Aims and Objectives of the Study
This study investigates the effectiveness of oral presentation activities (OPAs) in enhancing motivation among second-year students at Hanoi University of Business and Technology (HUBT) during English speaking lessons The primary goal is to determine whether these activities encourage students to participate actively and improve their English speaking skills To achieve this, the research is guided by three specific objectives focused on assessing student motivation and engagement in OPAs.
- to study how OPAs are used in English speaking lessons
- to study whether the students are motivated to speak English
- to give suggestions to motivate students in English speaking lessons
Two research questions will be addressed as follows:
1 How are OPAs used in English speaking lessons to motivate students?
2 To what extent are the students motivated by OPAs?
Research Methodology
This study employs qualitative methodology to address two research questions, utilizing survey questionnaires directed at both students and teachers A detailed discussion of the applied methodology can be found in Chapter [insert chapter number].
Scope of the Study
This study explores the effectiveness of oral presentation activities as a motivational tool in English speaking lessons, specifically focusing on second-year students at the Accounting Faculty of HUBT, where the author has taught for nearly five years The research is intentionally narrowed to this specific group, excluding other second-year students at HUBT, to provide a detailed analysis of their speaking skills and motivation in learning English.
Design of the Study
The study consists of three parts: Introduction, Development, and Conclusion Part
This article provides a comprehensive overview of a study, beginning with an introduction that outlines the rationale, aims, objectives, methodology, scope, design, and significance The development section is divided into three chapters: Chapter 1 offers a literature review, highlighting the theoretical framework and critically analyzing relevant previous studies Chapter 2 details the methodology, including data collection and analysis procedures, while Chapter 3 presents the findings and discusses recommendations The conclusion summarizes the key findings, draws conclusions, acknowledges limitations, and suggests implications for future research The article concludes with a list of references and appendices.
Significance of the Study
The study demonstrates that Oral Presentation Activities (OPAs) significantly enhance student motivation to speak English, leading to increased participation and greater confidence in speaking Furthermore, it offers recommendations for various types of oral presentation activities that can be effectively integrated into English speaking lessons.
LITERATURE REVIEW
Theoretical Background
Oral presentations can be defined in various ways depending on the linguist's perspective Essberger (1998) defines an oral presentation as “a short talk by one person to a group of people introducing and describing a particular subject.” This concise definition is particularly relevant and comprehensible for Vietnamese students within the context of education in Vietnam, making it the preferred reference for this discussion.
Oral presentations, as defined in the "Guidelines for Oral Presentations" (2001), are concise discussions on a specific topic aimed at a group of listeners to enhance understanding or encourage dialogue This definition clarifies that when an individual addresses a particular subject before an audience, they are effectively delivering a presentation.
According to the 7th edition of the Oxford Advanced Learner's Dictionary, an "oral presentation" is defined as the act of showcasing or delivering information to an audience, often in the context of introducing new products, ideas, or work Oral presentations serve as vital tools for effective communication in both workplace settings and educational environments They involve articulating opinions and expressing thoughts clearly and accurately, particularly in situations that require detailed explanations.
Oral presentations are essential for effectively communicating ideas, as highlighted by Jing (2009: iii), who emphasizes their role in expressing thoughts Similarly, Kaul (2005: 41) notes that presentations involve sharing ideas, concepts, or issues with an audience, underscoring their importance in group communication.
Oral presentations are formal talks delivered to individuals or groups, aimed at presenting ideas in a structured manner Despite varying definitions, the core concept remains consistent across interpretations.
Oral presentations are classified based on their purposes and forms or manners of delivery
In terms of the manners of delivery, the following is an overview of five common types of presentations and their purposes given by Dwyer (2000, 198-199):
An impromptu speech is an unprepared and spontaneous address that often catches the speaker off guard To effectively deliver such a speech, it is essential for the speaker to think clearly and communicate concisely, focusing on the main points.
A manuscript speech is a carefully structured presentation ideal for complex topics, such as delivering a paper at a technical meeting or during legal proceedings It is also appropriate for press releases and speeches intended for media coverage While reading from a manuscript, maintaining eye contact with the audience is crucial, which can be facilitated by using wide margins, large font sizes, and double spacing to enhance readability.
Memorized speeches are best for brief presentations, allowing speakers to sound relaxed and confident To achieve this, it's essential to focus on memorizing the introduction thoroughly Attempting to memorize a lengthy speech can lead to losing one's place and causing unnecessary panic.
The briefing is a short oral summary or report of a plan, event or operation Its aim might be to inform, propose or justify solutions, or persuade the audience
Team briefings are essential for staff meetings and reporting progress to supervisors and managers These collaborative sessions involve team members working together to prepare presentations tailored to their audience The team first identifies the presentation's purpose and audience, then structures the content into organized sections Each member is assigned a specific part to present, including the introduction, main body, supporting points, and conclusion, ensuring clarity and coherence throughout the presentation.
In terms of the speakers‟ purposes, there are five different types of oral presentations claimed by Whatley (2001) as follows:
Informative presentations are essential for raising awareness and enhancing understanding, primarily focusing on delivering descriptive content They update audiences on projects or events, providing insights into products, procedures, rules, regulations, and operations To create an effective informative presentation, the presenter should ensure the content is brief and relevant, stick to factual information, and select an appropriate organizational structure, such as chronological, spatial, causal, or logical order For instance, an informative presentation clarifies when, where, and how specific actions should take place.
An instructional presentation provides clear directions and guidance, typically requiring a longer format to thoroughly cover the topic The goal is for the audience to leave with enhanced knowledge or a newly acquired skill.
Arousing presentations are designed to engage the audience's emotions and intellect, prompting them to reflect on specific issues or situations By utilizing vivid language, visual aids, and music, presenters can effectively capture attention and foster receptiveness to their viewpoints.
A persuasive presentation is to motivate a belief, an evaluation, or a specific course
A successful persuasive presentation is both evaluative and prescriptive, aiming to resolve a controversy or problem To effectively sway the audience, the presenter must provide a compelling mix of logic, evidence, and emotional appeal that supports their viewpoint.
A decision-making presentation is designed to persuade the audience to adopt the presenter’s recommended actions It effectively communicates ideas, suggestions, and arguments that encourage the audience to follow through with the presenter’s requests In this type of presentation, it is essential for the presenter to clearly instruct the audience on what actions to take and how to implement them.
This study focuses on informative presentations, which are identified as the most appropriate type for effectively conveying research findings.
1.3 The Advantages and Disadvantages of Oral Presentations
Oral presentations bring about both advantages and disadvantages to language learners Firstly, according to Ali Said Al-Issa (2010) there are a number of benefits of oral presentations as follows:
Review of Previous Relevant Studies
Numerous studies have critically examined the effectiveness of oral presentation activities in enhancing student motivation during speaking lessons and explored strategies to encourage students to engage in speaking English.
To begin with, Richards Miles from Nanzan University, Japan conducted a research on “Oral Presentation for English Proficiency Purpose” A survey was done on
On the first day of an oral presentation class, students identified their primary purpose for enrolling, rating thirteen options on a scale from 1 to 5 The findings indicate that students primarily view presentation classes as a means to enhance their English skills rather than to learn presentation techniques Furthermore, the analysis revealed that many textbooks focus on non-English skills, such as organizing thoughts and using visuals and body language Qualitative results highlighted that students had clear objectives centered on improving their oral communication, perceiving presentation study as a pathway to achieve this goal The study concludes that educators should recognize the language-focused motivations of students in presentation classes and select more suitable textbooks to align with these objectives.
Li Jing (2009) explored the significance of oral presentations in ESL classrooms in China, highlighting the need for both teachers and students to recognize the importance of developing presentation skills The seminar paper emphasizes that enhancing English teaching quality requires innovative approaches, such as Oral Presentation Instruction (OPI), to replace the monotony of traditional teaching methods By implementing OPI, educators can create a more engaging and effective learning environment for students.
Another study related to the use of a specific activity of oral presentation to improve oral fluency is “Improving Oral Fluency through Readers’ Theater in the EFL
Classroom – A GET Innovation in China” by Man Cao and Lan Huang (2009) from
The study conducted at the School of Foreign Languages, Wuhan University, China, utilized a quasi-experimental methodology over a 12-week semester The Readers' Theater teaching experiment was implemented from week 2 to week 11, focusing on enhancing language learning through interactive performance techniques.
A study involving 23 graduated participants assessed their oral fluency through pre-tests and post-tests conducted in week 1 and week 12 The findings indicate that Readers’ Theater significantly enhances students' oral fluency in English language learning, with most participants demonstrating marked improvement Additionally, students expressed a positive experience with Readers’ Theater, finding it engaging and enjoyable, which contributed to a more dynamic learning environment However, challenges may arise in implementing Readers’ Theater in the classroom, particularly for students lacking supra-segmental knowledge of English, highlighting an important consideration for English teachers.
In addition to Readers' Theater, role-play effectively enhances students' motivation to speak English A study conducted by Xu Liu (2010) at Beijing City University explored methods to stimulate college students' enthusiasm for speaking in English.
The study explores the impact of role-play on enhancing English language motivation, grounded in Richard E Mayer's motivation theory Utilizing observation notes, questionnaires, and interviews, the research focused on freshmen at Beijing City University, divided into two groups Over four weeks, participants engaged in oral English tests and role-play activities Data analysis revealed that the target group using role-play showed significantly greater interest in speaking English compared to the control group relying on traditional tests The findings suggest that Chinese university educators should incorporate role-play activities to effectively boost students' motivation for English speaking, indicating its superiority over conventional oral assessments.
In terms of case study, a study on “Digital Storytelling: A Case Study on the
Teaching of Speaking to Indonesian EFL Students” (2011) by Afrilyasanti, Ria;
Basthomi, Yazid The study investigated the implementation of digital storytelling
Digital storytelling has proven effective in teaching speaking skills to EFL students, enabling them to produce clear and engaging narratives Additionally, students demonstrated improved comprehension of their peers' stories, allowing for active and supportive participation in speaking class activities.
In terms of developing speaking skills for learners, a study on “Developing
Speaking Skills through Reading Graded Readers” was conducted by Hermine
Hovhannisyan (2012) conducted a study at the American University of Armenia to explore the impact of graded readers on students' speaking skills The research involved an Experimental English class with two groups: one receiving treatment through graded readers and textbooks, and a control group using textbooks only Utilizing quantitative data, the study employed self-assessment checklists, pre-and post-interviews, and tests Results indicated that graded readers effectively enhance speaking skills, with students expressing a positive attitude towards them due to the interactive activities they provided, fostering a fun and effective learning environment.
An action research study titled "Improving Students’ Speaking through CLT Method at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia" was conducted by Dedi Efrizal in 2012 to assess the effectiveness of the Communicative Language Teaching (CLT) method in enhancing English speaking skills The study focused on 25 seventh-grade students at Mts Ja-alhaq and employed a classroom action research approach Findings indicated significant improvements in the students' speaking achievements, demonstrating that the CLT method effectively enhances speaking skills among first-year students at this institution.
He Lina, an educator in China, conducted action research titled “How can I help my students’ motivation in speaking?” to address the low speaking proficiency of her 28 English major students, who were primarily able to read but struggled with speaking To enhance their motivation, she implemented three strategies: providing equal opportunities for all students to speak, varying the types of speaking activities, and encouraging them to showcase their skills Notably, she relied on her observations rather than formal data collection methods Her findings indicated that students became actively engaged in speaking during class sessions.
Also related to motivating students to speak English, a study on “Motivating
Students’ Speaking Skill through Simulation in English for Specific Purpose” by
In a study conducted by Taksuriya Madsa (2012) at Rattaphum College, Rayamangala University of Technology, Thailand, the use of simulation was explored as a means to enhance students' speaking skills in English for Specific Purposes (ESP) The research involved 20 accounting-major students and utilized qualitative methods, including class observations and questionnaires for data collection Findings indicated that students experienced high levels of motivation and felt they received adequate practice alongside theoretical knowledge The study also recommended that lecturers provide constructive feedback, develop materials in both hardcopy and slideshow formats, and incorporate additional activities into class lessons to further support student learning.
Related to oral presentations, a research on “The Effects of Oral Presentations on Developing EGAP Students’ Communicative Competence” was carried out by
Fatma Dekdouk's 2013 study explored how oral presentations enhance communicative competence among undergraduate students at Ouargla University Utilizing questionnaires and interviews, the research revealed that students showed significant interest in delivering classroom presentations, which effectively contributed to their communication skills development.
Encouraging both teachers and students to engage in classroom oral presentations can significantly enhance students' communicative competence Research indicates that this approach improves various competencies, including linguistic, discourse, strategic, pragmatic, and fluency skills in English.
In Vietnam, researchers have focused on enhancing motivation and speaking skills among EFL/ESL students Dinh Thuy Linh's 2011 study, titled "Improving 11th Grade Students' Motivation in English Speaking Lessons at Vietnam-Poland High School through Communicative Activities," utilized action research that included questionnaires and class observations Following Nunan's action research model (1992), the study revealed significant improvements in student motivation after implementing communicative activities over six weeks, with 100% of participants expressing interest in English speaking lessons and achieving the expected effectiveness of these activities.
RESEARCH METHODOLOGY
Context of the study
This study was conducted at the Accounting faculty of HUBT, a private university in Hoang Mai District, Hanoi, Vietnam, where students specialize in business and technology Within the Accounting major, various concentrations are offered in the Business field, including Banking and Finance, Business Administration, and Commerce.
Besides the core subjects of every discipline, English is a compulsory subject with
At HUBT, all students are required to complete 42 credits in English, which they study over six semesters By the end of the program, students are expected to achieve an intermediate level of English communication Consequently, the primary emphasis of English instruction at HUBT is on developing oral skills.
Second-year students receive English instruction three times a week, with each lesson consisting of computer lab activities and classroom learning focused on the four essential skills: reading, listening, speaking, and writing The school is equipped with twenty multimedia classrooms, featuring computers, projectors, and screens, which enhance the teaching and learning experience for English.
Market Leader Pre-intermediate by Cotton, Falvey, and Kent (2012) is a comprehensive business English course designed for both business professionals and students Developed in collaboration with the Financial Times, a leading global business information source, the course features twelve engaging units that cover essential topics in international business This resource not only enhances key business skills like teamwork, discussion, and negotiation but also improves speaking abilities through a variety of relevant and stimulating scenarios.
The "Learning to Speak English" program, part of the 29 to Market Leader initiative, is designed to enhance English language skills among students This innovative approach allows learners to engage with computers and a virtual reality environment, creating immersive experiences By transforming laboratory and classroom lessons, the program aims to help students overcome shyness and improve their communication abilities with foreigners.
A specialized teaching schedule focusing on four essential English skills has been developed by top educators at the Faculty of English 1 Students practice speaking twice a week: once in a self-study laboratory using the Learn to Speak English program, and once in guided classroom sessions Each semester concludes with comprehensive assessments, including both written and oral tests, to evaluate student progress.
Methodology
This study involves qualitative methodology in order to answer the two research questions Specifically, it conducts survey questionnaires for both students and teachers
The participants of the study consist of both students and teachers
A random selection of 200 second-year Accounting students participated in the initial questionnaire, representing a diverse range of ages and hometowns Most of these students have studied English for eight years during their Secondary and High school education However, they exhibit varying levels of English proficiency, particularly in their speaking skills.
A survey was conducted involving eleven female English teachers from the English 1 Faculty at Hanoi University of Business and Technology (HUBT), who instruct second-year Accounting students The teachers, aged between 25 and 40, each have approximately three years of teaching experience.
English at HUBT They were all graduated from Hanoi University of Languages and International Studies and Hanoi University Two-thirds of the teachers got MA Degree
The study utilized survey questionnaires to address the research questions, specifically designed to gather insights from both teachers and students regarding the effectiveness of oral presentation activities in enhancing student motivation during English speaking lessons.
This questionnaire aims to assess teachers' current use of oral presentation activities (OPAs) in English speaking lessons and gather their opinions on how OPAs can motivate students to speak English It consists of four main sections with a total of seven questions The first section addresses teachers' utilization of OPAs, while the second section explores their views on the effectiveness of OPAs in encouraging student engagement The third section investigates the challenges teachers face when implementing OPAs, and the final section invites teachers to provide suggestions for enhancing the effectiveness of OPAs in motivating students to communicate in English.
The survey questionnaire for students is structured into three main sections, comprising six questions in total The first part includes three questions that seek students' opinions on the use of Oral Performance Activities (OPAs) by their teachers to encourage English speaking The second part, represented by the fourth question, investigates the challenges students encounter when OPAs are implemented in English speaking lessons Finally, the last section consists of two questions that delve into additional aspects related to OPAs.
31 for students‟ expectation from their teachers to improve OPAs in English speaking lessons and their preference in giving oral presentations
The author conducted a survey by distributing two hundred questionnaires to students and eleven to teachers of English at the Hanoi University of Business and Technology (HUBT) To ensure clarity, the author personally visited each class to guide students on how to complete the questionnaires, providing translations and explanations as needed for comprehension For the teacher survey, the author engaged with the teachers during their break time, encouraging their participation and ensuring they returned the completed questionnaires for analysis.
A total of 200 student questionnaires were administered and returned, alongside participation from 11 teachers in the survey All responses met the study's requirements and were included in the analysis The findings are presented and discussed in the following chapter, with relevant information organized in table format where applicable.
RESULTS AND DISCUSSIONS
Research question 1: How are OPAs Used in English Speaking Lessons to
After analyzing the results of the two questionnaires, the results are presented in Table 3.1, Table 3.2 and Table 3.3 as follow:
3.1 Teachers’ frequency in using OPAs to motivate students in speaking lessons
Table 3.2 Students’ opinions about the use of OPAs in their English speaking lessons
Analysis of Tables 3.1 and 3.2 reveals a strong alignment between students' and teachers' opinions regarding the use of OPAs in English speaking classes Both groups report minimal frequency of "Never" and "Always" responses Consequently, the author has opted to statistically rescale the frequency levels of OPAs, categorizing "Never" and "Hardly" as "Hardly," while maintaining "Sometimes" and combining "Always" and "Usually."
“Usually” The results of the rescaling are presented in Table 3.3 below:
Table 3.3 Teachers’ opinion and students’ opinion on the use of OPAs in English speaking class
Table 3.3 reveals that 72.7% of the teachers and 75% of the students agree that activity “Giving speech” is hardly used in English speaking lessons
In terms of level “Usually”, as shown in Table 3.3, 75.5% of the students and 72.7
% of the teachers state that the activity “Reading out aloud” is usually used in
English speaking lessons Next, the activity “Debating” is also reported to be
“usually” used by 72.5% students and 72.7% teachers
Students Teachers Students Teachers Students Teachers
In terms of level “Sometimes”, Table 3.3 reveals that the activity “Sometimes” used according to opinions of most of the teachers (90.9%) and students (85%) is
“Describing people” As seen clearly in Table 3.3, more than half of the teachers and students (ranges from 54.5% to 72.7%) state that activities which are
“sometimes” used including Indiviudal oral presentation, Telling stories, Role- playing, Reporting, Describing pictures, Group oral presentation, Advertising products and Simulating
The other activities “sometimes” or “usually” used according to teachers‟ and students‟ opinions make up a small propotion of teachers and students as shown in details in Table 3.3
Teacher and student surveys indicate that educators encounter challenges in implementing Oral Proficiency Assessments (OPAs) during English speaking lessons, while students report experiencing difficulties that diminish their motivation for speaking activities The findings from these surveys are detailed in Tables 3.4 and 3.5 below.
5 Low level of students‟ English proficiency 18.2 81.8
7 Students‟ fear of making mistakes while speaking 0 100
8 Students‟ lack of oral presentation skills 9.1 90.9
9 Students‟ resistance to participating in the lesson 72.7 27.3
Table 3.4 Obstacles for teachers in using OPAs in English speaking lessons
As seen clearly in Table 3.4, 100 % teachers have an idea that the biggest obstacle they have faced is that students do not speak English because of their fear of making
Many teachers, ranging from 81.8% to 90.9%, agree that students face significant challenges when speaking, including shyness, inadequate oral presentation skills, low English proficiency, and insufficient facilities These obstacles hinder effective communication and confidence in students.
Furthermore, Table 3.4 also shows that lack of time, large class and noises during the lessons are also considered the obatacles to 72.7 % of the teachers
Both teachers and students encounter challenges when implementing Oral Proficiency Activities (OPAs) in English speaking lessons Table 3.5 highlights the specific difficulties faced by students during their participation in these activities.
1 Lack of vocabularies to express opinions
7 Lack of group work skills 0 10 45 40 5
8 Lack of relevant information searching skills
9 Feeling not familiar with the use of technology for oral presentation
Table 3.5: Students’ difficulties when participating in OPAs in their English speaking lessons
Table 3.5 reveals in details that 95% of the students report that they “Always” or
“Usually” lack of vocabularies to express; 81% of them say that they are “Always” or “Usually” afraid of losing face and 77% are afraid of making mistakes at
“Always” or “Usually” level Furthermore, more than half of the students (ranges
36 from 66% to 69%) respond that their dificulties they meet are feeling not confident (66%), feeling anxious (69%) and fear of being criticized (69%)
Table 3.5 reveals that a significant percentage of students encounter various challenges, with 80% reporting issues related to noisy classrooms, 66% facing low language proficiency, 65% struggling with insufficient preparation time, and 50% lacking relevant information searching skills.
It is interesting to noted from the Table 3.5 that 65 % students respond that the use of technology for oral presentation is “Hardly” difficult to them
The analysis of Tables 3.4 and 3.5 reveals that challenges in education stem from inadequate facilities, limited vocabulary, and psychological factors It is essential for both teachers and students to acknowledge these difficulties in order to develop effective solutions.
In summary, survey results indicate that teachers utilize various Oral Proficiency Activities (OPAs) in English speaking lessons, although the frequency of their use varies significantly Additionally, teachers encounter specific challenges in implementing OPAs, as highlighted in student feedback.
Research question 2: To what extent are the students motivated when OPAs
The findings from the surveys presented in Tables 3.6 and 3.7 address the second research question, highlighting teachers' perceptions of students' motivation during English speaking lessons and assessing the level of students' motivation when utilizing Online Practice Activities (OPAs).
OPAs Levels Not motivated at all (%)
Table 3.6 Teachers’ perception of students’ motivation of OPAs in the English speaking lessons
OPAs Levels Not motivated at all (%)
Rather motivated (%) Motivated (%) Strongly motivated (%)
Table 3.7 The level of students’ motivation by the use of OPAs in their English speaking lessons
To analyze and compare the survey results regarding the level of motivation among students and teachers influenced by OPAs, we have combined the data from Tables 3.6 and 3.7 into a comprehensive overview presented in Table 3.8.
Table 3.8 Teachers’ opinions and students’ opinions on the motivation levels of OPAs
Table 3.8 reveals a consensus among both teachers and students regarding the lack of motivation associated with the activities "Reporting" and "Giving speech," with only 9.1% of teachers and 10% of students feeling motivated by the former, and 9.1% of teachers and 10.5% of students for the latter In contrast, the motivation levels for other OPAs range from "Rather motivated" to "Strongly motivated." Furthermore, the table indicates that 91% to 100% of teachers and students agree that the remaining OPAs are categorized from "Motivated" to higher levels of engagement.
“Strongly motivated”: Advertising products, Group oral presentation, Describing pictures, Role-playing, Debating and Describing people
Table 3.8 also reveals that the other oral presentation activities considered “Rather motivated” (ranges from 62% to 81.8%) including Reporting (72.7% teachers and 64% students) and Giving speech (81.8% teachers and 62% students)
Judgments of "Rather motivated" Oral Presentation Activities (OPAs) vary significantly between teachers and students, with differences ranging from 23.5% to 63.6% For reading aloud, teachers rated it at 27.3%, while students rated it at 25.5% In storytelling, the ratings were 45.5% for teachers and 40.5% for students However, individual oral presentations showed the most considerable disparity, with teachers rating it at 63.6% compared to just 23.5% from students.
It is clear from Table 3.8 that students are motivated by the use of OPAs ranging from level “Rather motivated” to “Strongly motivated”
A recent teacher survey revealed that 72.7% of educators believe their students are highly interested in Oral Presentation Activities (OPAs), while 27.3% perceive a moderate interest Additionally, 81.8% of teachers find OPAs to be very beneficial in motivating students to speak English, with 18.2% considering them merely useful Overall, teachers view their students as engaged in OPAs, which they regard as significantly advantageous for language learning.
Students are motivated by OPAs because they enhance oral language skills and offer numerous benefits in various activities, as detailed in Tables 3.9 and 3.10 below.
1 Giving students more chance to speak English 9.1 90.9
3 Encouraging students to express themselves orally 36.4 63.6
4 Encouraging students exchange ideas with classmates 45.5 54.5
6 Making students more interested in learning English 27.3 72.7
7 Helping students learn from each other 18.2 81.8
8 Helping students learn how to use technology for oral presentation 36.4 63.6
11 Building up teamwork for students 27.3 72.7
12 Helping students reduce anxiety when speaking English 18.2 81.8
Table 3.9 Teachers’ perception of students’ benefits from participating OPAs in English speaking lessons
According to Table 3.9, 90.9% of teachers believe that Oral Presentation Activities (OPAs) provide students with more opportunities to speak English Furthermore, 81.8% report that OPAs enhance students' English proficiency, foster peer learning, and boost student confidence Additionally, 72.7% of educators recognize that OPAs promote a learner-centered approach, increase student interest in learning English, and encourage teamwork Between 63.6% and 72.7% of teachers also note that OPAs motivate students to express themselves verbally and help them utilize technology for oral presentations Other benefits highlighted by teachers include encouraging idea exchange (54.5%) and improving student independence (36.4%).
1 Having more chance to speak English 73.5 21.5 5 0
2 Feeling more confident when speaking English
3 Having more chance to express orally 66 26 8 0
4 Having more chance to exchange ideas with classmates
5 Being more interested in learning
8 Learning how to work in groups/ in pairs
9 Learning how to use technology for oral presentations
10 Acquiring more background knowledge through English
Table 3.10 The level of benefit from the use of OPAs in students’ English speaking lessons
The data presented in Table 3.10 indicates that a significant majority of students, between 75% to 80%, recognize the benefits of OPAs, citing improvements in self-independence, self-confidence, and reduced anxiety Furthermore, 60% to 73.5% of students affirm that OPAs are highly beneficial, as they contribute to the development of essential language and soft skills.
Integrating technology into oral presentations significantly boosts students' confidence and enhances their ability to express themselves verbally while developing four essential language skills As highlighted in Table 3.10, Oral Presentation Activities (OPAs) are instrumental in fostering language proficiency, with 55.5% of students benefiting from practicing meaningful oral English Additionally, 53.5% report increased opportunities for exchanging ideas with classmates, while 50% learn from one another Moreover, 46.5% of students find that OPAs heighten their interest in English, contributing to an overall improvement in their English proficiency, which is noted by 42.5% of participants.
In a nutshell, from the two Tables above it can be seen that OPAs give students lots of benefits which explain why OPAs help motivate students in English speaking lessons.
Teachers‟ recommendations and students‟ expectations for improving OPAs
Survey results indicate that enhancing OPAs in English speaking lessons requires addressing both teacher recommendations and student expectations, as detailed in Tables 3.11 and 3.12.
3 Designing suitable speaking tasks for students 27.3 72.7
5 Providing students with equipment and relevant language structures they need for completing the task
7 Practicing OPAs in small groups 0 100
8 Having students work in pairs or groups to do OPAs homework 36.4 63.6
9 Giving students OPAs topics in advance 0 100
10 Teaching students oral presentation skills 0 100
11 Practicing students oral presentation skills 0 100
Table 3.11 Teachers’ recommendation to make OPAs more effective in English speaking lessons
According to Table 3.11, all teachers recommend selecting suitable topics, praising students, and conducting oral presentation activities (OPAs) in small groups to enhance student motivation in speaking English Additionally, the data indicates a strong consensus among teachers on the importance of providing OPAs topics in advance, teaching oral presentation skills, and practicing these skills to improve effectiveness Furthermore, most educators emphasize the need for choosing appropriate situations and delivering clear instructions.
(81.8%), designing suitable speaking tasks for students (72.7%), having students do
OPAs homework in pairs or in groups (63.6%)
Students’ expectation from OPAs in English speaking lessons No
2 Choosing appropriate topics and situations 0 100
3 Providing vocabularies and language items in advance 0 100
4 Providing students with necessary equipment & relevant language structures
5 Giving more time to practice in pairs 30 70
6 Giving more time for OPAs preparation in groups 5 95
7 Correcting the mistakes at appropriate time 25 75
10 Creating comfortable language atmosphere in English speaking lessons
11 Let students choose groups or pairs themselves 5 95
13 Giving OPAs topics for preparation in advance 0 100
14 Teaching students oral presentation skills 52.5 47.5
15 Practicing students oral presentation skills in small groups 49.5 50.5
16 Having students work in groups or pairs to do OPAs homework 48.5 51.5
Table 3.12 Students’ expectation from OPAs in English speaking lessons
Table 3.12 reveals that 100% students expect their teachers to choose appropriate topics and situations, praise them and give OPAs topics for preparation in advance
In addition, 100% students expect that their teachers create comfortable language atmosphere in English speaking lessons, provides language items in advance and give clear instructions
A comparison of the data reveals notable similarities between teachers' recommendations and students' expectations regarding oral presentation activities (OPAs) Specifically, 95% of students desire more time for group preparation and the ability to choose their own pairs or groups Additionally, 75% expect timely correction of mistakes, while 70% want increased practice time in pairs Furthermore, 65.5% of students seek relevant language structures, and 65% appreciate constructive feedback Lastly, around 50% of students wish for instruction and practice in oral presentation skills, along with assigned OPAs homework.
The analysis of the two tables reveals a strong alignment between teachers' recommendations and students' expectations Additionally, students express specific desires regarding OPAs that teachers should consider to enhance English speaking lessons, ultimately aiming to boost student motivation to speak English.
The following Table 3.13 reports students‟ preference in giving oral presentations
Table 3.13 Students’ preference in giving oral presentations
According to Table 6, a significant majority of students (65%) prefer giving oral presentations in pairs or small groups of 3-4, while only 50% express a lack of interest in presenting individually Notably, none of the students reported disliking presentations in small groups, whereas 20% indicated a preference against working in larger groups of 5-8 students Additionally, 15% are not fond of individual presentations, and 14% show little interest in pair presentations.
In summary, Table 6 indicates that the majority of students prefer to deliver oral presentations in pairs or small groups of three to four, showing a clear aversion to individual presentations and large group formats.
Summary
Based on student and teacher survey results, the findings address two research questions, concluding that Oral Participation Activities (OPAs) are utilized at varying frequencies in English speaking classes Despite challenges in implementation, OPAs have significantly motivated students to engage in speaking English Activities such as Role-playing, Simulating, Debating, Group Oral Presentations, and Advertising Products have proven particularly effective and should be incorporated more frequently into lessons Additionally, most students prefer giving oral presentations in pairs or small groups of three to four, highlighting the need for teachers to consider these preferences for improved teaching outcomes.