RATIONALE
Public speaking is a crucial skill for dynamic individuals in the 21st century, and while it is not an innate ability, anyone can learn to deliver effective speeches The best speakers convey clear, relevant messages and connect with their audience, yet many students find public speaking daunting due to lack of preparation and anxiety about addressing a crowd Emden and Becker (2004) highlight that learners often feel nervous and vulnerable when facing an audience for the first time This presents a challenge for teachers, particularly for tourism students who need strong oral presentation skills As Pond (1993) defines, a tour guide must possess broad knowledge and effective communication abilities to inform and engage tourists Therefore, oral presentation skills are essential for all tourism students Educators must provide strategies to help students enhance their skills, while students themselves should discover techniques to improve their presentations At Nghe An College of Culture and Arts in Nghe An province, training in English and oral presentation skills is vital for preparing students for successful careers in culture and the arts.
The primary goal of presentation classes is to equip students with the skills necessary for effective business presentations in their future careers These classes emphasize the use of presentation language, effective visual aids, and proper organization of content While teachers typically set these objectives, it is crucial to consider students' needs and expectations in a learner-centered environment to ensure that the course and textbook align with their goals.
Many Tourism students struggle with English oral presentations, which affects their performance quality There is a lack of research on effective teaching methods for oral presentation skills at the College As an English teacher, the author recognizes the need to investigate the main challenges faced by Tourism students at Nghe An College of Culture and Arts during academic presentations, as well as the strategies they use to overcome these difficulties.
To enhance student learning, it is crucial for teachers to recognize the challenges faced by their students This understanding serves as the foundation for the study presented in this thesis Consequently, the author conducts an investigation titled “An Exploratory Study of Tourism Students' Oral Presentation.”
This study aims to equip teachers with valuable empirical insights to enhance their students' oral presentation skills It also seeks to guide students in identifying effective criteria for academic presentations and offers a range of strategies for successfully delivering their work.
AIMS OF THE STUDY
The aims of the study are as follows:
To explore the challenges students self-report in learning oral presentation skills at Nghe An College of Culture and Arts
To find out strategies they use while preparing and giving presentations in English
To investigate pedagogical strategies that teachers use to help their students give more effective oral presentations in English.
RESEARCH QUESTIONS
The research is carried out with an attempt to find out the answers to the following research questions
1 What challenges do Tourism students self-report in giving oral presentations in English at Nghe An College of Culture and Arts ?
2 What strategies do they use while preparing and giving presentations in English?
3 What kind of support do teachers provide in order to help students give effective oral presentations in English?
SCOPE OF THE STUDY
This study focuses exclusively on oral presentation skills, emphasizing their importance in teaching tourism students at Nghe An College of Culture and Arts While it does not disregard other skills, the primary objective is to investigate and enhance oral presentation capabilities within this specific context.
SIGNIFICANCE OF THE STUDY
This study aims to explore the challenges faced by students during oral presentations at Nghe An College of Cultural and Arts, highlighting the importance of effective learning and teaching strategies By identifying these challenges, the research will benefit both students and teachers in enhancing oral presentation skills Additionally, it will offer valuable recommendations for evaluating and improving these skills in the classroom setting.
7 performance of a student in giving oral presentations as well as how to have effective oral presentations in public.
ORGANIZATION OF THE STUDY
The study consists of the following parts:
This part consists of the rationale, purpose, scope, significance, organization of the study
Oral communication is defined as the process of expressing ideas through spoken words, while an oral presentation is a structured delivery of information to an audience There are various types of oral presentations, each offering unique advantages, such as enhancing engagement and facilitating understanding A well-structured oral presentation typically includes an introduction, body, and conclusion, and effective presenters possess qualities such as clarity, confidence, and adaptability However, presenters may face challenges like anxiety and audience disengagement Good presenters are trained through practice, feedback, and developing their communication skills to overcome these obstacles and deliver impactful presentations.
Chapter 3, “Research Methodology”, addresses the subjects, and presents the methods, and procedures used to implement the study
Chapter four: Findings and Discussion
The "Findings and Discussion" section reveals the challenges faced by both students and teachers in oral presentation classes, highlighting the realities of teaching and learning in this area It addresses the research questions and proposes solutions to enhance students' oral presentation skills The analysis of data collected from surveys was conducted using both quantitative and qualitative methods.
In this part an overall conclusion is drawn out Conclusion reviews the main findings of the study ,implication and provides suggestions for further studies
OVERVIEW
This chapter explores key aspects of oral communication, focusing on oral presentation skills, various types of presentations, and their structure It highlights the essential qualities of an effective presenter, identifies potential challenges they may encounter, and discusses methods for training successful presenters To provide context for the study, it references prior research, including insights from experts like Byrne, to frame the discussion around the perspectives and opinions of researchers in the field.
The article reviews key definitions and concepts related to oral communication and presentation skills, drawing on the works of Ang (2009), Pittenger, Miller, and Mott (2004), and Phil Wade (2015) It covers various types of oral presentations, their advantages, structural elements, and the qualities that define an effective presenter Additionally, it addresses potential challenges faced by presenters and explores methods for training successful presenters A brief summary of previous studies is provided as a foundational context for the research.
PRIOR RESEARCHES RELATED TO THE STUDY
Oral communication and presentation skills have been extensively explored in literature, with various authors contributing valuable insights Byrne (1986) in "Teaching Oral English" outlines the fundamentals of oral communication, while Cheung (2008) provides practical techniques for ESL/EFL educators to enhance students' academic presentation skills Additionally, Theobald (2013) in "Develop Your Presentation Skills" presents approaches for creating impactful presentations, addressing essential aspects of oral presentation development.
Additionally, some researchers also state out the issues relating to oral presentation skill in their thesis or journals Haber (2001) pays a focus of learning oral presentation
In her thesis titled "Learning Oral Presentation Skills: A Rhetorical Analysis with Pedagogical and Professional Implications," Hoang Thi Mai Hoa (2011) examines the factors influencing English oral presentation skills among medical students at Hanoi Tourism College Her research highlights the importance of effective oral presentation skills in both academic and professional settings.
From the aforementioned studies, difficulties in oral presentations have been discussed
This thesis examines the challenges faced by students at Nghe An College of Culture and Arts (NCCCA) in creating successful presentations, highlighting effective strategies they employ to overcome these obstacles It also explores the support provided by teachers to enhance the students' learning experience Despite existing techniques for effective presentations, certain aspects remain underexplored, making this study significant for learners in the field.
ORAL COMUNICATION
Oral communication is the expression of information or ideas using human language, characterized as a two-way process between the speaker and listener This form of communication encompasses both the productive skill of speaking and the receptive skill of understanding, necessitating a sender, a message, and a recipient As noted by Ang (2009), effective communication involves several key components that facilitate this interaction.
Speaker (sender) – transmitter of the verbal and non verbal messages
Message – this is the content which is organized and encoded in a language understood by speakers and transmitted verbally and non verbally through channels
Channel – medium used by speakers in encoding and decoding the messages
Receiver – decoder of the messages sent by speakers
Feedback – receiver’s response to the message send by speakers
Communication skills include the mix of verbal, interpersonal and physical strategies needed to interact confidently and effectively with a range of audiences A skilful
10 communicator draws on a number of different means (e.g., graphical, visual, statistical, audio-visual and technological) to get the point across
Oral communication is the process through which individuals convey meaning using both verbal and non-verbal messages across different contexts and cultures It involves essential skills such as coherent and persuasive speaking, comprehension of communication theories, awareness of verbal and non-verbal cues, audience analysis, effective listening, and adherence to communication ethics.
ORAL PRESENTATION
Employers increasingly prioritize communication skills and formal presentation abilities, prompting educators to tailor their courses towards these competencies (Pittenger, Miller, and Mott, 2004) According to Ohio Wesleyan University's "Guidelines for Oral Presentations," oral presentations are defined as concise discussions on specific topics aimed at sharing knowledge or fostering dialogue These presentations resemble short papers, comprising an introduction, main body, and conclusion Mastering the art of delivering brief presentations is a vital skill that is frequently utilized in professional settings.
Oral presentations, as defined by Baker (2000), resemble formal conversations and are a natural part of daily communication; however, many people find it challenging to deliver a structured oral presentation This form of spoken language aims to inform or persuade an audience within an organizational context, often under time constraints Therefore, careful structuring of the presentation is essential for effective communication.
In addition Mandal (2000, p.8) states, “presentations are speech that is usually given in a business, technical, professional, or scientific enviermment The audience is likely to
Oral presentations are distinct from regular speech events, as they require a higher level of specialization and structure While both involve speaking, oral presentations are more formal and focused, emphasizing clarity and organization to effectively convey information.
TYPES OF ORAL PRESENTATIONS
Chivers and Shoolbred (2007) states that there are two types of their presentations: Informative Oral Presentation and Persuasive Oral Presentation
An Informative Oral Presentation aims to educate the audience by delivering new knowledge efficiently Speakers utilize informative speeches to effectively communicate complex concepts, instruct the audience, demonstrate processes, or describe events within an academic context Additionally, presenters often have the freedom to select their own topics, ensuring relevance and engagement.
A persuasive oral presentation aims to influence the audience's thoughts on a specific topic, whether assigned or selected This type of presentation encourages audience engagement and discussion with the presenter To be effective, speakers must deliver strong, clear content while demonstrating confidence Additionally, incorporating emotions when appropriate can enhance the overall impact of the presentation.
ADVANTAGE OF ORAL PRESENTATIONS
Effective oral presentation skills are crucial in education, social interactions, and professional environments Meloni and Thompson (1980) emphasize that a well-structured oral presentation can significantly benefit ESL/EFL learners across various subjects and in their future careers As students approach graduation, they require more practice in English to enhance their communication abilities According to Chivers and Shoolbred (2007, p 4), students are often tasked with presentations for numerous reasons influenced by their academic programs and contextual factors Thus, one primary objective of oral presentations is to develop these essential skills.
Oral presentations are essential for developing students' communication skills and enhancing their proficiency in English According to King (2002), these presentations not only allow learners to practice informing others but also improve their performance abilities when listening to peers Emden and Beker (2004) emphasize that the capacity to speak to an audience is one of the most significant advantages gained from higher education Therefore, incorporating oral presentations into foreign language teaching, particularly in university settings, is crucial for fostering effective communication and making language learning more accessible.
STRUCTURE OF AN ORAL PRESENTATION
At UNSW CURRENT STUDENTS ( 2013), some useful tips are given for an effective oral presentation According to this, a presentation should have the three parts namely: Introduction, Body and Conclusion
The introduction serves as a crucial statement of the message that the speaker conveys to the audience A compelling start is essential for capturing the audience's attention, while the introduction also establishes the context, need, task, and objectives of the document.
The body of a presentation is crucial for delivering main points, examples, and evidence in a well-structured manner It's essential to choose an organizing principle, such as chronological order, thematic arrangement, or order of importance, to create clear connections between main points, explanations, and examples Utilizing visual aids can enhance audience engagement by illustrating key concepts rather than merely stating them Additionally, emphasizing important information and using verbal signposts can help highlight particularly interesting or significant content for the audience.
13 to guide the audience through the presentation, key points should be highlighted and the speaker can indicate the different sections of the presentation
In the conclusion of a talk, it is essential to restate the main points discussed in the body without introducing new information The speaker must ensure that all points made in the introduction are addressed Additionally, it is important for the presenter to clearly signal the conclusion, often using the phrase "In conclusion " to effectively wrap up the discussion.
QUALITIES OF AN EFFECTIVE PRESENTER
In researching the qualities of an effective presenter, researchers in the field has shared various opinions However, there are several similarities among them:
Skip Weisman(2015) a workplace communication expert suggests four fundamental characteristics of a great presenter:
A successful presenter prioritizes delivering value to the audience by understanding their perspective rather than showcasing personal expertise Instead of focusing on their own knowledge, presenters should share relatable examples and anecdotes that foster a connection with the audience Additionally, effective delivery skills are essential for engaging presentations.
Effective delivery skills are essential for successful communication, as a proficient speaker utilizes impactful body language, including maintaining eye contact and employing open gestures, to engage the audience and strengthen their message.
A successful presentation goes beyond mere lecturing; it embodies storytelling that effectively engages the audience A skilled presenter weaves narratives that connect with key learning points, ensuring the content resonates with listeners and enhances their understanding.
After delivering key statements, presenters should allow the audience a moment to absorb the information This pause enables the presenter to take a few breaths and slow down their pace Additionally, raising a reflective question can enhance the discussion, making it more relatable and applicable for the audience.
Andrew (2006) lists five skills that he believes most frequently used by people rated by their colleagues as outstanding presenters:
The author emphasizes the importance of refining content to suit a specific audience, highlighting that presenters must skillfully and flexibly adjust their style, tempo, and focus during presentations to meet their original objectives effectively.
Every presenter faces two essential questions during the planning stage: "What do I want my presentation to achieve?" and "How will the audience respond if I successfully meet my objectives?"
Chunking is a vital skill for effective presentations, as skilled presenters begin with an overview and then delve into details They pay close attention to audience reactions to ensure they are on the right track and maintaining an appropriate pace.
Top speakers often present from three distinct perspectives: their own viewpoint, the audience's viewpoint, and that of a neutral observer Skilled presenters should practice mentally switching between these positions, allowing them to add a personal touch to their presentations while also assessing their impact on the audience This technique helps avoid conflicts and confrontations, making it an incredibly effective strategy for managing diverse audiences and challenging situations.
The author emphasizes that a key trait of effective presenters is their unwavering belief in the success of their presentations, encapsulated in the phrase "what must be, will be." This mindset, considered the fifth essential characteristic of skilled presenters, fosters confidence and resilience, ensuring they remain poised regardless of unforeseen challenges.
POSSIBLE CHALLENGES FACING PRESENTERS
Challenges can significantly hinder students from delivering effective oral presentations To succeed, presenters must possess not only the skills to engage an audience but also the resilience to overcome various obstacles they encounter during their preparation and performance.
Phil Wade (2015) in his workbook provides some hacks of difficulties hindering presenters from having good presentation
Nervousness is a common experience for presenters before and during their presentations, often leading to quiet speech, mistakes, and avoidance of eye contact To manage these nerves, presenters should identify their specific anxieties and brainstorm solutions Creating a chart with 'confident' to 'stressed' on the vertical axis and time on the horizontal can help presenters visualize their confidence levels and pinpoint stress triggers Focusing on the positives post-presentation is crucial; presenters should note their successes and areas for improvement Seeking constructive feedback from peers and instructors can further enhance their skills and boost confidence for future presentations.
Presenters must captivate their audiences, as listeners can quickly lose interest To enhance presentation skills, the author suggests practicing conversations with friends outside of class.
Eye contact is essential for an effective presentation, as it helps engage the audience A good presenter should make an effort to connect with everyone in the room by maintaining eye contact throughout the presentation This interaction should feel natural, avoiding fixation on a single individual or random spots in the venue.
In certain cultures, hand gestures play a significant role in communication, enhancing the effectiveness of presentations When used appropriately, these gestures can complement your message; however, overusing them may come across as aggressive, while keeping hands in pockets can signal disinterest.
A monotone speech can lead to listener boredom, making the presentation seem unengaging Without emphasis on key points, the audience struggles to grasp the important information, often leading to distractions or daydreaming during the talk.
Pausing during a presentation is essential for both the audience and the presenter, allowing time to process information effectively Many presenters fear silence and rush through their content, but embracing pauses can enhance understanding and engagement.
Key phrases play a crucial role in effective content delivery Presenters should learn and practice these phrases to ensure they sound natural rather than robotic Repeating phrases monotonously can disengage listeners, so it's essential to demonstrate flexibility and variety in their use.
Many presenters struggle with confidence and tend to rely on writing out their entire speech, which they then read verbatim To enhance their delivery, using cue cards can be beneficial It is recommended to jot down key words, quotes, and statistics on a phone or tablet, allowing presenters to reference these points as needed during their presentation.
Beginning a presentation by focusing solely on the first slide is not advisable, as the true essence lies in the speaker's delivery rather than the content on the slides Slides should serve as supportive tools, but when overloaded with information, they can lead the audience to read instead of engage with the speaker Effective presentations prioritize verbal communication and delivery over excessive text on slides.
Are you unsure if you're a good or bad presenter? It's essential to recognize and acknowledge your weaknesses to improve your skills Bad presenters often fail to admit their shortcomings, either out of ignorance or indifference, while good presenters are committed to continuous improvement.
Morgan and Whiter (2006) identify key issues in student oral presentations, noting they often lack engagement, are overly complex, and are difficult to follow Presenters frequently overwhelm their audience with information, fail to consider varying knowledge levels, and neglect to maintain eye contact, often speaking too quickly or softly while appearing disinterested The authors argue that simply being clear and enthusiastic does not guarantee a successful presentation They emphasize the importance of utilizing effective methods, suggesting that humor and character can enhance presentations, and that nonnative English speakers may have certain advantages Ultimately, the writers conclude that delivering an effective presentation relies more on method than innate talent.
To excel in presentations, presenters must diligently apply effective techniques while leveraging their unique personal traits to enhance their performance.
HOW ARE GOOD PRESENTERS TRAINED?
To become effective presenters, individuals must undergo training, as highlighted by Chivers and Shoolbored (2007) They recommend several key presentation formats that can enhance presentation skills, including a viva for summarizing research, seminar presentations, group presentations on assigned topics, demonstrations of technical skills, non-assessed presentations to update on research progress, and individual presentations for job interviews.
According to Wallwork (2010), students often participate in seminar presentations, either individually or in pairs, which provides them with valuable opportunities to enhance their public speaking skills Through these presentations, students learn to engage their audience effectively by utilizing their voice and body language Additionally, their performance is evaluated based on fundamental criteria set by peers or instructors, allowing for constructive feedback and improvement.
Investigating students' perspectives on the most effective aspects of oral presentations can inform criteria for peer assessment activities This understanding helps teachers identify what students value in presentations Additionally, educators should develop clear assessment criteria to guide learners, enabling them to prepare effectively by recognizing their strengths and weaknesses Feedback from both peers and instructors further enhances this learning process.
19 learners will gain more responsibility for their learning as well as to improve the reliability of the peer assessment activities themselves
OVERVIEW
This study investigates the current state of teaching oral presentation skills at NACCA, focusing on Tourism students and their teachers A survey was conducted to assess the realities of teaching and learning oral presentations, identifying challenges faced by both students and teachers, as well as potential solutions for enhancing students' skills Questionnaires for teachers and students served as the primary data collection tools, supplemented by classroom observations for additional insights This chapter provides a comprehensive overview of the research methodology, including the setting, participants, instruments, and procedures used in the study.
RESEARCH SETTING
Nghe An College of Culture and Arts is dedicated to training students in culture and arts, making it a popular choice for those interested in these fields Despite having modern technology and facilities, the college faces challenges in teaching and learning English is recognized as a crucial subject, providing students with essential skills to enhance their knowledge and prepare for future careers Consequently, English teachers at NACCA are actively exploring effective teaching methods to improve English language instruction.
At NACCA, Tourism students undergo a structured English curriculum spanning five semesters The initial three semesters focus on building general English proficiency, while the fourth and fifth semesters enhance their professional English skills, specifically tailored for tour guiding This comprehensive approach ensures that students are well-prepared to meet the essential requirements of the tourism industry.
The textbook "Lifeline Pre-Intermediate," authored by Tom Hutchinson and Ann Ward, emphasizes the development of all four language skills through a variety of speaking activities, ensuring students have equal opportunities to practice in each lesson During the fourth and fifth semesters, students focus on their professional fields, studying "English for Hotel Operations" and "English for Tourism," respectively These course materials are crafted by the English group at NACCA, with the oral presentation course book featuring five units that explore engaging topics related to the culture and landmarks of Vietnam, particularly Nghe An province.
Tourism of Historical cultural vestige ( including community hall in Viet Nam, Van
Mieu - Quoc Tu Giam, Hoi An ancient town, Kim lien historical complex, Nguyen Du memorial site, uncle Ho statue and Ho Chi Minh square)
The beauty of nature vestiges( including Perfume pagoda, Ha Long bay, Pu Mat national park, Cua Lo beach)
Trade village ( including Dong Ho painting village, Bat Trang pottery village, Nam Dan soybean sauce, Thai brocade)
Tourism through festivals in Vietnam(including Cuong pagoda festival; Con Pagoda Festival; Hung Temple Festival; Lim festival )
VietNam customs and superstitions (including greeting, superstitions, New year celebrations in VietNam)
Teaching English for Tourism aims to enhance students' presentation skills, enabling them to deliver fluent and effective oral presentations as tour guides in their future careers Consequently, significant emphasis is placed on developing oral presentation abilities during the fifth semester.
PARTICIPANTS
The participants of this research consist of two groups: language teachers and Tourism students The first group includes 4 teachers, aged from 28 to 40, coming from Nghe
The College of Culture and Arts boasts a diverse teaching staff with experience ranging from 3 to 15 years Among them, three instructors hold a Master’s degree, while one is currently pursuing an M.A However, it's noteworthy that none of the teachers have participated in training courses in English-speaking countries.
Table 3.1: Distribution of Teachers Participants
A total of 90 randomly selected Tourism students, both male and female, from three classes at Nghe An College of Culture and Arts participated in the study The majority of these participants are in their final year of the Tourism program.
Table 3.2: Distribution of Student Participants
Teachers and students are the subjects of the study Their responses about teaching and learning context at their own environment are used as data for analysis of the research.
INSTRUMENTS
Questionnaire Survey
A comprehensive survey was conducted involving 90 students from Nghe An College of Culture and Arts to assess their perceptions of the challenges encountered during oral presentations and the strategies they employed to overcome these obstacles Additionally, a separate questionnaire was administered to four English teachers to gather insights into the difficulties students face in oral presentations, the current teaching methods used for enhancing oral presentation skills among tourism students, and potential solutions for improving these teaching practices at the college.
Class observation
Class observation was utilized to gain valuable insights into the factors affecting students' oral skills The researcher served as a non-participant observer, meticulously noting classroom procedures These observations were subsequently analyzed and compared with the findings from a questionnaire.
DATA COLLECTION
The draft questionnaire was developed using various sources and real-world insights, then reviewed by a supervisor for feedback After incorporating the suggestions, the final version was distributed to 90 Tourism students, who were requested to complete and return it within three days to ensure thoughtful responses Prior to this, the researcher clarified the purpose of the questionnaire to the participants.
24 relevance and the importance of the study, asked for students’ help as well as clarified any questions that the students could not understand
Following the analysis of data collection, the researcher observed student presentations across three different classes Acting as a listener, she noted the challenges students faced during their presentations, as well as feedback from teachers and peers This classroom observation allowed the researcher to verify the findings from the survey questionnaires, confirming the validity of students' opinions Ultimately, the results from these observations served as the foundation for the overall conclusions of the study.
DATA ANALYSIS
The study began with the distribution of questionnaires to both teachers and students to gather initial data Quantitative and descriptive methods were utilized to analyze the responses, measuring and calculating frequencies Data collected from the questionnaires and class observations were systematically classified and analyzed, with the results integrated to support the ensuing discussion.
RESEARCH PROCEDURES
To sum up, the following steps will be used to reach the aims of the research:
Collecting data through questionnaires, and observation
Clarifying the data into intended groups
Describing the collected data presented in tables and figures
Generalizing and giving comments and evaluations
OVERVIEW
This chapter analyzes the results from questionnaires completed by teachers and students, focusing on the challenges faced by tourism students during English oral presentations It discusses the strategies employed by students while preparing and delivering their presentations at Nghe An College of Culture and Arts Additionally, the findings highlight the support that teachers need to provide to enhance students' effectiveness in giving oral presentations in English.
FINDINGS
Students’ Questionnaire
4.2.1.1 Students’ Opinions towards Oral Presentation Skills
Oral presentation skills are increasingly essential in language education, prompting a survey to explore students' perceptions of their significance.
Figure 4.1: Students’ Opinion towards Oral Presentation Skills
A significant majority of students, 68.9%, recognize the importance of oral presentation skills, while 26.7% view them as important Only 4.4% of students consider these skills unimportant, suggesting that other skills may take precedence for them Notably, there were no respondents who deemed oral presentation skills as entirely unimportant.
The next question was aimed to investigate what students' purposes for taking this course at their collage were Ten options were listed and students gave a score of 1 to 5
The results indicate varying levels of agreement among participants regarding the listed purposes, with scores ranging from 1 (not at all) to 5 (completely) The average scores for each purpose are summarized in the table below, highlighting the overall sentiment and alignment with the objectives presented.
Purposes of oral presentation 1 2 3 4 5 Means
3 to talk better in front of people 2 8 16 50 14 3.73
4 to get useful job skills 4 18 22 20 26 3.51
5.to speak English more confidently 8 10 12 50 10 3.49
6 to dominate my fear when standing in front of crowd 3 10 40 20 17 3.42
8 to improve my organizing skills 7 16 20 30 17 3.38
9 to improve my group work 6 12 28 34 10 3.33
10 to learn how to debate 9 26 26 14 15 3.0
- to enjoy the feeling standing in front of crowd
- to show my personality and point of view to other people
Table 4.1 Students' Opinion about Purposes of Oral Presentation ( N= 90)
The ranked purposes reveal a strong consensus on the importance of developing oral communication skills for both academic and professional success, with the top five responses highlighting goals such as improving English proficiency, building confidence, and encouraging more practice in speaking In contrast, traditional presentation skills, including mastering presentation language, enhancing organizational abilities, and engaging in group work, were rated lower, appearing in the latter half of the results Notably, three students expressed additional motivations for oral presentations, emphasizing the desire to challenge themselves, enjoy the experience of speaking in front of an audience, and showcase their personality and perspectives to others.
4.2.1.2 Students’ Emotion and Evaluation towards Their Oral Presentation Skills
The survey then tried to discover students' own evaluation of their oral presentation skills Figure 4.2 showed us the percentage of responses from students
Figure 4.2: Students’ Evaluation To Their Oral Presentation Skills
The study indicated that a significant number of students underestimate their oral presentation skills, with 42.2% (38 students) rating themselves as poor, and 16.7% (15 students) considering their abilities very weak Additionally, 22.2% of students acknowledged their skills as average, while only 18.9% expressed confidence in their proficiency, identifying themselves as good or very good at oral presentations.
The fourth question explored students' emotions while delivering an English speech in front of their class or an audience Respondents were presented with four options that fell into two categories: positive and negative reactions The findings for this inquiry are illustrated in Figure 4.3.
Figure 4.3: Students’ Emotion When Performing Oral Presentation
A significant number of students reported experiencing negative emotions while performing in front of an audience, with 36.7% (33 students) admitting to feelings of fear and stress Additionally, 27.8% (25 students) expressed discomfort and embarrassment during these tasks In contrast, only 18.9% and 16.6% of students indicated that they felt comfortable with public speaking This suggests that many students struggle with the challenges of delivering presentations.
The study examined the process of preparing and delivering oral presentations by students at Nghe An College of Culture and Arts, along with their self-evaluations of personal efforts According to the findings presented in Table 4.2, students assessed their performance based on three key criteria: organization and content (45%), presence (15%), and delivery and grammar (40%).
15 Vocabulary and Use of Appropriate
Table 4.2 Students' Evaluation on Their Oral Presentation Skills ( N )
Students performed best in the Presence component when the scores for items 9 and 11 were above average (3.01) and excellent (4.07), while posture, gestures, and movement were rated poorly at 2.51 In terms of Organization and Content, five key factors emerged: Appropriate Introduction, Clear Thesis, and Presentation Organization.
The assessment revealed that the factors of Definite Conclusion and Visual Aids were rated at an average level In contrast, Adequate Support for Ideas, Knowledge of Topic, and Use of Allotted Time were found to be at a poor level Additionally, the Delivery and Grammar aspects appeared to be the least underestimated, with three factors—Preparation and Knowledge of Materials—highlighted as critical areas for improvement.
Freedom of Distracting “Uh” & “ Like” and Grammar) at average level (3.47, 3.3,
5.58), three other factors (Enthusiasm and Vocal Variation, , Vocabulary and Use of
Appropriate Words, Effectiveness of delivery method and Pronunciation,, Audibility and Clarity) were ranked at the bottom of this part
The analysis revealed that students rated their oral presentation skills as low, prompting an investigation into the underlying causes A questionnaire was utilized to identify the challenges faced by students and the strategies they employed to address these difficulties.
4.2.1.3 Students’ Responses to Their Difficulties in Oral Presentations
Some aspects were insightful studied in order to get overall conclusion about students' difficulties in learning oral presentation skills
Figure 4.4: Students’ Response about Topics in Learning Course
According to the data presented in Figure 4.4, a significant 74.4% of students expressed dissatisfaction with the variety of topics in their learning course, while 61.1% felt that the topics were appropriate for their learning environment However, negative feedback emerged, with 41.1% of students reporting boredom with the course topics, and 24.4% finding them challenging Only 8.9% of students deemed the topics unsuitable, whereas a nearly equal number, 28.9% and 27.8%, found the topics easy and interesting to learn, respectively.
Students encounter various challenges during oral presentations, which can be categorized into three main types: personal traits, oral presentation skills, and factors related to the audience and instructor Understanding these difficulties is essential for addressing the issues students face.
Students' Problems No of students
1 Anxiety because of lack of confidence 63 70%
2 Anxiety because of Lack of specialized knowledge of
3 Anxiety because of low English- speaking ability 68 75.6%
4 Nervousness before performance even if having well beforehand
5 Poor competence in using technology in oral presentations
7 lack of time management skill in oral presentation 20 22.2%
8 Poor oral fluency and pronunciation during oral presentation
9 Difficulty in attracting listeners' attention 69 76,7%
10 Nervousness about listeners' reactions in oral presentations
11 Nervousness about the instructor's interruption with questions or criticism
12 Lack of feedback and assessments from instructor 59 65.6%
Table 4.3 Problems Facing Students In Oral Presentations (N = 90)
A recent investigation into the challenges faced by students during oral presentations revealed significant issues According to Table 4.3, a substantial 75.6% of students expressed anxiety about their English speaking abilities, which is crucial for their academic success Despite several years of English education in high school, many learners struggled with vocabulary, grammar, and pronunciation, leading to a decline in their confidence; 70% reported feeling insecure about their presentation skills Stress was a notable factor, affecting 63.3% of students and contributing to pre-performance nervousness Additionally, 34.4% of students indicated a lack of sufficient background knowledge in Tourism, impacting their presentations The data also highlighted that 80% of students faced challenges with oral fluency and pronunciation, while 68.9% struggled with body language Interestingly, only 22.2% admitted to having time management issues, and a mere 11.1% felt unprepared to utilize technology effectively in their presentations.
Participants faced several challenges related to audience and instructor factors A significant 76.7% of students struggled to capture their listeners' attention, while 66.7% reported that audience reactions affected their performance Additionally, 65.6% of students felt they did not receive constructive feedback from their instructors post-presentation, leaving them unaware of their mistakes and unable to enhance their presentation skills Furthermore, 24.4% of participants experienced anxiety when interrupted or criticized by their instructor during presentations.
Teachers’ questionnaire
4.2.2.1 Teachers’ Opinions About The Importance Of Oral Presentation Skills To Their Students
A study was conducted to explore teachers' perceptions of the significance of oral presentation skills, revealing that all participating educators held a positive view on the importance of these skills for their students.
Figure 4.5: Teachers’ Responses About The Importance Of Oral Presentation
A significant 75% of teachers emphasized the importance of English oral presentation skills for students aspiring to become effective tourist guides, while an additional 25% rated these skills as important Notably, no teacher deemed this skill unimportant, highlighting its essential role in the development of communicative language abilities among students.
The following question will highlight teachers' feedback regarding the objectives of oral presentations Analyzing their responses will reveal which purposes were most valued by educators and whether these aligned with their students' needs.
According to the data presented in Table 4.6, all teachers are committed to developing students' oral presentation skills to enhance their overall performance.
Teachers' approach to oral presentation skills significantly influences their teaching strategies The primary goal identified is to enhance students' English proficiency, boost their confidence in public speaking, and improve their collaboration skills Additionally, teachers aim to equip students with effective presentation language Conversely, less emphasis is placed on objectives such as grading, enhancing organizational skills, or teaching debate techniques.
Purposes of oral presentation 1 2 3 4 5 Means
1 to give them useful job skills 0 0 0 0 4 5.0
3 to make them better in front of people 0 0 1 1 2 4.25
5.to improve their group work skills 0 0 1 1 2 4.25
7 to teach them presentation language 0 0 2 2 0 3.5
9 to improve their organizing skills 1 1 2 0 2.25
10 to teach them how to debate 1 2 1 0 0 2.0
Table 4.6 Teachers' Responses To The Aims Of Oral Presentations (N =
Teachers' priorities regarding the goals of oral presentations often do not align with those of their students This discrepancy highlights the importance of educators actively listening to their students' preferences and aspirations By doing so, teachers can adapt their teaching methods to better meet the needs and expectations of their students.
4.2.2.2 Teachers’ Evaluation of Their Students' Ability And Attitude In Oral Presentations
At Nghe An College of Culture and Arts, only four English teachers assess their students' oral presentation skills, leading to a limited perspective on student abilities According to their evaluations, none of the teachers rated their students as being at a very good level, with 50% considering their skills to be at a bad level Additionally, 25% of the teachers categorized their students as having medium and good skills, indicating a generally critical view of student performance in oral presentations.
Figure 4.6: Teachers’ Response Evaluation To Their Students' Oral
Both teachers and students have underestimated the oral presentation skills of students, highlighting a gap in the perceived quality of education at the college This survey aims to gather insights from both educators and learners to identify effective strategies for enhancing students' oral presentation abilities.
A recent survey revealed insights into students' attitudes during oral presentations According to 75% of teachers, students were eager to share their ideas, yet many struggled with maintaining focus on their peers' presentations, which is crucial for effective learning While 50% of teachers observed that students appeared dynamic and confident, 25% noted that some students exhibited shyness or stress when speaking in front of an audience Encouragingly, none of the teachers reported instances of students being passive or uncooperative during these activities.
Figure 4.7: Teachers’ Responses To Their Students' Attitude At Oral
In short, teachers had quite good estimation to students' attitude while learning However, the findings also showed some weak points in their learning process
4.2.2.3 Teachers’ Views To Their Students' Difficulties In Oral Presentations
In the next question, teachers were asked what the most important criteria for assessing students' oral presentation is in their point of view Teachers choose score
44 of 1 to 4 (1= the most important, to 4= least important) Summary of the results with average score of each criteria is shown in the table below
Knowing well the topic of the presentation
Professional use of visual aids 0 1 3 0 2.75
Table 4.7 Teachers' Views To The Important Criteria In Accessing Students'
Table 4.7 shows that all teachers agree that the organization of ideas is the most crucial criterion for evaluating students' presentations Following this, knowledge of the topic and clarity of voice are ranked second The third important criterion is the style of presentation, while self-confidence and responsiveness to the audience are also valued In contrast, fluency and the professional use of visual aids are considered the least important factors.
In conclusion, teachers may prioritize different criteria when assessing their students' skills The key issue is whether students are aware of the evaluation standards set by their teachers and if they receive clear guidelines that aid in improving their presentations.
As to question 6 which asked about the instructors' opinions of the main difficulties that their students faced during oral presentations Their answers are presented in the table below
Low level of English speaking skills 2 50%
Lack of specialized knowledge of tourism 0 0%
Bad lay-out and presentation structure in the preparation stage
Lack of opportunities to practice after the class time 1 25%
Lack of time management skill in oral presentations 2 50% Poor oral fluency and pronunciation during oral presentation
Difficult topics in the course book “English for Tourism” 0 0%
Poor competence in using technology 1 25%
Lack of feedback and assessment from the teacher(s) 0 0%
Table 4.8 Teachers' Views To The Difficulties Facing Their Students ( N =
According to teachers, all respondents believed their students exhibited poor oral fluency and pronunciation during presentations, a sentiment echoed by students in their surveys Half of the participants noted a lack of confidence in oral presentations, alongside low speaking skills, inadequate structure, poor time management, and ineffective body language as significant challenges Additionally, 25% of teachers highlighted issues such as insufficient practice time after school and limited technological proficiency However, none indicated that students lacked specialized knowledge in tourism or received inadequate feedback from teachers, and all agreed that students faced no difficulties with the topics in their course materials.
Teachers' insights into students' learning difficulties often align with students' own perceptions, yet discrepancies do exist Understanding these challenges is crucial for educators, as it enables them to develop effective teaching strategies that address the specific needs of their students.
The next question for teachers mentioned about what factors may effect to their students' performance in oral presentations from their point of view
Figure 4.8: Teachers’ Responses To The Factors Effecting Their Students
According to the findings presented in Figure 4.8, 75% of teachers identified oral presentation skills as a significant factor hindering student performance, while 50% attributed challenges to personal traits Additionally, the audience was perceived as a potential obstacle affecting the quality of students' presentations Notably, none of the teachers considered themselves to be a negative influence on their students' performance.
In short, all of these factors somehow have an influence on students' performance However, in order to solve the problem, both students and teachers need to cooperate to overcome
4.2.2.4 Teachers’ Responses About Their Supports To Students In Oral Presentation Skills
Students face numerous challenges in their learning journey, but teachers can provide valuable support and guidance This article explores effective strategies that educators can implement to motivate students during oral presentations.
Figure 4.9: Teachers’ Motivation To Their Students
Classroom observation
During the study, the researcher observed three different Tourism classes and noted that while students discussed travel, many lacked confidence and did not project their voices Their presentations were often rushed, with frequent pronunciation errors and incorrect tense usage Approximately 30% of the students displayed confidence, but many relied on memorization rather than understanding the material After presentations, teachers provided feedback; however, it was not comprehensive, with only one teacher correcting mistakes during the presentations Most teachers simplified complex vocabulary and concepts, while two consistently supplemented student presentations with additional information.
However, no teacher provided checklist, guideline as well as criteria sheet form for students.
