Lastly, I am grateful to all of the lovely first, second, third and fourth-year students majoring in the English Language in the Faculty of Foreign Languages at Industrial University of
Rationale
Recent innovations in teaching methods have led universities nationwide to transition from traditional approaches to learner-centered education This shift encourages students to engage actively in class through presentations, making presentation skills crucial for effective language use At IUH, English majors, in particular, are required to deliver numerous presentations throughout their studies To achieve optimal results, students must master the art of creating compelling presentations, which includes developing strong content, designing effective PowerPoint slides, and honing their persuasive communication skills.
Many Vietnamese students, particularly those studying foreign languages at IUH, face significant challenges when it comes to delivering presentations They often experience feelings of self-doubt and shyness, which hinder their ability to speak confidently in front of an audience Additionally, presenting in English poses difficulties, making it hard for them to engage and persuade listeners effectively While students aspire to deliver dynamic presentations, they often lack the knowledge or awareness of their mistakes, leading to boredom and a lack of confidence during their presentations.
To effectively overcome obstacles in presentations, utilizing body language is essential This non-verbal communication method enhances the persuasiveness of a presentation, making it more engaging and attractive By incorporating body language, presenters can significantly improve their ability to convey messages, resulting in a more dynamic and impactful presentation.
These are the concerns and reasons why the researchers decided to choose a research topic:
"The difficulties in using body language in making the presentations of English-major students at FFL in IUH"
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Research goals
The study was carried out with the following purposes:
Firstly, the researchers aimed at finding out the challenges that English major students of IUH in FFL have in terms of using gestures in their presentation
Secondly, most students find it difficult to use body language when giving presentations, so the researchers found out the typical body language difficulties students face when giving presentations
Researchers are actively seeking solutions to address the challenges faced by students in improving their presentation skills They have proposed various strategies designed to enhance presentation abilities, particularly for those struggling with body language during English presentations at IUH.
Research questions
Within the scope of this thesis, the researchers try to seek the answer for two research questions:
-What difficulties do the presenters have in using body language to make oral presentations? -What are the possible solutions to have better body language in making presentations?
Scope of the study
This research, conducted from November 12, 2020, to January 5, 2021, involved English major students in the Faculty of Foreign Languages at IUH as participants The focus was on students who had delivered oral presentations in their classes, emphasizing the importance of various skills such as eye contact, visuals, and posture, with a specific focus on gestures.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Definitions of terms
Communication is essential in life, as it allows individuals to express their thoughts and desires through various forms, including speech, writing, and body language Body language, a crucial aspect of non-verbal communication, has been defined by several linguists, including sources like the Cambridge Dictionary and researchers such as Lewis (2012), Damanhouri (2018), Fast (1970), and Cummings (2011).
In the Cambridge Dictionary, body language is the movements or positions of your body that show other people how you are feeling, without using words
Body language conveys personal feelings, emotions, attitudes, and thoughts through gestures, postures, positioning, and distance This form of communication can occur both consciously and subconsciously, often accompanying spoken language.
According to Damanhouri (2018), body language plays a crucial role in nonverbal communication, encompassing facial expressions like smiling and frowning, physical gestures such as hand and head movements, and proxemics, which pertains to the spatial distance between individuals during interactions.
Body language encompasses both reflexive and non-reflexive movements of the body that individuals use to convey emotional messages According to Fast (1970), studying body language involves examining a wide range of movements, from intentional gestures to unconscious actions, and includes expressions that are specific to certain cultures as well as those that transcend cultural boundaries.
Cummings, (2011) gave another definition: “Body language is the world’s original shared language It is what allows people to be able to go to a foreign country with a different
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Body language is everything a person can do with their body to say what they are trying to say without words.”
The concept of "presentation" is well-known to students, as it is a crucial skill developed from school through to the workplace Mastering the art of giving presentations is essential for effective communication and professional success.
Presentation skills are essential in both daily life and the workplace, as they enable effective communication and engagement Being adept at presentations allows individuals to maintain constant contact with their audience, making these skills invaluable for personal and professional success.
Presentation is defined as the act of showing, describing, or explaining information to an audience (Widyastuti & Mahaputri, 2015) While many associate presentation skills solely with delivering PowerPoint slides, it's important to recognize that these skills are essential across various professions Chefs, dancers, and teachers also require effective presentation skills to engage and communicate with their audiences successfully.
Presentation skills are essential in every profession, particularly in the corporate world, as they captivate audiences with compelling ideas and performances Mastering these skills enhances public speaking abilities, which are crucial for career development, marketing products and services, and shaping opinions for clarification and lobbying In a professional context, effective public speaking fosters credibility and strengthens one's career prospects.
Effective presentations encompass various situations where you can express your viewpoint to an audience Seizing these opportunities is crucial for enhancing your credibility, whether within your organization or beyond Preparing for informal discussions, such as meetings or one-on-one conversations, should be approached with the same diligence as formal presentations, ensuring that you engage your listeners effectively.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Student presentations in the classroom play a crucial role in fostering positive learning experiences (Alshare, Khaled & Hindi, Nitham M, 2004) These presentations highlight key aspects of professional life and motivate students to engage more actively in the learning process, ultimately enhancing their educational experience.
To sum up, all of the definitions are given to clarify the nature of the presentation, which is essential for the student's use of body language.
Presentation
2.2.1 Three messages of a good presentation
Harrington & Lebeau (2009) emphasize that body language, much like spoken words, conveys a physical message through our posture, eye contact, hand movements, and vocal tone This physical message encompasses four key skill areas.
Harrington & Lebeau (2009) describe posture as the way one stands and eye contact as a means of conveying a physical message They emphasize that good posture and eye contact project confidence and positivity to the audience According to the authors, "Posture is the foundation of the Physical Message," indicating that strong posture conveys confidence, while weak posture can suggest nervousness Additionally, maintaining good eye contact allows the speaker to gauge audience engagement and understanding of the speech.
Posture plays a crucial role in shaping individual identity within society, particularly in non-verbal communication The authors emphasize that posture serves as the cornerstone of the Physical Message A strong posture conveys confidence, while a weak posture can project nervousness and uncertainty.
Besides, Harrington & Lebeau, (2009) also stated that in an informative speech, eye contact
Observing the audience's reactions is crucial for effective communication Nodding heads indicate comprehension, while puzzled expressions suggest the need for further clarification.
Gestures constitute the essential vocabulary of body language, enhancing the verbal message conveyed The authors categorize gestures into four distinct groups.
Figure 1: Four groups of Gesture
(Source: “ Speaking of speech” book, page 18)
Firstly, with group 1, Gesture for Number/ Sequence can help the audience visualize a number or understand a process from origin to finishing
Secondly, group 2 is Emphasis/ Focus make your speech interesting, engaging, and help your audience understand which words are significant
Thirdly, with group 3, help the audience visualize the shape, size, the location, the dimension, or actions that the speaker wants to explain or describe
The last, Gesture for Comparison/ Contrast help the audience understand the advantages, the differences and the changes
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Gestures play a crucial role in communication by conveying both specific and general information According to Harrington & Lebeau (2009), gestures not only energize and animate presentations but also add meaningful punctuation They serve to signal various aspects of the presentation, such as numbering, sequencing, emphasizing, demonstrating, illustrating, or comparing information.
According to Harrington & Lebeau, (2009), voice inflection means changing your voice You can change your voice in one of three ways The authors gave three example:
Figure 2: Three example for "voice inflection"
(Source: “ Speaking of speech” book, page 28)
Besides that, Harrington & Lebeau, (2009) also indicated that using inflection is a lot like using gestures Furthermore, without gestures, the physical message you want to convey is
"flat"- "no variation", "no action", "no energy" Likewise, your verbal message will be "flat"-
"no variation", "no color", "no emphasis" if there is no gesture Therefore, the authors assert:
"Inflection emphasizes key words to add interest and help the listener understand your speech- just as gestures do."
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Harrington & Lebeau, (2009) regarded Visual message: “One picture is worth a thousand words Save time-use visuals! Show the audience with images; don’t just tell them with words”
The authors have given two ways to use visual messages properly: Effective Visual and Explaining Visual With "Effective Visual- the image we show the audience" And with
"Explaining Visual- the words we use to guide the audience through the visuals"
Figure 3: Example for Effective Visuals
(Source: “Speaking of speech” book, page 42)
The image above illustrates the importance of minimizing text in PowerPoint presentations Presenters should focus on listing only the main ideas, allowing them to grasp the core message effectively while ensuring the audience can easily understand the speaker's intent.
For another example with Explaining Visual:
Figure 4: Example for Explaining Visual
(Source: “ Speaking of speech” book, page 52)
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
The speaker misled the audience by obstructing their view of the visual aid, standing directly in front of it Additionally, the presenter gestured incorrectly, further hindering the audience's ability to follow the presentation effectively.
The authors highlight the significance of Visual Messages, stating that they play a crucial role in communication Even if a speaker makes mistakes in their delivery, such as stumbling over sentences or mispronouncing words, the audience can still grasp the intended message.
The authors emphasize that the Story Message involves organizing information into a standard presentation format They also identify three essential components that are crucial for an effective Story Message.
The introduction of your presentation is crucial as it sets the stage for the audience, outlining the topic, its significance, and key points to focus on during your speech.
Below is the Introduction that the researchers have referenced of the two authors Harrington
(Source: “ Speaking of speech” book, page 62)
The authors emphasize the importance of the Introduction in any presentation, stating that capturing the audience's interest significantly increases the likelihood of success Conversely, failing to engage the audience can lead to a lack of effectiveness in the presentation.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811 to get their interest, they might not listen closely enough to catch your message"
In "The Body," authors emphasize the importance of elaborating on several key points with detailed explanations supported by evidence This evidence can include numerical data or examples that effectively validate and reinforce the main arguments presented.
(Source: “ Speaking of speech” book, page 62)
The Body of a presentation is crucial, consisting of three key components: Main Points, Evidence, and Transitions Despite having an engaging introduction and a thorough conclusion, a presentation will not succeed without a well-structured body.
The conclusion serves as your final message to the audience, summarizing the presentation and highlighting key takeaways It reiterates the main points outlined in the introduction and reinforces important numbers or examples from each section of your speech, ensuring that the audience retains the essential information.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
(Source: “ Speaking of speech” book, page 87)
Body languages
According to Brooks and Heath (1989), “the body is used as a communication transmitter in at least four ways: eye contact, facial expression, gesture, posture.”
Body language plays a crucial role in human communication, as highlighted by Hezser (2017) It encompasses gestures, movements, facial expressions, and physical appearance, all of which can convey information independently or in conjunction with verbal expressions, creating intricate relationships between the two.
Research by Knapp & Hall (2002) clearly outlines various types of body language, providing readers with valuable insights The authors identify key elements of body language, which include gesture, posture, touching behavior, facial expressions, and eye behavior.
In many situations, gestures help effectively with speech Therefore, speaking with appropriate gestures will have a more effective impact on the communicator In contrast,
Understanding body language allows us to perceive a person's nonverbal cues before they speak, enabling us to respond effectively to the situation However, interpreting these gestures accurately can be challenging.
Gestures, as noted by Sproule (1997), involve the movement of hands, arms, body trunks, shoulders, or heads, and are crucial in communication However, when speakers use excessive hand movements during presentations, it can hinder their audience's ability to fully grasp their ideas.
Humans communicate a variety of messages through both speech and body language According to research by Knapp & Hall (2002), posture is often analyzed alongside other nonverbal cues to assess levels of attention and engagement.
“Posture is also a key indicator of the intensity of some emotional states”
Posture encompasses the way we hold our bodies, whether standing upright or slouched It includes various body positions and the manner in which individuals sit or stand, reflecting relaxed, formal, defensive, or aggressive stances.
Knapp & Hall supposed: “Touching may be self-focused or other focused” Furthermore,
Touch is a complex behavior whose significance is largely influenced by context, the nature of the relationship, and the way the touch is executed, rather than just the touch itself.
Facial expressions serve as a vital form of nonverbal communication, allowing individuals to convey emotions and express their ego As noted by Harrison (1973), these dynamic features communicate a speaker's information, attitude, emotions, intentions, and even aspects of their personality.
Knapp & Hall identify six key emotions that have been extensively studied: anger, sadness, surprise, happiness, fear, and disgust Additionally, they note that facial expressions serve as regulatory gestures, offering feedback and helping to manage the dynamics of interpersonal interactions.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
The eyes serve as a powerful medium for expressing emotions and attitudes, making them the focal point in direct communication The language of the eyes is essential, as it allows individuals to convey significant aspects of their personality during initial encounters.
Eye contact is a powerful form of nonverbal communication that enhances verbal interactions According to Nguyen Quang (2007), it is an essential aspect of body language, typically occurring when individuals look directly into each other's eyes during conversation.
2.3.2 The difficulties of using BL in presentation
Most gestures are instinctive reflexes that reflect an individual's thoughts, often going unnoticed by the person themselves Consequently, effectively incorporating body language into presentations requires extensive practice and can present various challenges A study titled "Advantages and Disadvantages of Non-Verbal Communication" published by "The Business Communication" highlights several drawbacks associated with the use of non-verbal communication (BL).
Non-verbal communication (body language) lacks specific rules or structure, often occurring unconsciously and habitually as individuals move various body parts Consequently, presenters may encounter challenges when incorporating body language into their presentations, as habitual gestures can inadvertently come across as rude.
Vague and imprecise: Non-verbal communication (BL) is rather vague and imprecise
In this form of communication, the recipient does not utilize words or language that convey a clear meaning Such expressions cannot be precisely categorized by any dictionary, as their interpretations differ based on cultural context and intentionality.
Information distortion poses a significant challenge in communication, as it relies heavily on nonverbal cues such as gestures, facial expressions, eye contact, touch, symbols, sounds, and language The complexity of these elements increases the likelihood of misinterpretation and misunderstanding in interactions.
Not everyone prefers: This is an objective factor from the audience The author argues that people do not like to communicate through nonverbal communication with others Sometimes
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811 it cannot make an impression on people or listeners Besides, it has a more negligible effect and cannot be used everywhere.
Results of previous studies
2.4.1 Factors affect the result of oral presentation
In their 2012 research paper, Soureshjani and Ghanbari explored the "Factors Leading to An Effective Oral Presentation in EFL Classrooms," aiming to identify key components perceived by Iranian EFL teachers and students The study involved two participant groups: 38 professors teaching M.A courses at Shiraz and Shahrekord universities, and 167 M.A students in TEFL, linguistics, English translation, and English literature, aged 23 to 31 To ensure a representative sample of the broader population of Iranian EFL students, the authors employed random cluster sampling, selecting 75 males and 92 females.
The study provided a space for participants to share additional comments on classroom oral presentations, while the questionnaire included various evaluation criteria such as eye contact, voice, English proficiency, originality, clarity, PowerPoint use, body language, and time management Researchers categorized 30 items into eight key elements: body language, manner of presentation, speaker style, presenter feedback, voice quality, message transfer, resource utilization, and presentation details Data collected were analyzed using SPSS 16, employing frequency analysis and Chi-square tests to address the research questions Specifically, three frequency analyses assessed the significance of factors in EFL oral presentations from both teachers' and students' perspectives, while three Chi-square tests examined the similarities and differences in their expectations and evaluation criteria The study identified eight influential factors in presentations, including details, voice quality, body language, and manner of presentation.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811 presenter's feedback; transfer of the message; using other resources when presenting; speaker's style of presentation”
A study by Daud et al (2019) titled “Factors Contributing to Speaking Anxiety” investigates the speaking anxiety levels of pre-serving English teachers at a university in Indonesia and identifies contributing factors Utilizing random cluster sampling, the mixed-method research involved 30 participants from the same class Data were gathered through questionnaires and semi-structured interviews, with the questionnaires adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al (1986) The findings revealed that anxiety stemmed from inter-related social, linguistic, and personal factors, including fear of making mistakes, pressure from interactions, concerns about negative evaluations, and worries about losing face Linguistic factors were linked to students' English proficiency issues, such as grammatical errors, pronunciation, and vocabulary limitations.
Previous research has subtly highlighted the advantages of understanding the factors affecting oral presentations This study focuses on student opinions and evaluations to better comprehend the impact of these factors on FFL students Notably, previous studies have not addressed the challenges students face in group settings The current research aims to elucidate how these factors influence oral presentation outcomes through a survey conducted with FFL English students at IUH, building on established evidence Ultimately, this work seeks to further demonstrate the significance of these factors in enhancing oral presentation effectiveness.
2.4.2 The difficulties of using body language in presentation
Many individuals experience situations where their statements are met with disbelief or misinterpretation by listeners This raises the question of whether body language contributes to these misunderstandings, particularly when a speaker's words do not align with their nonverbal cues.
Effective body language is essential in presentations, as it signals to the audience when something is amiss (Neuliep 287) Recognizing its importance, we aim to explore the challenges of utilizing body language in presentations, drawing insights from renowned authors and their research.
Speakers often notice audiences losing interest during presentations According to Widyastuti and Mahaputri (2015) in their paper "Presentation Difficulties Experienced by Students of the English Department of Unswagati," this phenomenon highlights the challenges faced by students in engaging their listeners effectively.
Effective presentation skills are essential in every profession, particularly in the corporate world, where captivating an audience with engaging ideas and performances is crucial.
The research conducted by two authors focuses on understanding how students present in the classroom and aims to identify the challenges they face during presentations This study specifically targets students from the Department of English Education at Unswagati Cirebon.
The authors highlight that many educational institutions require oral presentations in their courses, which can create pressure for students Presenters often struggle with organization, planning, and effective speaking, making presentations a significant challenge Additionally, students face difficulties such as anxiety about speaking in front of an audience and a lack of instruction on what makes a presentation effective.
The authors opted for a "descriptive with a qualitative approach" research method to address the identified challenges, emphasizing its suitability for analyzing current problems or cases The study focuses on third-level students in their fifth semester, utilizing observations and questionnaires as primary tools for data collection.
The authors identified several challenges students encounter during presentations, noting that psychological factors often impact their performance This anxiety frequently results in students relying on notes while presenting.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
"fidgeting, jiggling or swaying" when they pass the message on Students are also "stiff" when presentations lead to boring presentations and audiences falling into a dull state
Widyastuti, T., & Mahaputri, R highlight various challenges faced during presentations, while Gallo (2014: 376) identifies ten specific difficulties students encounter These include reading directly from notes, avoiding eye contact, dressing inappropriately, fidgeting, jiggling, and swaying, failing to rehearse adequately, standing rigidly, merely reciting bullet points, speaking for too long, lacking enthusiasm, and concluding without leaving a lasting impression.
The authors analyze the presentation challenges faced by students and offer solutions for successful presentations, as detailed by Tolley & Wood (2010: 62), who outline 15 key strategies They emphasize that thorough planning and preparation are crucial for success, urging presenters to prioritize these aspects Clear structure is essential, with recommendations to create a list of key points and use simple sentences to avoid confusing the audience Maintaining eye contact and explaining any technical terms unfamiliar to the audience are also highlighted as important practices Additionally, presenters should minimize unnecessary facial expressions, gestures, and hand movements Finally, they should conclude by summarizing the main points and inviting questions from the audience.
Researchers commend the author's research papers for their clear presentation and insightful statistics, which effectively highlight students' challenges in document presentation The solutions provided not only enhance readers' confidence and presentation skills but also guide researchers in refining scientific research policies and identifying suitable directions for their current studies.
Research site
The Faculty of Foreign Languages (FFL) at the Industrial University of Ho Chi Minh City (IUH) was chosen as the research site due to its accessibility and suitability for participant selection The FFL's English major students, from the first to the fourth year, align well with the study's requirements Additionally, the FFL offers a pool of enthusiastic and cooperative participants, facilitating efficient survey and data collection This supportive environment allows researchers to focus more on data analysis and thesis writing, making the FFL an ideal location for conducting the research.
Participants/Objects
The research involved first-year to fourth-year English majors at the Faculty of Foreign Languages (FFL) of IUH, focusing on the challenges faced by new students adapting to university life First-year students often struggle with the transition to a different learning style and lack presentation experience, leading to difficulties in developing their skills compared to upperclassmen Although students in higher years have some presentation experience, they still encounter challenges, particularly in using body language effectively Consequently, the researchers conducted a survey among FFL students from freshman to senior year, with a significant number of respondents participating in the study.
Research methodology and research methods
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
This study investigates the challenges faced by first to fourth-year FFL students at IUH in utilizing body language To effectively gather insights, the researchers focus on numerical data regarding students' difficulties in presentations and decision-making As a result, a combination of quantitative and qualitative methods is employed for data collection.
Researchers utilizing both qualitative and quantitative methods have identified distinct advantages for each approach Quantitative research, for example, effectively surveys students' difficulties through body language, allowing for conclusions drawn from statistical analysis and data processing This method is particularly suitable for examining attitudes, behaviors, and opinions, as it enables generalization from a sample group to a larger population Additionally, the scientific objectivity of quantitative methods is reinforced by statistical analysis grounded in mathematical principles, making them ideal for testing researchers' assumptions Conversely, qualitative research offers unique insights by providing an insider perspective, allowing participants to express their challenges that may be overlooked by quantitative methods This approach also aids in understanding participants' attitudes and behaviors in response to the research.
Researchers combined two methodologies to conduct online surveys using Google Forms, facilitating easy access for students through a QR code This approach allows respondents to participate effortlessly by scanning the code, with data collected and organized via online platforms like Facebook and Messenger The information gathered is stored in a spreadsheet, enabling researchers to analyze the data efficiently through charts This survey method proves to be advantageous for both researchers and respondents, optimizing time and cost.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
The researchers conducted a survey using Google Forms, incorporating both open-ended and closed-ended questions The questionnaire consisted of 12 questions, with 11 closed-ended questions designed as multiple-choice rating scales and one open-ended question to gather respondents' feedback, opinions, and experiences Closed-ended questions allowed respondents to select answers based on their preferences, while the open-ended question provided an opportunity for more detailed responses Additionally, Google Forms' features, such as checklists and authentication options, helped enhance data quality This approach enabled the researchers to effectively capture the choices and motivations of English major students from their first to fourth year.
Procedures
The researchers created an initial questionnaire using Google Forms, referencing relevant documents After completing the first version, they sent it to their supervisor for feedback Following the supervisor's valuable insights, the researchers made further revisions, ultimately finalizing the questionnaire after two weeks of adjustments.
In the final stage of the procedure, the researchers shared a questionnaire via Google Forms with a Facebook group and sought assistance from various foreign language departments Additionally, they generated a QR code linking to the survey using "vi.qr-code-generator.com," which was then presented in the classroom for students to scan and complete the survey online.
To ensure accuracy in the survey responses, researchers continuously monitored the Google Form for any errors The data collection concluded when the total number of responses reached 160, after which the survey form was closed, and no further feedback was accepted Subsequently, the researchers commenced the data analysis phase.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Data analysis
The study collected data from K13-K16 English major students at the Faculty of Foreign Languages to investigate the challenges of using body language in presentations An online survey was distributed via Google Forms on Facebook, with responses collected over a three-week period from April 12 to April 29 Google Forms facilitated both data collection and analysis, while Excel was utilized to create analysis tables The survey results highlighted the difficulties faced by English majors at FFL in IUH when incorporating body language into their presentations.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Findings
4.1.1.1 How many times have you ever delivered a presentation in front of your classmate? (Q1)
Chart 1: Number of times students give presentations in front of the class
The analysis of student presentations indicates that all students have participated, with none having never presented Notably, 55% of students have given presentations more than five times, while 30% have presented between three to five times, and 15% have presented fewer than three times.
Researcher Pham Thi Kim Yen (ID: 17029811) identified several reasons for the high number of participants in presentations among FFL students Firstly, the frequency of required presentations is notably high, indicating that students are often tasked with presenting Secondly, the curriculum mandates that every student must present in front of the class, underscoring the importance of public speaking skills Consequently, Chart 1 illustrates the necessity of public speaking in their education.
4.1.1.2 When you watch a presentation that the presenters are using a variety of body language (facial expressions, hand gesture, body movement); How do you feel? (Q2)
Chart 2: Students' feelings when watching a presentation where the presenter uses body language
The chart clearly indicates that students are more engaged when presentations incorporate body language, with 17% expressing strong interest in such presentations In contrast, only a small percentage of students, 4% and 3%, reported feeling bored or very bored, respectively, during these presentations Additionally, 26% of students felt neutral about the use of body language, likely reflecting the experiences of second and third-year students who may present or watch less frequently Overall, the data from Chart 2 shows a high level of interest in presentations that utilize body language, while very few students experience boredom, highlighting the effectiveness of body language in captivating audiences.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
4.1.1.3 How often do you use body language in presentation? (Q4)
Chart 3: How often do students use body language in presentation?
Chart 4 reveals the frequency of body language usage among IUH's FFL students during presentations A significant 36% of students reported using body language "often," while 35% indicated they do so "sometimes." Additionally, 20% of students "usually" incorporate body language, and 8% "always" use it in their presentations Conversely, only 1% of students "never" use body language, highlighting a small group that struggles with presentation skills Overall, the findings suggest that body language is an essential component for IUH's FFL students during presentations.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
4.1.1.4 Here are some of the advantages of using body languages, choose the answer that makes the most sense for you (You can choose more than one answer) (Q5)
Chart 4: Some of the advantages of using body languages from the chosen students
The survey indicates that 76% of students believe that utilizing body language is the most effective way to engage with an audience This suggests that presenters can significantly enhance their presentations by incorporating body language By effectively managing their gestures and behaviors, presenters can establish a stronger connection with their audience.
There are other choices of students such as attract attention, quite a few students also choose this item (68%)
Students who utilize body language can enhance their confidence by 65%, as it helps align their actions with their words, making communication more coherent and precise While some individuals naturally exude confidence, many struggle in challenging situations or when interacting with unfamiliar people By incorporating body language, even "weaker" students can overcome their apprehensions and boost their self-assurance Ultimately, increased confidence can lead to numerous positive outcomes in both personal and professional settings.
Besides, more exciting (50%), students often find their presentations more engaging when using body language, and the same goes for the audience watching the presentation
According to a chart, 43% of students believe that body language is more persuasive than presentations that lack it Consequently, mastering body language is crucial for effective presentations, as it enhances the speaker's message and ensures that the audience comprehends the intended communication.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Furthermore, building your presence (36%) helps students make a good impression on people
Finally, open up your life (16%), helps everyone become more friendly, open to people, and better interact with people Thereby, "open up your life", making everyone's life interesting and colorful
To sum up, in Chart 4, students have just given some of the advantages of using body languages effectively
4.1.2 The difficulties that presenters have when using body language to give oral presentations
4.1.2.1 How good are you at using Body language in presentating in public? (Q7)
Chart 5:How good are students at using Body language in presentating in public?
Foreign language students generally exhibit positive body language during public presentations Research indicates that 48% of these students demonstrate a normal level of proficiency in using body language effectively This suggests that a significant portion of students is capable of presenting confidently in front of their peers and feels satisfied with their presentation skills.
29% of students effectively utilize body language during presentations, indicating their awareness of previous shortcomings and subsequent improvements This choice of appropriate body language reflects positively on the presentation skills of foreign language students.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Besides, the percentage of students who use body language to give presentations is extremely good (13%) Although this is a small number, it has brought confident trust to the researchers
Approximately 9% of students experience discomfort with body language during public presentations, which the researcher considers a normal reaction While this percentage is not alarming, it suggests that these students may lack knowledge about effective body language or encounter challenges when employing it Consequently, question number 8 will address strategies to enhance their body language skills.
Only 2% of students rated their use of body language in presentations as extremely poor, indicating a lack of understanding regarding the concept of body language and the appropriate actions to take.
In conclusion, the above chart reflects how good are students at using body language in presenting in public
4.1.2.2 What problems do you often have when giving your presentation? (You can choose more than one answer) (Q9)
The question 9 of questionnaire for students mentioned to the problems of presentation The collected data has shown in the below chart:
Chart 6: The problems students often have when giving their presentation
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
The survey reveals that a significant number of students experience anxiety during presentations, with 91 students (57%) feeling ashamed and shy Additionally, 89 students (55%) struggle to effectively explain their content to the audience, while 50 students (31%) encounter technical difficulties with equipment like laptops and projectors Furthermore, 60 students (37%) find it hard to capture the audience's attention Only a small fraction, three students (2%), reported other issues Many students selected multiple challenges, indicating that these obstacles contribute to their difficulties in delivering presentations.
In conclusion, there are the problems that students often have when giving presentations
4.1.2.3 After finishing presentations, what are the comments that you often get from other students and teachers? (You can choose more than one) (Q10)
Chart 7: The comments that students often get from other students and teachers after finishing presentations
The bar chart show what are the comments that students often get from other students and teachers after finishing presentations
Nearly 45% of students receive feedback indicating they need to improve their fluency While giving presentations in Vietnamese poses challenges, foreign language students face even greater difficulties when presenting in English, leading to significant issues with speaking fluently.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Students frequently receive feedback indicating a need for greater audience interaction, with 44% of comments highlighting this issue This suggests that FFL students often deliver presentations that fail to engage the audience, leading to a lack of enthusiasm Additionally, feedback from both teachers and peers reinforces this perception.
To enhance presentation effectiveness, it is crucial to speak louder and clearer, as emphasized by 42% of feedback Additionally, 22% of respondents highlighted the importance of having clearer and cleaner PowerPoint slides, as the quality of the slides significantly impacts the information conveyed Well-designed slides that are closely linked in content and include clear statistics contribute to a smoother presentation Furthermore, 20% of comments suggested that presenters should avoid standing still, while 17% noted that using only one word is insufficient The remaining 6% provided various other suggestions.
In summary, those are the comments usually given by teachers and other students to presenters
4.1.3 The possible solutions to have better body language in making presentations
4.1.3.1 Choose the right forms of body language when presentating? (Q6)
Chart 8: Students choose the right form of body language when presentating
Discussion
After analyzing approximately 160 positive survey responses from IUH FFL students, researchers identified key challenges affecting their presentation skills, particularly regarding the use of body language The survey results also led to the development of effective solutions aimed at enhancing the FFL capabilities of these students We are confident in the reliability of the information gathered, as it reflects the genuine experiences and feelings of the FFL students themselves.
4.2.2 Compare with the results of previous researches
In this section, researchers want to compare the results of this study with the results of other previous studies
4.2.2.1 Factors Leading to An Effective Oral Presentation in EFL Classrooms
In 2012, Soureshjani and Ghanbari identified various factors influencing presentation outcomes through quantitative methods and questionnaires, highlighting both the advantages and disadvantages of body language in presentations While their findings are valuable and practical, the study lacks an explanation of why these factors impact presentations and does not provide suitable solutions Additionally, the reliability and objectivity of their research are questionable, as they relied solely on quantitative research methods.
4.2.2.2 Factors Contributing to Speaking Anxiety
According to Daud, A., Ras, F., Novitri, N., & Audia, C P (2019), who conducted research the study “Factors Contributing to Speaking Anxiety” This study aimed to understand the
This study, submitted by Pham Thi Kim Yen (ID: 17029811), examines the speaking anxiety levels among a group of English teachers in Indonesia prior to their university service The findings reveal that their anxiety stems from various interrelated factors, including social, linguistic, and personal elements Social factors encompass fears of making mistakes, pressure to communicate effectively, concerns about negative judgment from peers, and the anxiety of losing face Linguistic factors are linked to students' English proficiency, including issues with grammar, pronunciation, and vocabulary Additionally, personal factors such as low motivation and family-related challenges contribute to their overall speaking anxiety.
4.2.2.3 Presentation Difficulties experienced by students of the English department of Unswagati
As mentioned in chapter 2, "result of the previous study", by Widyastuti, T., & Mahaputri, R
In the 2015 paper "Presentation Difficulties Experienced by Students of the English Department of Unswagati," the authors explored challenges related to body language during presentations Unlike the researchers who utilized questionnaires, the authors conducted classroom observations Their findings identified ten key difficulties students encounter while presenting, including reading from notes, avoiding eye contact, dressing inappropriately, fidgeting, swaying, failing to rehearse, standing rigidly, reciting bullet points, speaking excessively, and lacking inspiration at the conclusion.
This research addresses the limitations of previous studies on presentation skills by identifying key factors that impact presentation outcomes While earlier studies provided valuable insights, they fell short in helping presenters improve their performance Our study aims to bridge these gaps by combining findings from prior research and focusing on challenges such as body language usage during presentations We conducted a comprehensive survey using Google Forms, ensuring both the quantity and quality of data collected align with our research questions The results affirm the reliability of our research, meeting the established objectives and contributing meaningful solutions for students.
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811
Submitted by: Pham Thi Kim Yen ID’s Number: 17029811