generalizability Additionally, it would be beneficial to explore the social and psychological factors affecting presenters, the impact of body language during presentations, and the role of oral presentations in educational settings.
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This survey aims to explore the challenges faced by elementary students during oral presentations in speaking lessons at an English center in Hanoi Your participation in answering the following questions is greatly valued, and rest assured that your responses will remain anonymous in any data discussions.
Read the following statements carefully before answering any of them If you face any difficulty, please ask your instructor
Part 1: What are your difficulties in doing presentation?
Strongly Disagree Disagree No opinion Agree Strongly
1 You use appropriate transitional words
Your presentations have enough appropriate vocabulary and expressions
Your presentations have enough appropriate structure of sentences
Your presentations are given in an organized way
You outline the presentation objectives to audience
You stick to the objectives of the speech
Your presentations have a good connection of ideas
You deliver the presentation with clear ideas and examples
You do not fear negative evaluation and comments
14 You keep eye-contact with audience
15 You use body language and gestures
16 You prepare carefully for the presentation
You are familiar with the criteria of effective oral presentation
18 You have the right to choose the topics
You have motivation towards giving the oral presentation
20 You are not interrupted by the audience
Part 2: What do you expect from your teachers to help you overcome the difficulties?
Strongly Agree Agree No opinion Disagree Strongly
Teachers give more interesting and useful topics
Teachers give detailed guide about how to make a good presentation
Teachers give better scores or a reward for the best presentation
Teachers help brainstorming some ideas that can appear in the presentation
Teachers provide some activities to make students able to use language without fear to make mistakes
Thank you for your time and participation!
APPENDIX 2 Khảo sát học sinh
Bảng câu hỏi khảo sát này nhằm nghiên cứu “Những khó khăn của học sinh tiểu học khi làm bài thuyết trình trong giờ học nói” tại một trung tâm tiếng Anh ở Hà Nội Sự hỗ trợ của các em trong việc trả lời các câu hỏi dưới đây là rất quý giá Các em có thể yên tâm rằng danh tính sẽ được bảo mật trong mọi thảo luận liên quan đến dữ liệu.
Trước khi trả lời bất kỳ câu hỏi nào, hãy đọc kỹ các vấn đề sau Nếu bạn gặp khó khăn, đừng ngần ngại hỏi người hướng dẫn của mình.
Phần 1: Những khó khăn của con khi làm bài thuyết trình là gì ?
STT Khó khăn Rất không đồng ý
1 Con sử dụng từ nối thích hợp
2 Con sử dụng đúng ngữ pháp
Bài thuyết trình của con sử dụng từ và diễn đạt thích hợp
Bài thuyết trình của con sử dụng cấu trúc câu phù hợp
6 Bài thuyết trình của con có trình tự
Con nêu mục đích của bài thuyết trình cho người nghe
8 Con bám vào mục đích của bài nói
9 Bài thuyết trình của con có sự kết nối giữa các ý
10 Con diễn đạt các ý và ví dụ rõ ràng Đặc điểm tính cách
11 Con thuyết trình tự tin
12 Con thuyết trình trôi chảy
Con không sợ bị đánh giá và nhận xét tiêu cực
14 Con tương tác bằng mắt với người nghe
15 Con sử dụng ngôn ngữ cơ thể
16 Con chuẩn bị bài thuyết trình cẩn thận
Con biết rõ tiêu chí của bài thuyết trình hiệu quả
18 Con được chọn chủ đề thuyết trình
19 Con có động lực thuyết trình
20 Con không bị gián đoạn bởi người nghe
Phần 2: Con mong muốn điều gì từ giáo viên của bạn để giúp bạn vượt qua những khó khăn trên?
STT Sự mong muôn từ giáo viên của con
Giáo viên đưa ra nhiều chủ đề thú vị hơn
2 Giáo viên hướng dẫn chi tiết cách làm bài thuyết trình tốt
Giáo viên cho điểm cao hoặc phần thưởng cho bài thuyết trình tốt nhất
Giáo viên giúp liệt kê các ý cho bài thuyết trình
Giáo viên đưa ra các hoạt động để học sinh có thể sử dụng ngôn ngữ mà không sợ mắc lỗi
Cảm ơn con đã dành thời gian để tham gia khảo sát!
No Difficulties Appeared Disappeared Notes
Speakers do not use appropriate transitional words
Presentations lack appropriate vocabulary and expressions
Presentations lack appropriate structure of sentences
6 Presentations are given in a disorganized way
Speakers do not outline the presentation objectives to audience
8 Speakers do not stick to the objectives of the speech
9 Presentations lack a good connection of ideas
Speakers deliver the presentation with unclear ideas and examples
11 Speakers speak with lack of confidence
13 Speakers do not keep eye- contact with audience
14 Speakers lack using body language and gestures
15 Speakers are interrupted by audience
1 What are the most common and serious difficulties in terms of language faced by your elementary students in doing presentation? Can you give examples?
2 What are the most common and serious difficulties in terms of content faced by your elementary students in doing presentation? Can you give examples?
3 What are the most common and serious difficulties in terms of personal trait faced by your elementary students in doing presentation? Can you give examples?
4 What are the most common and serious difficulties in terms of external factor faced by your elementary students in doing presentation? Can you give examples?
5 Among four groups of difficulties above, what is the most popular and serious group? Why
6 What do your students expect from you to help them overcome their difficulties in doing presentation?
7 How can teachers do to help our students overcome their difficulties in doing presentation?
APPENDIX 5 The transcription of the interview
1 What are the most popular and serious difficulties in terms of language faced by your elementary students in doing presentation? Can you give examples?
- Teacher 1: Young learners often find it difficult to express their ideas because they do not have enough vocabulary
Many students struggle to understand complex concepts and articulate their emotions, thoughts, and ideas due to the difficulties presented by the language This often leads them to translate word for word during presentations, hindering effective communication.
Teacher 3 emphasizes the need for students to develop stronger structures and vocabulary to effectively express their ideas Many students struggle with vocabulary usage because they overlook the importance of word forms and prepositions.
2 What are the most popular and serious difficulties in terms of content faced by your elementary students in doing presentation? Can you give examples?
- Teacher 1: Young learners often do not have the clear ideas and steps for each part of their presentation, so that their content sometimes lacks connection and ambiguous
- Teacher 2: They have a great difficulty in presenting a new topic without any background support Some topics are unfamiliar to the students
- Teacher 3: Students find it is hard to remember what they prepared to say They also need time to arrange the ideas
3 What are the most popular and serious difficulties in terms of personal trait faced by your elementary students in doing presentation? Can you give examples?
- Teacher 1: Some young learners are shy and nervous when doing presentation
