Rationale for the study
Attitudes play a crucial role in influencing students' achievements in English as a Foreign Language (EFL) classrooms, significantly impacting language learning, acquisition, and learners' language choices A positive attitude towards learning English is a strong predictor of fluency success In the Vietnamese educational system, the recent transition from a teacher-centered to a learner-centered approach emphasizes the importance of learners in various educational aspects, including teaching methods, material development, and proficiency assessment Consequently, understanding learners' attitudes is essential for enhancing the effectiveness of English teaching.
The Vietnamese Prime Minister’s Decision 1400/QĐ-TTg, issued on September 30, 2008, approved the "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020" project, emphasizing the importance of foreign language education, particularly English The goal is for most Vietnamese youth graduating from vocational schools, colleges, and universities to be able to use a foreign language independently by 2020, enhancing their confidence in communication and expanding their opportunities in a multicultural environment A key aspect of this approach is communicative language teaching, which aims to develop students' communication skills through learner-centered activities, such as oral presentations Research indicates that presentation skills are vital for success in the workplace and offer numerous benefits, including bridging the gap between language study and practical use, integrating the four language skills, fostering teamwork, and promoting active, autonomous learning (Nguyen, 2009).
At Quang Ninh University of Industry (QUI), English is a mandatory subject, and oral presentations are emphasized in the credit-based system, particularly in large classes Despite this focus, students, especially those in accounting, still struggle with their English presentation skills, falling short of expectations.
Having taught English as a Foreign Language (EFL) for four years at QUI, I've observed varying student attitudes toward English presentations While some students are eager to enhance their presentation skills, others experience discomfort and pressure This discrepancy motivates me to conduct research to better understand and address this issue.
I have chosen to focus my minor thesis on "A Study on Students’ Attitudes Towards Doing English Presentations at the Department of Accounting at Quang Ninh University of Industry." I aim for this research to make a meaningful contribution to enhancing the teaching and learning of presentation skills at QUI.
Aims of the study
This study is conducted to explore the accounting students’ attitudes towards delivering presentations in English Therefore, the aims of the research are:
to discover the students’ attitudes at Department of Accounting at QUI towards doing English presentations
to find out the reasons why they had those attitudes.
Research questions
To translate the aims into reality, two research questions are raised for exploration as follows:
(1) What are the attitudes of the students at Department of Accounting at QUI towards doing English presentations?
Significance of the study
This study aims to provide valuable insights for both students and teachers in the English division at QUI by exploring students' attitudes and expectations regarding English presentations, along with the underlying reasons for these perspectives The findings will offer recommendations to enhance student interest and foster positive attitudes towards English presentations, ultimately aiding in their pursuit of English language proficiency.
Methods of the study
The survey approach was chosen to effectively address various issues impacting language learning, such as changing demographics, the institutional environments of L2 professionals, relevant policies, program administration, teacher preparation, attitudes towards language varieties, classroom practices, target language norms, and students' language use and development (Johnson 1991:105).
The research employed a mixed-methods approach, utilizing both qualitative and quantitative techniques for data collection and analysis A questionnaire served as the main research instrument, while student interviews were conducted to enhance and verify the findings from the questionnaire responses.
The study was carried out in the following steps:
First, a questionnaire was designed and delivered to students to investigate their attitudes towards doing English presentations and reasons for such attitudes
Second, interviews with some students were designed to get supplementary information and make the data collected more reliable
Then, the data was collected, sorted and analyzed quantitatively and qualitatively to obtain realistic results
To end with, pedagogical implications for enhancing students’ positive attitudes in giving English presentations will be proposed based on the results found from all data collection instruments.
Scope of the study
This study examines the attitudes of 96 first-year non-English major accounting students at QUI towards oral presentations in English within the classroom setting Due to time constraints, the research was not extensive, but the findings and recommendations aim to assist both teachers and students in enhancing oral presentation skills, ultimately leading to improved proficiency in this area.
Design of the study
The study is organized into three main parts: Introduction, Development and Conclusion
Part A - Introduction - presents the rationale, aims, research questions, significance, methods, scope and design of the study
Part B - Development - consists of three chapters:
Chapter I - Literature Review establishes the theoretical foundation for the study by focusing on two key aspects: attitudes and presentations It begins by examining oral presentations, including their definitions, advantages, and characteristics The review also addresses learner-related factors that influence students' success in language learning and presentation skills Additionally, it discusses critical issues surrounding attitudes, including language attitudes, their roles, and the factors that affect them in the context of language learning Finally, the chapter summarizes previous studies relevant to the topic.
Chapter II - Methodology outlines the research process, beginning with the context in which the study took place It details the selection of research instruments used and provides an overview of the data collection procedures, followed by the methods of data analysis employed.
Chapter III - Data Analysis and Discussion presents a comprehensive analysis of the data collected through the research procedures outlined in Chapter II This analysis is divided into two main sections: the first section focuses on the results obtained from the student questionnaire, while the second section discusses insights gathered from student interviews.
In conclusion, this study highlights the key findings related to enhancing students' attitudes towards English presentations, offers practical recommendations for improvement, acknowledges certain limitations within the research, and proposes avenues for future exploration in this area.
LITERATURE REVIEW
Oral presentations
Oral presentation is an extension of oral communication skill There are many ways to propose its definition According to Josef (1998), presentation means
An oral presentation is defined as a formal conversation where one person introduces and describes a particular subject to a group According to Barker (2000: 113), it resembles a structured dialogue, while Brian (2002: 5) emphasizes that it serves as a transmission of a message The Oxford Advanced Learner’s Dictionary (2010: 1190) describes a presentation as the act of showing or giving something to someone Additionally, Peter and Graham (2006: 4) highlight that it involves a talk or speech delivered by one or more presenters to an audience of two or more people Overall, oral presentations are a vital form of communication designed to convey ideas, messages, and information clearly and effectively.
In the context of English lessons for accounting students, presentations are a key activity where students present on topics of their choice or those assigned by the teacher As defined by Comfort (1995), these presentations are not casual conversations but are focused on specific subject matter Since they are prepared in advance, they tend to resemble written work, emphasizing clarity and organization.
1.1.2 The advantages of student presentations
Effective oral presentation skills are crucial for success in education, social interactions, and professional environments When guided and structured appropriately, oral presentations can enhance learning experiences and equip ESL/EFL students with valuable lifelong skills applicable across all academic subjects and future careers.
Presentations serve as a valuable learning opportunity for students, enhancing their English proficiency prior to graduation According to Chivers and Shoolbred (2007), various factors, including the academic course and specific situational and organizational contexts, influence the reasons students are required to deliver presentations.
Oral presentations are essential for enhancing students' practical skills, as highlighted by King (2002: 402), who emphasizes the numerous benefits they offer These presentations serve to connect language study with real-world language use, effectively bridging the gap between theoretical knowledge and practical application.
In oral presentations, students naturally integrate all four language skills, enhancing their ability to collect, inquire, organize, and construct information This process not only fosters teamwork but also promotes active and autonomous learning According to King (2002: 402), incorporating oral presentations into lesson plans is a widely recognized learner-centered activity that significantly improves students' oral proficiency.
To be more specific, Chivers and Shoolbred (2007: 8) provide advantages gained from student presentations as below:
Student-centred participation in their learning
Developing new knowledge and different perspectives on a topic
Practice in a known environment/situation
Increasing confidence to speak and present in front of an audience
Improving marks earned for a module assessment
Developing a wide range of communication and presentation skills
Preparation for skills needed in the workplace
An exchange of roles and perspectives from audience to presenter
An effective oral presentation significantly enhances students' communication skills, leading to improved and more efficient English learning Emden and Becker (2004: 1) emphasize the importance of this skill in the educational process.
Mastering the art of public speaking is one of the most valuable skills gained through higher education In particular, oral presentations play a crucial role in teaching foreign languages, especially within university settings.
An effective presentation engages the audience and helps them achieve their research objectives by delivering interesting and useful information Audiences often find enjoyment in listening to speakers, which enhances their retention of the material Interestingly, students frequently recall more from their peers' presentations than from lectures, and they tend to remember their own presentations better than the content covered in class.
Chivers and Shoolbred (2007: 20-21) claim that in order to prepare and delivery an effective presentation, these characteristics are very important:
Creating an effective English presentation can be challenging due to its required content, structure, and preparation Students must learn to carefully prepare and organize their presentations, as well as master the delivery techniques to enhance the effectiveness of their message.
1.1.4 Oral presentation skills in the language classroom
Presentation skills are essential in language classrooms, as they provide students with an opportunity to share their project findings and enhance their understanding of the subject matter By presenting their work, students not only communicate their knowledge but also engage with their peers through questions, fostering a deeper exploration of the topic.
Presentations play a vital role in task-based learning by allowing students to focus on specific language points or skills, effectively enhancing lessons through collaborative pair and group work Additionally, instructors can assign tasks related to the presentation, such as answering questions, which encourages active listening among students (Pham, 2011) In the classroom, oral presentations can be conducted as a group activity where students discuss a topic in small groups Following the discussion, a representative from each group presents their ideas, or each member takes turns presenting different sections of the topic.
Vo (1994, cited in Nguyen, 2009) gives suggestions for teachers when assigning oral presentations, in which the procedure of oral presentation should come as below:
1 At the beginning, let students know that all of them will have chances to speak in front of the class
2 Put up a large calendar so that students can choose the date they prefer
3 After the break of every class session, have one student come forward and speak about his/ her topic
4 The teacher sits in the audience during the speech
5 Time limit for each student should be about five minutes
6 Let other members of the class raise their questions and comment until the speaker has finished (if the presenter has difficulty in answering the audience questions, the teacher and other students can help)
7 After each speech, give the speaker some feedback (it is highly recommended that compliments should come before criticism in order not to discourage the speaker)
Teaching oral presentation skills poses a significant challenge for educators, as they must assume multiple roles simultaneously To ensure that oral presentations are both beneficial and enjoyable for students, teachers need a structured plan and effective methods for instruction and feedback.
1.1.5 Factors affecting students’ oral presentation
Oral presentation is not an essay task According to Barker (2000: 113)
“Speaking to groups is notoriously stressful activity” In her study, Nguyen (2009) investigated and concluded that students’ oral presentation can be affected by these following reasons:
According to Ur (1996), language proficiency encompasses both accuracy and fluency; a learner who has successfully mastered a language is capable of understanding and producing it accurately and fluently, allowing them to receive and convey messages with ease.
Individual factors affecting on students’ success in language learning
Language mastery varies significantly among learners, as each student possesses unique characteristics that influence their English proficiency While some individuals excel in their language skills under similar conditions, others may struggle to progress Recent research highlights the importance of various factors in second language acquisition, including age, aptitude, intelligence, cognitive style, attitudes, motivation, and personality (Ellis, 1985) According to Narayanan et al (2008), effective language learning requires high motivation, a positive attitude towards the language, low anxiety, and ample exposure to the target language Lightbown and Spada (2013) further emphasize that individual differences, such as personality and motivation, play a crucial role in predicting success or failure in language learning.
Recent research highlights the significant impact of students' attitudes on second language acquisition, with positive attitudes contributing to greater success and proficiency in learning a language Conversely, negative attitudes can hinder learners' progress Understanding these attitudes is essential for effective language teaching and planning, prompting the need for a study focused on investigating students' attitudes towards English presentations.
Attitudes
Attitude can be defined as an evaluative response to a specific referent or object, shaped by an individual's beliefs and opinions, as noted by Gardner (1985) This implies that a person's perceptions significantly influence whether their attitude towards an object is positive or negative.
Gardner (1985) identifies three key components of attitudes: cognitive, affective, and conative The cognitive component encompasses an individual's belief system, the affective component relates to emotional responses, and the conative component reflects the inclination to act towards the attitude object.
According to Wikipedia, attitudes are formed through the ABC model, which encompasses Affect, Behavior, and Cognition The affective response reflects an individual's emotional preference for an entity, while behavioral intention indicates typical actions or verbal cues related to that preference Cognitive response involves the evaluation and beliefs an individual holds about the entity Notably, most attitudes are shaped by direct experiences or observational learning from one's surroundings.
Looking from a different angle, Brown (2000: 180) also suggests that
Attitudes are shaped early in childhood through a complex interplay of influences, including the attitudes of parents and peers, interactions with diverse individuals, and various emotional experiences This development process highlights the significance of environmental factors in forming an individual's perspective over time.
An attitude is a psychological construct that indicates how much an individual likes or dislikes a particular object, which can be a person, place, thing, or event This concept highlights that attitudes can be categorized as either positive or negative, reflecting our perceptions and feelings toward various attitude objects.
Attitude is a vital mental state that significantly impacts human behavior, shaping an individual's feelings, thoughts, and beliefs about their surroundings It fundamentally influences how people react and respond to various situations and interactions.
Language learning is closely tied to attitudes towards languages, as defined by the Longman Dictionary of Applied Linguistics (2010) as the perceptions speakers have towards their own and others' languages These attitudes can manifest as positive or negative feelings, influenced by factors such as linguistic complexity, learning ease, cultural significance, and social status Additionally, attitudes towards a language often reflect sentiments about its speakers Holmes (1992, cited in Pham, 2013) emphasizes that attitudes in language learning encompass perceptions of the language, its speakers, and their culture Importantly, language attitudes are distinct from general attitudes, focusing specifically on how individuals view languages themselves (Pham, 2014).
This study concentrates on exploring students’ attitudes towards only one respect of learning language - doing English presentations
1.3.3 Roles of learners’ attitudes in language learning
Research indicates a reciprocal relationship between learners' attitudes and their language learning outcomes According to Lightbrown and Spada (1999), attitude plays a crucial role in determining success or failure in the learning process Depending on these attitudes, language learning can either enrich the learner's experience or lead to feelings of resentment Brown (2000) emphasizes that positive attitudes are beneficial for language learners, while negative attitudes can diminish motivation and hinder proficiency He notes that "positive attitudes towards the self, the native language group, and the target language group enhanced proficiency," highlighting the importance of a supportive mindset in language acquisition.
41) holds a view that there is a significant correlation between students’ attitudes and their achievement in English lessons, which suggests that attitudes towards target language may be taken as a predictor of achievement In his study, Karahan (2007: 84) finds out positive language attitudes let learners have positive orientation towards learning English He asserts when students hold the positive attitudes, they become more active in their learning process, so their positive attitudes can help them access to the target language easier
Learners' attitudes towards language play a crucial role in successful language acquisition Positive attitudes can accelerate language learning and lead to better outcomes This study investigates students' perceptions of English presentations, aiming to identify strategies that promote positive attitudes while minimizing negative ones.
1.3.4 Factors affecting learners’ attitudes towards language learning
Language attitude has recently received remarkable attention from many language researchers They share the opinions that attitudes are clearly influenced by many factors in the students’ upbringing (Gardner, 1985: 43)
Social psychologists assert that attitudes are shaped by individual experiences (Kumaravadivelu, 2006) Each learner develops unique attitudes influenced by various personal factors, including age, aptitude, motivation, cognitive style, learning strategies, and personality (Longman Dictionary of Applied Linguistics, 2010) While the concept of individual differences encompasses a range of variables, key factors such as personality, ability, and motivation are essential for understanding learner variability (Dürnyei, 2005) Ultimately, it is evident that the internal traits of students significantly impact their attitudes towards learning.
Learners' language-learning attitudes are influenced by both personal dispositions and external factors, primarily environmental and pedagogic The environmental factor encompasses social, cultural, political, and economic elements that define the second language (L2) educational context Meanwhile, the pedagogic factor involves the interactions among teachers, learners, and the learning environment, which can foster either positive or negative attitudes towards learning According to Pham (2014), students' attitudes are significantly impacted by teacher-related factors, including their behaviors and practices, as well as the conditions and materials present in the learning environment.
In other words, external factors associated with teachers and learning environment play a vital role in influencing students’ attitudes
This study identifies key determinants influencing students' attitudes, focusing on internal factors such as personal traits and external factors including teacher influence and the learning environment.
Review of previous studies related to students’ language attitudes
The attitudes of students towards learning foreign languages, especially English, have captured the attention of educators and researchers globally Since the early 2000s, there has been a notable increase in research exploring various aspects of this topic.
A study by Choy and Troudi (2006) explored the evolution of students' attitudes towards learning English in a Malaysian college, revealing significant differences between their attitudes in secondary school and college The research highlighted that both the school social environment and family background play crucial roles in shaping students' perspectives on learning English.
In a study by Karahan (2007), the relationship between language attitudes and usage in Turkey was explored through a questionnaire adapted from earlier research The results revealed that while participants acknowledged the significance of the English language, their attitudes towards learning it were only moderately positive.
Noursi (2013) carried out a study entitled Attitudes toward Learning English:
A study conducted at the UAE Technology High School examined the impact of teachers' nativity on students' attitudes towards language learning The results indicated that the nativity of teachers did not significantly affect students' positive orientation towards the language.
A study conducted by Bagheri and Andi (2015) in Iran revealed a small positive correlation between medical students' attitudes towards learning English and their proficiency in the language.
While the findings of many researchers, such as Tamimi (2009), Tanni
(2015), identified students’ attitudes toward the English language, Zainol et al
A study conducted in 2012 examined the attitudes of Libyan secondary school students towards learning English, revealing predominantly negative sentiments While many studies indicate a generally positive attitude towards English, a variety of attitudes have been documented across different research, highlighting the complexity of learners' perceptions.
At Hanoi University of Languages and International Studies, numerous M.A theses have explored students' attitudes towards different facets of English learning and teaching A notable study focuses on students' perceptions of English grammar learning, specifically examining the case of Do Son Continuing Education Centre in Hai Phong.
Phong city (Khuc, 2010); Students’ attitudes towards learning to speak English at
A study conducted by Pham (2014) at the Faculty of Electrical Engineering Technology, Hanoi University of Industry, investigated first-year students' attitudes towards learning English listening Data was gathered through student questionnaires and teacher interviews, revealing that students exhibited negative attitudes towards English listening The research also provided recommendations aimed at enhancing students' positive perceptions of their English learning experience.
Despite various studies addressing different aspects of English presentations, there has yet to be an investigation into students' attitudes towards delivering these presentations Previous research has focused on factors influencing oral presentations among second-year English majors at Hanoi University of Industry (Nguyen, 2009), the challenges faced by first-year non-English majors in business English presentations at Dai Nam University (Nguyen, 2010), and the assessment criteria for effective EFL presentations for English majors at Hanam Teachers Training College (Pham, 2011).
METHODOLOGY
Setting of the study
2.1.1 A brief overview of QUI and English Division at QUI
With nearly 60 years of experience, QUI has been dedicated to training a skilled workforce primarily for coal companies and various factories in Quang Ninh province and beyond Today, the university has broadened its academic offerings to include diverse fields such as Business Administration, ICT, and Mechanics In line with many Vietnamese universities, QUI recognizes English as a mandatory subject for its students.
English Division of QUI consists of 10 teachers whose ages range from 28 to
45 All of the teachers are graduated from the University of Foreign Languages and 70% of them have acquired MA degree at University of Languages and International Studies, VNU Teachers of English at QUI have applied various teaching methods according to the skills and the level of students they are in charge of At present, within the credit-based system, especially in the condition of large classes, oral presentations receive much attention from the management as well as the English teaching staff In reality, though the teachers always maintain their enthusiasm in their teaching, they still admit that the ability to do English presentations of their students was still far from satisfaction
Students at QUI, primarily from Quang Ninh province, are admitted based on their National High School Exam results or high school academic performance, without the need for an English language proficiency test As non-English majors, most students show minimal interest in studying English, focusing solely on passing exams rather than developing language skills They learn in environments lacking interaction with native speakers, resulting in limited speaking abilities while excelling in writing and grammar Observations reveal that students often feel shy and embarrassed during speaking activities, leading to verbal production that consists mainly of isolated words or phrases Consequently, many consider speaking the most challenging of the four language skills.
2.1.3 A brief description of the English course and material
QUI offers two stages of English courses, starting with General English, which focuses on vocabulary, grammar, phonology, and speaking skills This stage is divided into two terms, each consisting of 60 periods Similar to other English Departments at non-English major universities in Vietnam, QUI utilizes the New Headway Pre-intermediate textbook for its curriculum.
The third edition of the course book by John and Liz Soars, published by Oxford University Press in 2010, is designed for General English learners and features 12 units covering essential life topics such as Friends, Lifestyles, and Jobs Each unit consists of seven parts, including Language Focus, Vocabulary, and Everyday English, and emphasizes the four fundamental skills: Reading, Listening, Speaking, and Writing Speaking activities are integrated into the units, allowing students to practice grammar in pairs or groups, with approximately two periods dedicated to speaking practice per unit As students progress, they aim to enhance their communicative competencies and acquire a solid foundation in English for Specific Purposes (ESP), with materials tailored to their professional disciplines that focus on specialized vocabulary, reading, and translation.
Participants of the study
To achieve the study's objectives, approximately 100 freshmen majoring in Accounting from general English classes (DH.K8) were selected These 18-year-old students, currently in their second term at QUI, have spent over seven years studying English, with some achieving high scores in their first English final exams While they possess a general understanding of grammar and an active vocabulary primarily used in writing, their presentation skills are limited Consequently, as first-year non-English majors, they face challenges in delivering English presentations A significant issue among these students is their tendency to become passive in class, relying heavily on the course materials and instructors The decision to focus on Accounting majors stems from their relatively stronger English background compared to their peers, as some opted for English as part of their admission subjects.
Research instruments
To obtain data for the study, two instruments were employed: survey questionnaire and follow-up interviews
This study employed a questionnaire as the primary research tool due to its widespread use and cost-effectiveness Questionnaires facilitate the collection of data from a large number of respondents efficiently and quickly, making them an ideal choice for research (Hoang Van Van, 2015).
This study utilized a questionnaire featuring a five-point Likert scale, developed from the research of various scholars, including Emden & Becker (2004), Reinhart (2002), Narayanan et al (2008), and Al-Nouh et al (2015) Notably, it was specifically adapted from the Attitude Questionnaire by Narayanan et al (2008) and incorporated means and standard deviations regarding EFL college students' perceptions of challenges in oral presentations, as outlined by Al-Nouh et al.
The questionnaire consists of 44 items (criteria) which fall into three major categories: A, B and C
Category A consisting of 6 items is designed to explore students’ attitudes towards learning English by checking the reasons why they learn the language
Category B includes 18 items aimed at assessing students' attitudes towards English presentations through three key sub-scales: their awareness of the significance of English presentations, their emotional responses to delivering oral presentations, and their engagement in activities during presentation periods.
Category C includes 20 items aimed at investigating the key factors influencing students' attitudes toward English presentations The first 12 items focus on internal factors linked to students' personal characteristics, while the remaining 8 items examine external influences related to teachers and the learning environment.
All items were written in both English and Vietnamese to ensure that students can fully understand the questions and respond explicitly, without having difficulties in expressing their ideas
This study employed both questionnaires and interviews to gather data, enhancing the reliability of students' responses regarding their attitudes towards presentations The primary objective was to explore students' perceptions and the underlying reasons for their attitudes While not rooted in naturalistic inquiry, the research aimed to provide a comprehensive understanding of students' experiences with presentations.
I opted for a structured interview format, where the "agenda is totally predetermined" (Nunan, 1992), to ensure consistency in data collection The follow-up interviews aimed to gather more in-depth information, leading to the selection of two groups of students from the questionnaire respondents The first group comprised the five most achievable students, while the second group included the five least achievable students.
The study conducted in-depth interviews with students to explore three key areas: the significance of presentation skills, their personal feelings towards giving presentations, and the factors that contribute to their positive attitudes Each student was asked these questions individually to facilitate data analysis, and their responses were recorded with permission To encourage open communication and gather richer insights, students were permitted to express themselves in Vietnamese The collected interview data was then subjected to qualitative analysis.
Data collection procedure
The procedures of data collection were as follows:
1 Stating the aims and delivering hard copies of the questionnaire to the students
2 Gathering back the questionnaire after ensuring that all items in the questionnaire were fully evaluated
3 Conducting interviews with the selected students
4 Sorting and analyzing the data collected.
Methods of data analysis
The data gathered from the questionnaires was quantitatively analyzed using Microsoft Excel, resulting in percentage calculations for clarity Each item was evaluated and presented in terms of the number of students and the corresponding percentage out of the total 96 participants in the survey Additionally, qualitative analysis was performed on the interview data.
DATA ANALYSIS AND DISCUSSION
Data analysis of students’ questionnaires
3.1.1 General attitudes towards learning English
Table 1: Summary of students’ attitudes towards learning English
2 English is a compulsory subject at university 0≈0% 0≈0% 7≈7.3% 41≈42.7% 48≈50%
3 English is necessary for my future 0≈0% 2≈2.1% 15≈15.6% 32≈33.3% 47≈49%
4 I can enjoy music, films and stories in English 14≈14.6% 18≈18.8% 44≈45.8% 17≈17.7% 3≈3.1%
5 I can communicate with foreign people 0≈0% 0≈0% 24≈25% 53≈55.2% 19≈19.8%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Table 1 reveals that a significant majority of the 96 participants exhibit a negative attitude towards learning English, with only 14.6% expressing genuine interest in the language In contrast, 32.3% of participants reported disliking English, while 53.1% maintained a neutral stance towards their English learning experience.
A significant 92.7% of students reported that their primary motivation for learning English was to pass the final exam, with 50% strongly agreeing and 42.7% agreeing Furthermore, 82.3% acknowledged the importance of English for their future, with 49% strongly agreeing and 33.3% agreeing Additionally, 75% of students indicated that they learned English as an essential means of communication, highlighting its status as an international language A smaller portion, 20.8%, pursued English for entertainment purposes These findings suggest that students' motivation to learn English stems not only from university requirements but also from the broader demands of contemporary Vietnam Ultimately, despite some negative attitudes towards learning English, students exhibit a strong motivation to study the language.
3.1.2 Students’ attitudes towards English presentations
Table 2: Summary of students’ awareness about the importance of English presentations
English oral presentation skill to you?
8 Enhancing confidence to speak in front of a group of people
9 Widening knowledge of both the topic and English
10 Helping prepare for skills needed in the future workplace
11 Improving communication skills and oral proficiency
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Despite only 14.6% of students expressing interest in learning English, a significant number recognize the value of English presentation skills According to Table 2, 68.8% of participants, including 27.1% who strongly disagreed and 41.7% who disagreed, do not view English oral presentation skills as a waste of time The importance of mastering these skills is highlighted by several factors: 82.3% of participants believe that presentation skills boost confidence in public speaking, while 85.4% agree that they enhance knowledge of both the subject matter and the English language Additionally, 71.9% see presentation skills as essential for improving communication abilities and oral proficiency.
A significant number of students at QUI lack awareness of the importance of English oral presentations, with 15.6% agreeing and 6.2% strongly agreeing that such presentations are unimportant This perception may stem from the fact that many students anticipate working in mining areas where English is rarely used, leading to only 26% recognizing that presentation skills are beneficial for future employment Additionally, the focus on written tests in English diminishes the emphasis on developing oral presentation abilities.
Statistical analysis of student responses in Table 2 revealed that students had a strong understanding of presentations, with a significant percentage acknowledging the importance and benefits of English presentation skills.
3.1.3 Students’ feelings about doing English oral presentations
Table 3: Summary of students’ feelings about doing English oral presentations
II Which of the following most impresses your feeling about the oral presentations in your English lessons?
The majority of students recognize the importance of English presentation skills; however, their overall sentiment towards these presentations is largely negative A staggering 85.5% find English presentations boring, and 95.8% report feeling stressed when required to present Additionally, very few students perceive these presentations as interesting or relaxing, with only 4.2% considering them effective These statistics clearly illustrate a prevailing negative attitude among students towards English presentations.
3.1.4 Students’ activities in periods having presentations
Table 4: Summary of students’ activities in presentation periods
III What do you often do in periods having presentations?
19 Listening to the presenters attentively 9≈9.4% 25≈26% 9≈9.4% 34≈35.4% 19≈19.8%
20 Joining in presenting groups eagerly 25≈26% 49≈51.1% 14≈14.6% 8≈8.3% 0≈0%
22 Skipping class on presentation days 0≈0% 37≈38.5% 50≈52.1% 5≈5.2% 4≈4.2%
23 Discussing the topics in pairs/ groups in Vietnamese 4≈4.2% 14≈14.6% 35≈36.4% 34≈35.4% 9≈9.4%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree
Table 4 reveals that while 55.2% of students listened attentively during presentation periods, only 8.3% actively engaged in presenting activities A significant 44.8% of students were either disengaged or occupied with other tasks, and 9.4% admitted to skipping class on presentation days, indicating a general aversion to oral presentations Additionally, 44.8% preferred discussing topics in Vietnamese, suggesting difficulty in expressing themselves in English Many students reported feeling anxious about presenting, often requiring pressure from teachers or peers to participate, highlighting their negative attitudes towards English presentations.
Most students lack interest in giving presentations in English, despite recognizing its significance This disinterest makes it challenging for them to enhance their presentation skills, as they are unwilling to engage in related activities.
3.1.5 Reasons affecting students’ attitudes towards oral presentations in the classrooms
This section aims to investigate the key factors influencing students' attitudes, considering both internal factors related to the students themselves and external factors, including the role of teachers and the learning environment.
3.1.5.1 The influence of internal factors on students’ attitudes
Table 5: Summary of internal factors affecting students’ attitudes towards doing English presentations
C How do you agree that these following reasons may affect your attitudes towards doing English presentations?
25 My English speaking ability is not high 0≈0% 7≈7.3% 0≈0% 38≈39.6% 51≈53.1%
27 I find hard to have right words showing ideas in
28 My knowledge of the topics is limited 10≈10,4% 39≈40.6% 9≈9.4% 24≈25% 14≈14.6%
29 I feel embarrassed during oral presentations 5≈5.2% 10≈10,4% 8≈8.3% 54≈56.3% 19≈19.8%
30 I am unable to remember points to present 2≈2.1% 3≈3.1% 5≈5.2% 53≈55.2% 33≈34.4%
31 I feel nervous even if I’ve prepared well beforehand 4≈4.2% 11≈11.4% 7≈7.3% 52≈54.2% 22≈22.9%
33 I’m afraid of failure in oral presentations 11≈11.5% 17≈17.7% 5≈5.2% 34≈35.4% 29≈30.2%
34 I need to read from my notes during presenting 1≈1% 8≈8.3% 0≈0% 54≈56.3% 33≈34.4%
35 I do not give enough rehearsal 9≈9.4% 18≈18.7% 0≈0% 55≈57.3% 14≈14.6%
36 I spend a little time for preparation 14≈14.6% 17≈17.7% 0≈0% 48≈50% 17≈17.7%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Students' responses indicate that the primary factor influencing their oral presentations is linked to their personal traits, which encompass both language proficiency and individual characteristics.
Language proficiency significantly influences students' attitudes, as highlighted in items 25 to 28 Most participants studied English in high school and had prior exposure to General English before attending QUI, leading to a perception of higher proficiency compared to their peers Despite this, many students expressed their inability to use English effectively for communication A staggering 92.7% identified limited speaking ability as a major barrier, while linguistic challenges like insufficient oral fluency and vocabulary knowledge were noted in statements 26 and 27 Although 73.9% acknowledged understanding the topics discussed, they struggled to articulate their ideas in English, with 97.9% facing difficulties in pronunciation This situation reflects a learning culture focused on rote memorization of grammar and vocabulary, lacking interactive opportunities Consequently, the low level of speaking proficiency contributes to students' negative attitudes during presentations.
The success of an oral presentation largely depends on the presenter, as highlighted in the literature Feelings of anxiety, apprehension, and nervousness significantly impact the effectiveness of the presentation For students, standing up and speaking in front of an audience can be particularly anxiety-inducing.
A significant number of students expressed anxiety regarding oral presentations, with 77.1% feeling nervous despite prior preparation, and 76.1% experiencing embarrassment during these presentations Additionally, 89.6% struggled to remember key points, and 65.6% feared failure Notably, 90.7% relied on notes while presenting, and only 3.1% felt confident in their delivery A lack of rehearsal was acknowledged by 71.9% of students, while 67.7% admitted to spending minimal time on preparation, contributing to their anxiety This issue may be linked to their low language proficiency, as many felt capable of presenting well in Vietnamese but not in English Furthermore, a tendency towards procrastination could be a contributing factor to their challenges.
In summary, students' personal characteristics significantly influence their negative feelings about oral presentations in class Nevertheless, consistent practice can enhance their confidence and help them conquer shyness, leading to improved performance.
3.1.5.2 The influence of external factors on students’ attitudes
Table 6: Summary of external factors affecting students’ attitudes towards doing English presentations
C How do you agree that these following reasons may affect your attitudes towards doing English presentations?
37 My teacher gives little encouragement 24≈25% 41≈42.7% 9≈9.4% 15≈15.6% 7≈7.3%
38 My teacher is unwilling to explain when we have problems on presentations
39 My teacher is unfair in assessing 26≈27.1% 43≈44.8% 5≈5.2% 16≈16.7% 6≈6.2%
40 My teacher clarifies the evaluation criteria 28≈29.2% 68≈70.8% 0≈0% 0≈0% 0≈0%
41 My teacher supplies few instructions 16≈16.7% 14≈14,6% 9≈9.4% 49≈51% 8≈8.3%
42 My teacher gives detailed comments 24≈25% 35≈36.5% 8≈8.3% 19≈19.8% 10≈10.4%
43 I do not have chances to give presentations in class and outside class
44 There is not enough multi- media equipment in class 9≈9.4% 43≈44.8% 19≈19.8% 17≈17.7% 8≈8.3%
* (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; 5= strongly agree)
Table 6, items 37 to 42, highlights the positive influence of teachers on students' attitudes towards learning presentation skills A significant majority of students, 67.7% and 71.9%, disagreed with the notion that teachers provided little encouragement or were unwilling to assist with presentation problems Additionally, only 22.9% felt that their teachers gave unfair evaluations of their performance These findings suggest that students generally appreciate their teachers' support, enthusiasm, and assessments, indicating that teacher behavior does not contribute to negative attitudes towards presentations.
Data analysis of students’ interview
In the interview, participants from the first group were identified as S1 through S5, while those from the second group were labeled S6 through S10 The findings from these interviews are summarized and analyzed in the following sections.
The majority of students emphasized the importance of oral presentation skills, citing benefits such as improved speaking skills, enhanced confidence, and better understanding of presented topics They also highlighted the significance of presentation skills in future jobs, with one student in particular noting that good presentation skills can be a key factor in achieving success In contrast, two students disagreed, with one believing that English presentations were irrelevant to their potential future work in mining areas, and the other thinking that presentation skills did not impact their English subject grades.
A survey of ten students revealed that nine were uninterested in participating in English presentations, often only doing so when required Many expressed feelings of insecurity and nervousness when speaking in front of peers, with one student noting a racing heart despite being well-prepared This indicates a prevalent negative attitude towards presentations in English lessons Students identified a lack of linguistic knowledge, particularly in pronunciation and vocabulary, as a significant barrier to their confidence and performance in presentations.
Lack of self-confidence, practice, and shyness significantly impact students' performance Many reported not receiving evaluation forms from their teachers, which limited their understanding of presentation structures like opening, concluding, and organizing ideas Furthermore, the general feedback provided, such as "good" or "not very good," lacked clarity and specific examples, leaving students unsure of how to improve This lack of constructive feedback can lead to boredom and demotivation among students.
Only one student at QUI demonstrated eagerness and actively participated in presentation activities, showcasing a strong proficiency in English This student aimed to improve her English skills for future opportunities abroad after graduation This finding aligns with questionnaire results indicating that high ability and motivation can enhance students' positive attitudes However, such highly proficient students are rare at QUI, with only one or two present in each class.
To promote positive attitudes among students, enhancing their English knowledge is crucial, as it enables them to perform well in presentations Personal effort and genuine interest significantly contribute to fostering these positive attitudes, with eager students more likely to engage actively in presentation activities Additionally, regular practice is vital for skill improvement and maximizing the effectiveness of each presentation Careful preparation and rehearsal lead to greater success, boosting students' confidence and encouraging a proactive approach to learning Furthermore, enthusiastic guidance from teachers can alleviate students' fears about delivering presentations, further supporting their positive development.
In conclusion, both the questionnaire results and student interviews indicate that students generally hold negative attitudes toward making presentations This issue primarily stems from the students themselves, but implementing various strategies has the potential to positively influence their attitudes.
Discussion
The study reveals a significant alignment between the results from two instruments, indicating that students in the Department of Accounting at QUI possess negative attitudes towards English presentations, despite recognizing the importance of presentation skills Key factors contributing to these negative attitudes include personal traits such as language proficiency, with lower proficiency levels leading to feelings of nervousness and lack of confidence during presentations Higher proficiency students exhibited more positive attitudes towards learning Additionally, students’ lack of interest in English and presentation skills resulted in passive learning behaviors, as they often prepared only when compelled The study also found that while most students were satisfied with their teachers, a lack of clear instructions and evaluation criteria negatively impacted their attitudes Furthermore, learning conditions, including time constraints and large class sizes, limited students' opportunities to practice presentations, further contributing to their unfavorable attitudes.
Students acknowledged that their attitudes could be positively influenced through various strategies, including enhancing their English proficiency, fostering interest, dedicating more time to preparation, and practicing effectively with teacher support These approaches are essential for achieving success in their presentations.
Recapitulation
This study aimed to explore the attitudes of students towards delivering English presentations within the Department of Accounting at Quang Ninh University of Industry Initially, two research questions were formulated to guide the investigation.
(1) What are the attitudes that students at Department of accounting at QUI hold towards doing English presentations?
(2) Why do they have such attitudes towards doing English presentations?
The author undertook a comprehensive study that combined theoretical research with practical application This involved reviewing pertinent literature to establish a solid theoretical foundation Subsequently, data was gathered for analysis using two primary methods: questionnaires and interviews.
Research findings indicate that students exhibit negative attitudes towards English presentations, attributed to various underlying reasons To foster a more positive outlook among students, several recommendations have been proposed.
Implications
Oral presentations often pose challenges for learners, but with effective planning and organization, they can transform into enjoyable and beneficial experiences This structured approach not only enhances the presentation skills of students but also fosters positive attitudes towards public speaking The following recommendations are provided for both students and teachers at QUI to facilitate this process.
A study indicates that students' oral presentation skills are significantly hindered by their English language proficiency, particularly due to limited vocabulary, grammatical knowledge, and understanding of topics Students recognize that these linguistic gaps contribute to their fear and difficulty in delivering effective presentations To enhance their skills, it is essential for them to improve their English, particularly in vocabulary and pronunciation, while taking personal responsibility for their learning Acknowledging that teachers can only assist when students are proactive in their education is crucial Although many students currently work in environments with minimal English usage, they should aspire for future opportunities where English proficiency can lead to success Therefore, mastering English, including presentation skills, is vital Students should cultivate characteristics of successful language learners, such as a willingness to listen, experiment, and ask questions.
A strong desire to reflect on learning methods and an openness to feedback are essential for student engagement (Harmer, 1998) When students are motivated and focused on their goals, they actively participate in their education, fostering positive attitudes towards tasks such as presentations.
Speech anxiety is another major problem that leads to students’ oral presentation failures It is understandable as Barker (2000: 116-117) stated that
Every presenter and performer experiences nerves, but by preparing thoroughly, you can transform that nervous energy into a dynamic performance Instead of attempting to eliminate your nerves, embrace them and use them to enhance your presentation Solid preparation is key to bringing your presentation to life.
Students often struggle with inadequate preparation for oral presentations, which can lead to shyness and nervousness To build confidence, it is crucial for them to follow four key steps: writing the presentation, rewriting it for auditory clarity, practicing and revising, and organizing visual aids (Dwyer, 2000) Among these, practicing is vital, as it enhances skills and ensures a smoother delivery Reinhart (2002) emphasizes that practice fosters a sense of preparedness, reducing hesitations and improving memory retention, allowing for a fluent presentation without notes As students gain experience and confidence, their negative attitudes toward learning may diminish Emden & Becker (2004) note that successful presentations significantly boost confidence, leading to even better future performances Therefore, students should avoid last-minute preparations and utilize checklists from Emden & Becker to enhance their readiness before class (see Appendix 7).
2.2.1 Providing students with linguistic knowledge
Students with low proficiency often face challenges in oral presentation skills, leading to negative attitudes Teachers play a crucial role in identifying the necessary linguistic competencies for effective presentations To enhance students' skills, teachers should focus on revising grammatical structures, pronunciation, and vocabulary Additionally, incorporating a variety of oral activities and pronunciation exercises that emphasize stress and intonation is essential By equipping students with the linguistic knowledge they need, teachers can boost their confidence and provide ample practice opportunities Research indicates that when learners lack a clear understanding of the learning process, they tend to engage with the target language passively Therefore, it is vital for teachers to encourage self-directed learning by guiding students and discussing personalized study plans Ultimately, teachers must be attuned to students' learning expectations and help them recognize that learning is an active process, fostering the development of independent learning habits beyond the classroom.
2.2.2 Equipping students with presentation skills
Oral presentations often induce stress and nervousness in students, primarily due to their lack of experience Building confidence through practice is essential for delivering effective presentations Developing prerequisite skills is crucial for enhancing students' confidence; without this foundation, they may feel overwhelmed and unsupported in their efforts.
To help students manage their fear of oral presentations, teachers must recognize that speech anxiety is a common experience Open discussions about this anxiety can foster a sense of community among students Creating a supportive learning environment and promoting interaction and cooperative skills are crucial for building student confidence Adequate preparation time is essential, and teachers should provide evaluation forms to guide students in their presentation preparation, clarifying expectations and grading criteria Collaborating with students to develop a checklist for evaluation can enhance their understanding of the assessment process As noted by King (2002), teachers play a vital role in facilitating oral presentations by providing guidelines, organizing groups, assisting with topic selection, guiding research, utilizing visual aids, and offering constructive feedback throughout the process.
Despite the extensive effort put into this research, certain limitations are inherent Notably, the study exclusively involved Accounting students at the time of the thesis, which restricts the applicability of the findings to the broader student population within the department Consequently, caution is advised when generalizing the results beyond the participants.
A notable limitation of this study is the lack of exploration into changes in students' attitudes, which are best assessed through longitudinal research rather than over a short period Participants' responses can fluctuate due to various environmental and individual factors Consequently, this study is restricted to describing attitudes within a specific timeframe due to the constraints on data collection.
Due to time constraints, the researcher was unable to gather teachers' insights on students' presentation attitudes Given the researcher's limited practical teaching experience and knowledge in this area, the suggestions provided may be subjective and incomplete, leaving room for further discussion.
This study's findings are not applicable to a broader population beyond the participants involved, indicating the need for further research Future studies should encompass a more diverse range of individuals and explore additional dimensions of English presentation skills.
In addition, a longitudinal study about students’ attitudes should be carried out to explore whether there is any change of attitudes in the learning process or not
Research indicates that the attitudes of language learners can significantly influence their proficiency in acquiring a new language Therefore, it is recommended that future studies explore the connections between learners' attitudes and their academic achievements in language learning.
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APPENDICES APPENDIX 1 PHIẾU KHẢO SÁT CHO SINH VIÊN