FACULTY OF FOREIGN LANGUAGES ------ GRADUATION THESIS THE DIFFICULTIES IN USING BODY LANGUAGE IN MAKING PRESENTATIONS OF ENGLISH - MAJOR STUDENTS AT FACULTY OF FOREIGN LANGUAGES I
INTRODUCTION
RATIONALE
Presentation skill is very important that significantly affects the effectiveness of using language
Students at the Faculty of Foreign Languages (FFL) and particularly those at Industrial University in Ho Chi Minh City (IUH) frequently engage in presentations throughout their studies To achieve successful presentations, they must master not only compelling content and visually appealing PowerPoint designs but also persuasive delivery and effective communication skills to ensure optimal results.
Vietnamese students, particularly those in IUH’s foreign language faculty, face challenges during presentations due to their reliance solely on speech Many experience feelings of shame and discomfort when presenting in English, which hinders their ability to engage and persuade the audience Although they desire to deliver more dynamic presentations, they often lack the knowledge or skills to address their shortcomings As a result, students frequently feel bored and lack confidence during their presentations.
To create more persuasive presentations, presenters must effectively utilize body language alongside their speech Incorporating body language makes presentations more exciting and attractive, significantly enhancing the ability to engage the audience Therefore, mastering body language is crucial for delivering impactful and dynamic presentations, ultimately leading to a more effective communication experience.
These are the concerns and reasons why the researchers decided to choose a research topic:
“The difficulties in using body language in making presentations of English - major students at Faculty of Foreign Languages in Industrial University of Ho Chi Minh city”.
RESEARCH GOALS
This research paper investigates the challenges faced by students at FFL in IUH when using body language during presentations As university students frequently present in front of their peers, they often encounter difficulties while speaking in public The study aims to identify these issues and propose effective solutions to enhance their presentation skills.
The researcher, under the supervision of Ho Thi Hien M.A., aims to enhance the presentation skills of English majors at the Faculty of Foreign Languages (FFL) in IUH, as highlighted in this graduation report.
RESEARCH QUESTION
Within the aims of this thesis, the researcher has two main questions need to find out the answers:
-What difficulties do the presenters have in using body language to make presentations? -What are the possible solutions to have better body language in making presentations?
SCOPE OF THE STUDY
This research, conducted from November 12 to June 20, 2021, involved English major students from the Faculty of Foreign Languages at IUH as respondents The participants were selected based on their experience of having made at least one presentation in front of the class The primary focus of this study is on the significance of body language in presentations.
LITERATURE REVIEW…
PRESENTATION
Presentations serve as a vital tool for conveying problems, phenomena, or events across various fields, including business, journalism, and politics They are particularly prevalent in education, where they facilitate effective communication and engagement.
A presentation is a powerful tool for conveying information from a speaker to an audience, serving various purposes such as demonstrations, lectures, and speeches Its primary goal is to inform, persuade, inspire, motivate, and build goodwill while introducing new ideas or products Presentations play a crucial role in effective communication and engagement with the audience.
Research indicates that student presentations in the classroom play a crucial role in fostering positive learning experiences (Alshare & Hindi, 2004) This highlights the necessity of presentations as a key element in education, as they encourage student engagement and motivation.
Supervisor: Ho Thi Hien M.A 7 in learning process Moreover, presentations can also give the positive learning experience to the students
Chivers & Shoolbred (2007) emphasize the multifaceted role of presentations in education, noting that they serve purposes such as advocacy, training, teaching, informing, and assessment Increasingly utilized in educational courses, student presentations encourage active engagement in learning This definition underscores the primary goal of educational presentations: to empower students to take a more dynamic approach to their studies.
Presentations are crucial for students as they prepare for employment in organizations that prioritize effective presentation skills (Chivers and Shoolbred, 2007: ix) In today's job market, strong presentation abilities are essential across various roles, enhancing an employee's value by enabling them to persuade others and ensure tasks are executed correctly.
In summary, the primary goal of presentations is to persuade the audience to accept the presenter's hypothesis, idea, or method In the educational context, presentations serve as a powerful tool to enhance student motivation and engagement in learning Additionally, they foster teamwork skills among students through collaborative activities like discussions, report writing, and the creation of PowerPoint slides.
2.2.2 Three messages of a good presentation:
Story messages serve as the foundation of a presentation, ensuring it is comprehensive, detailed, and easily understandable They provide a framework for presenters to convey their ideas effectively while enabling the audience to assess and grasp the presented messages A well-structured story message consists of three key components, starting with the introduction.
The opening of a presentation introduces the speaker's topic, explains the rationale behind its selection, and offers general insights Typically, the presenter outlines key points in a clear and concise manner, helping the audience to prepare for the more detailed information that will follow in the body of the presentation.
The presentation's core consists of introducing the topic, constructing compelling arguments, and supporting them with relevant examples, statistics, and evidence The presenter also shares personal insights and proposes suitable solutions to the issues discussed In conclusion, the presentation effectively encapsulates the key points and insights shared throughout.
In the final segment of the presentation, the presenter revisits the key concepts discussed, summarizing the main ideas that have been highlighted To wrap up, the presenter addresses the audience's questions before concluding the session.
Visual messages are essential tools in presentation games, enabling presenters to effectively convey their ideas and hypotheses PowerPoint (PPT) is the most widely used software due to its high customizability and user-friendly interface Well-designed and easy-to-understand PPT slides foster a comfortable atmosphere for the audience Presenters typically structure their slides around three key components of the story message: introduction, body, and conclusion.
Aaron emphasized that presentations do not always require PowerPoint slides, advocating for the presenter to rely on their own skills and utilize available tools The author argues that effective presentations can be achieved through physical interactions, highlighting the significance of body language in conveying messages This study aims to explore the impact of physical communication, as it plays a crucial role in the overall success of a presentation.
BODY LANGUAGE
2.3.1 The importance of body language in presentations:
Presentations are a crucial skill utilized across various fields, particularly in education Research highlights the significant benefits that presentations offer to both presenters and their audiences.
During presentations, our body language plays a crucial role in conveying messages, often communicating more than we intend (Chen & Watts, 1992) For instance, raising a hand to form an "X" signals disagreement with an argument, while pointing a finger directs the audience's attention to a specific issue.
Guo Xuehua (1999) emphasized that effective presentations require more than just a speaker standing still and delivering a monologue Audience engagement is crucial; otherwise, listeners may become frustrated and disengaged, regardless of the speaker's vocal quality or visual aids To enhance presentations, presenters should actively interact with their audience and utilize body language effectively By varying their delivery and incorporating physical movement, speakers can create more compelling and persuasive presentations.
In the education sector, 43% of respondents reported that students are required to present in two classes per semester for an average of 10 minutes (Khaled & Nitham, 2004) To achieve high scores in these presentations, students must not only create visually appealing slides but also effectively communicate with their audience Presenters who rely solely on speech risk losing their audience's attention, leading to boredom and disengagement, particularly in educational settings To combat this, incorporating body language can significantly enhance audience interaction Researchers agree that presentations that utilize body language tend to receive higher scores, as this approach makes the content more vivid, understandable, and engaging for the audience.
Supervisor: Ho Thi Hien M.A 10 students want to get good grades in their presentations, it is extremely important to use body language
In short, there are three big reasons for the importance of using body language to the presentations: a Body language makes it easier for presenters to interpret definitions:
Explaining definitions during presentations can be challenging, as some concepts may be difficult for the average person to grasp through words alone Utilizing body language proves to be a more effective approach, as it not only saves time but also enhances audience comprehension For instance, when defining "reading," as described by Cline et al (2006: 2) as the process of decoding and understanding written texts, a presenter can simply demonstrate the act of reading from a book This visual representation makes the definition clearer and more relatable for the audience, fostering better understanding Additionally, body language facilitates increased interaction between the presenter and the audience, making the presentation more engaging and effective.
To deliver an effective presentation, a presenter must go beyond just words or PowerPoint slides; engaging the audience is crucial If listeners appear bored or disengaged, the presenter may not be connecting effectively The key lies in the presenter's ability to interact and create excitement, utilizing skills and experiences to motivate the audience Body language plays a vital role in enhancing the message, making it more convincing and impactful.
A persuasive presentation effectively combines various elements, including a strong voice, appealing slide design, and the presenter's attire Additionally, successful presentation skills extend beyond words and slides; they encompass the use of body language to engage the audience Convincing an audience can be challenging, as they may struggle to grasp your message if it is not clearly communicated Relying solely on speech without incorporating body language can hinder the audience's ability to absorb the information being presented.
Researchers widely agree that body language, or kinesics, is a subset of extra language, which falls under non-verbal communication While there are varying opinions on its classification, Nguyen Quang (2007) offers a clear and concise division of non-verbal communication into two categories: object language, which includes accessories and tools used by communicators, and environmental language, encompassing factors such as the environment and time.
Nonverbal communication encompasses various elements, including facial expressions, tone of voice, gestures, eye contact, spatial arrangements, patterns of touch, and expressive movement, as highlighted by Bich Ngoc (2014: 6) This classification emphasizes the significance of body language, illustrating how gestures, eye contact, and expressive movements play a crucial role in conveying messages without words.
In summary, from the writer's point of view, body language is part of nonverbal communication There are five main types of body languages: a Eye contact:
The phrase "the eye is the window to the soul" highlights the significance of eye contact in communication, revealing emotions and attitudes According to Barbara Chivers and Michael Shoolbred (2007), eyes serve as a powerful tool for engaging an audience during presentations They also emphasize that effective eye contact can help re-engage individuals who seem distracted or uninterested.
Effective presenters who engage visually with their audience significantly enhance the impact of their presentations By offering a friendly and welcoming demeanor, presenters foster a sense of respect, which is reciprocated by the audience Additionally, the use of gestures plays a crucial role in this interaction.
According to the Cambridge Dictionary, a gesture is a movement of the hands, arms, or head used to convey an idea or emotion This means that we can use our body movements to express feelings or thoughts For instance, when a person raises their palm towards someone, it typically signifies a request for them to pause or stop.
Certain gestures can convey multiple meanings; for example, the V sign made with two fingers can signify the number two, victory, peace, or a casual greeting Consequently, presenters must be mindful of their gestures to prevent any potential misunderstandings with the audience.
Posture is the way we position our bodies, encompassing how we sit, stand, walk, and move It can be characterized as either erect or slouched, highlighting the importance of maintaining proper alignment for overall health and well-being.
The posture and positioning of a presenter significantly influence the quality of a presentation Standing upright not only boosts the presenter's confidence but also enhances their comfort while delivering content In contrast, leaning to one side can lead to discomfort and fatigue for both the presenter and the audience, negatively impacting the overall experience.
Supervisor: Ho Thi Hien M.A 13 d Facial expression:
Facial expression can be understood as a person expressing their feelings in a certain situation
RESEARCH DESIGN
THE PLACE WHERE RESEARCHER INVESTIGATE
The researcher selected the Faculty of Foreign Language (FFL) at the Industrial University of Ho Chi Minh City (IUH) for the study due to several advantages Firstly, the researcher is familiar with FFL, which facilitates the research process Additionally, the researcher has the opportunity to engage with IUH students, who are ideal participants for the study.
The research focuses on students majoring at FFL in IUH, encompassing all academic levels from freshmen to seniors This selection makes FFL the most accessible and suitable location for conducting the study.
The survey data collection was facilitated by a substantial number of participants, aligning well with the study's objectives Additionally, the students at FFL in IUH demonstrated exceptional friendliness and enthusiasm, readily cooperating to ensure the researcher's survey was completed effectively.
The researcher chose the FFL of IUH as the site for this study to facilitate a swift and efficient survey process This decision allows for a more convenient environment, enabling the researcher to dedicate additional time to data collection and analysis, ultimately enhancing the accuracy and reliability of the research results.
PARTICIPANTS …
The researcher selected English language students at FFL in IUH, ranging from freshmen to seniors, for this study This choice was made for two key reasons.
Students at IUH gain significant experience in English and presentation skills throughout their coursework, with increasing presentation requirements each semester However, many students at FFL struggle to deliver effective presentations, particularly in their use of body language Despite recognizing their mistakes, they often lack the knowledge to improve This research aims to identify the challenges students face in using body language and to provide strategies for enhancement.
Under the guidance of Supervisor Ho Thi Hien, M.A., a comprehensive study identified 18 effective solutions to address the issue at hand Thanks to the enthusiasm and collaboration of FFL's students, the research survey achieved remarkable success, garnering over 150 responses from participants.
Collecting data from the target group over the entire duration of the study enhances the diversity of the results This variety in data allows researchers to develop solutions that are well-suited to the needs of the students involved.
RESEARCH METHODOLOGY AND RESEARCH METHODS
For research to be deemed highly convincing, it must be practical, useful, objective, and accurate Therefore, the researcher opted to conduct a quantitative study while also incorporating qualitative research through open-ended questions in the questionnaires to explore potential solutions based on participants' responses.
Research methodology is crucial for successful research, as it must meet two key criteria Firstly, the methodology should be the most appropriate for achieving the research objectives Secondly, it should allow for reproducibility in similar studies (Allan and Randy, 2005).
The researcher selected both methodologies for the study, emphasizing the three key advantages of quantitative research Firstly, the data collected can be rigorously tested and verified due to its careful design, resulting in more reliable outcomes that are less susceptible to debate.
The analysis presented is clear and concise, guiding readers on the appropriate statistical tests to minimize errors This methodology enables large-scale research involving numerous students, enhancing objectivity and persuasiveness.
Qualitative research enhances the prestige and value of a writer's work by providing deeper insights Additionally, open-ended questions in qualitative research allow researchers to explore problems from different perspectives, capturing valuable opinions from participants that enrich the analysis.
The researcher, under the supervision of Ho Thi Hien M.A., has chosen to combine two methodologies to enhance the credibility and objectivity of the study's data, resulting in more convincing research for readers.
The researcher combined quantitative and qualitative methodologies to gather data on participants' opinions To achieve this, a well-structured questionnaire consisting of 12 questions was developed, progressing from general to specific to align with the author's objectives.
The author developed a comprehensive questionnaire consisting of 11 multiple-choice questions, along with an open-ended question that allows participants to share their thoughts, perspectives, and suggest solutions relevant to the study.
The author created an online questionnaire using Google Forms to survey students in the FFL major at IUH The survey was conducted over three weeks and garnered responses from 160 participants, providing valuable insights Once the desired number of responses was achieved, the survey was closed.
Following discussions with the research team regarding the objectives of the study, the researcher developed a 12-question questionnaire This questionnaire underwent multiple revisions, incorporating valuable feedback and guidance from the instructor, before being submitted to the academic supervisor for review.
The supervisor approved the questionnaire, which was then distributed to participants via Google Forms for an online survey This well-designed questionnaire enabled the researcher to gather essential data for the study The survey was conducted over three weeks, from April 12 to April 29, by sharing the Google Form link with foreign language students in the FFL program at IUH, spanning courses 13 to 16 Each participant was allotted three minutes to complete the survey, making it a quick and convenient process Additionally, the researcher was available to clarify any questions related to the survey, ensuring the accuracy of the collected information.
Supervisor: Ho Thi Hien M.A 20 most accurate and objective Finally, from objective information was collected, the researcher used them for the research
The researcher utilized Google Forms to collect data for the study due to its two key advantages: it simplifies the data collection process and facilitates easy data analysis.
This method offers the advantage of delivering both the number and percentage of respondents for each opinion on every question, allowing researchers to save time and effort in counting responses and converting statistics into percentages.
The survey results indicated the number of participants, allowing the researcher to conclude the survey once a sufficient quantity was reached A key advantage of this method is its ability to visually represent responses through charts, such as pie or bar charts, tailored to the format of each question.
While Google Forms effectively generates statistical data with charts, it presents limitations, such as the inability to directly copy these charts into a thesis Consequently, the researcher utilized Microsoft Excel to select and create appropriate charts based on the data collected from Google Forms After analyzing the data, the author wrote concise paragraphs for each chart, highlighting key insights derived from participants' survey responses By integrating the charts and findings from two studies in Chapter 2, the researcher was able to draw meaningful conclusions and address the research questions.
DATA ANALYSIS
The researcher utilized Google Forms to collect data for the study due to its two key advantages: it simplifies the data collection process and facilitates easy data analysis.
This method offers the advantage of delivering both the number and percentage of respondents for each opinion on every question, allowing researchers to save time and effort in counting responses and converting statistics into percentages.
The survey results indicated the number of participants, allowing the researcher to conclude the survey once a sufficient quantity was reached A key advantage of this method is its ability to visually represent responses through charts, such as pie or bar charts, tailored to the format of each question.
While Google Forms effectively generates statistical data with charts, it presents limitations, such as the inability to directly copy these charts into a thesis Consequently, the researcher utilized Microsoft Excel to select and create appropriate charts based on the statistical data obtained from Google Forms After analyzing the data, the author wrote concise paragraphs for each chart, highlighting key insights derived from participants' survey responses By synthesizing the charts and information from two studies in Chapter 2, the researcher was able to draw conclusions and address the research questions.
FINDINGS AND DISCUSSION
FINDINGS
At IUH, students are required to deliver presentations throughout each semester, as highlighted in the first question below, which details the number of presentations expected from them.
Chart 1: The number of presentations that students have to make
The pie chart indicates that over 50% of students delivered more than five presentations, while nearly 30% presented between three to five times This suggests that the number of presentations required for students is relatively high At institutions like IUH, incorporating presentations into the curriculum has been a longstanding practice, enhancing students' self-study and teamwork skills Additionally, students often collaborate on projects involving their own products, which they then present to the class For instance, in the course on foreign language teaching methods 2 at IUH, students are grouped to develop a product and present it.
Under the guidance of Supervisor Ho Thi Hien M.A., the entire class is required to participate in a presentation that will contribute to their overall grade To achieve favorable results in such projects, students must dedicate significant effort and commitment.
Secondly, During the presentation, students at IUH used body language Question number four shows how often students use body language at FFL in IUH
Chart 2: frequency of using body language of students at FFL in IUH
Only 8% of students consistently utilize body language in their presentations, indicating a general awareness of its importance but a lack of application The researcher observes that students tend to achieve higher marks when effectively incorporating body language; however, many still struggle with its use and occasionally misuse it, leading to unintended outcomes This suggests that body language may be perceived as challenging for students Consequently, it is evident that students at IUH face significant difficulties in effectively applying body language during their presentations.
4.1.1 Difficulties that the presenters have in using body language to make presentations
The first research question addresses the challenges presenters face in utilizing body language during presentations To answer this question, the researcher will analyze quantitative data collected from questions 1, 9, and 10.
4.1.1.1 While giving presentation, students feel ashamed and shy so they could not use body language comfortably (question number 1, 9)
In today's job market, many roles involve presenting to large audiences, making confidence a crucial trait for effective communication Research indicates that a lack of confidence can hinder a presenter's ability to persuade and engage their audience To address this issue, a survey was conducted to identify common challenges faced by students during presentations, specifically focusing on the obstacles that impact their confidence levels.
Chart 3: Problems in giving presentation
The chart illustrates that over 90 respondents identified "feeling ashamed and shy" as a significant issue when giving presentations This indicates that embarrassment and shyness are prevalent challenges for students, particularly freshmen and sophomores who are unaccustomed to presenting due to their traditional high school education As they transition to university, many students struggle with the self-directed learning culture, which includes the requirement to present Notably, even third and final year students often experience similar fears, relying heavily on PowerPoint slides and struggling to engage with their audience Consequently, a major limitation faced by students is a lack of confidence in their presentation skills.
Find it difficult to explain to the audience a definition or part of a presentation
Problem with equipment such as laptops, projectors
Find it difficult to get the audience's attention others
Q9: what problems do you often have when giving your presentation ?
Students who lack confidence will find it difficult to use body language The researcher would like to give three main reasons for this thesis
Lack of confidence significantly hinders students from capturing their audience's attention, as evidenced by 60 responses indicating difficulty in engaging listeners This issue is critical, as ineffective communication leads to failed presentations However, there are numerous strategies to engage an audience, with body language being a key tool Simple actions, like clapping or making light physical contact, can redirect focus to the presenter Conversely, students' shyness often creates a tense atmosphere, causing them to rush their presentations and fail to engage the audience, resulting in distractions like phone use and side conversations This cycle exacerbates their embarrassment and fear, leading them to abandon effective attention-grabbing techniques Additionally, their lack of confidence may cause them to perceive body language as a potential source of ridicule, further diminishing their self-assurance.
Students often struggle to effectively communicate their ideas due to feelings of shame and shyness As illustrated in Figure 4, the response "Find it difficult to explain to the audience a definition or part of a presentation" ranks as the second most common challenge faced by both students and adults Many presenters focus solely on definitions without utilizing supportive tools like body language, leading to confusion and discomfort among the audience Individuals lacking confidence may fail to identify and address these issues, opting instead for a safer approach that prioritizes mere information delivery over engaging with the audience's reactions and atmosphere.
Students often experience confusion and embarrassment during presentations due to unexpected objective factors Two key issues that can impact their performance include technical difficulties with devices.
In the classroom at IUH, students face significant challenges with equipment, as indicated by 50 responses highlighting issues with laptops and projectors Often, students neglect to check the functionality of these devices before their presentations, leading to serious disruptions when technical failures occur This downtime can discourage students and diminish their confidence, as the audience's enthusiasm wanes during the wait for repairs Additionally, the researcher aims to explore the second aspect of the university environment, focusing on gender dynamics.
The second objective factor is the gender disparity among male and female students at FFL in IUH Figure 5 below illustrates the ratio of men to women enrolled in the foreign language department at IUH.
Chart 4: The ratio of men and women studying at FFL in IUH
The findings reveal a significant gender disparity in classroom presentations, with a predominance of female presenters While male students engage actively, the higher number of female students suggests a greater female presence in classes However, many female students exhibit hesitance and shyness when tackling assigned projects, often allowing their male peers to present instead of sharing their own perspectives.
Q1 CAN YOU TELL US YOUR GENDER ?
Supervisor: Ho Thi Hien M.A 27 awkward and embarrassed when giving a presentation, it will be difficult for them to use body language perfectly
4.1.1.2 While using body language in presentation, students find it difficult to interact with another students:
Audience interaction is a crucial aspect of any presentation, as it fosters participation and involvement Engaging the audience effectively minimizes distractions and cultivates a welcoming environment for both presenters and attendees.
Students at FFL in IUH frequently encounter challenges when engaging with their audience during presentations Following each presentation, both the teacher and fellow students provide valuable feedback and suggestions As illustrated in Figure 6 below, there is a notable level of agreement regarding the comments received by students after their presentations.
Chart 5: Student’s agreement with the comments given at the end of presentation
Results from question number 11 indicate that 47 percent students chose “necessary” and
DISCUSSION
The researcher conducted a survey at FFL in IUH, gathering over 150 responses from students to identify challenges related to body language in presentations Based on the questionnaire results, the researcher proposed practical solutions tailored to students' needs and preferences The study demonstrated good reliability, highlighting significant issues students face during presentations Additionally, the researcher expanded on the problems identified, incorporating insights from both students and their own findings.
4.2.2 THE DISCUSSION AMONG THE RESULTS OF THE RESEARCH AND OTHER PREVIOUS RESEARCHES
In chapter two, the significance of "presentation" and "body language" is highlighted, with extensive research conducted on these topics Yuanyuan Tai (2014), in her work “The Application of Body Language in English Teaching,” examines the impact of body language on teaching effectiveness She emphasizes the challenges students face in utilizing body language effectively, aiming to identify these difficulties Furthermore, Tai explores various applications of body language in educational settings, revealing results that differ significantly from other studies in the field.
In 2014, Nguyen Thi Bich Ngoc conducted a study titled “An investigation into the use of body language cues in presentations by English-Majored freshmen at Vietnam University of Commerce,” employing a qualitative method similar to the writer's This research specifically examined the impact of smiling during presentations and identified student tension as a key factor hindering audience engagement Additionally, it highlighted cultural factors and inadequate preparation as challenges faced by students, while the writer emphasized a lack of confidence and difficulties in audience interaction as significant influences on student presentations.
Tiara & Ranna (2015) conducted a study titled "Presentation Difficulties Experienced by Students of the English Department of Unswagati," which explores the challenges students face during presentations While this study addresses body language issues, it primarily focuses on the broader difficulties of delivering presentations The research methodologies differ significantly; the authors utilized questionnaires, data, and graphs, whereas the other study employed qualitative methods, including interviews and observations The findings reveal two major challenges related to body language: students often feel embarrassed and uncomfortable, making audience interaction difficult Additionally, the study highlights various presentation difficulties, such as students relying on notes, fidgeting or swaying during their delivery, appearing stiff, and ultimately concluding their presentations with a lack of inspiration.
This research has uncovered numerous new insights, enhancing the findings of previous studies and laying the groundwork for future investigations.
CONCLUSION
SUGGESTION FOR FURTHER RESEARCH
Students must adequately prepare for presentations, as research indicates that while they utilize various resources like YouTube videos and practice sessions with peers or mirrors, their performance remains subpar This suggests that current preparation methods are insufficient Additionally, students recognize the value of teacher feedback and should actively seek suggestions to enhance their body language skills By combining video resources with practical exercises, students can achieve optimal preparation, ultimately improving their presentation effectiveness.
The "public speaking" program at FFL in IUH requires enhancement to better address students' needs Feedback from open question number 12 in the questionnaire indicates that students seek greater knowledge of body language and more opportunities for practice Therefore, the focus of the "public speaking" subject should shift towards practical application rather than theoretical instruction, emphasizing body language education and organizing numerous practice activities to ensure full student participation.
The research faced significant limitations due to the timing coinciding with the resurgence of the Covid-19 pandemic, which adversely impacted the study's execution Initially, the researcher planned to utilize a qualitative method alongside questionnaires, aligning with the research topic However, the shift to online learning necessitated by the pandemic rendered the qualitative approach unfeasible Consequently, the study concentrated solely on body language, neglecting other aspects of non-verbal communication, resulting in a limited scope that requires expansion in future research.
The researcher acknowledges the limitations of this study and encourages future exploration of the topics of body language and presentation by other researchers.
Researchers hope that in the future when Covid-19 is pushed back in Vietnam, other students can combine qualitative and quantitative methods to make research results more objective and convincing
The author envisions that future researchers will adopt Google Forms as a modern alternative to traditional paper questionnaires for data collection This powerful tool not only saves students time and money in creating surveys but also simplifies the deployment of questionnaires in classrooms through the use of QR codes.
The researcher encourages future educators to broaden the scope of their studies beyond just body language Additionally, the author discovered that Google Forms serves as an efficient tool for effective data collection during the survey process.
In addition, Teachers at IUH can focus on researching and finding solutions to improve the
Effective public speaking is essential for meeting students' needs, and educators can enhance their teaching by incorporating technology Utilizing apps and programs can provide innovative solutions for conveying the importance of body language in communication.
1 Nguyễn Quang (2007) Journal of Science, Vietnam National University – Hanoi
2 Chivers, Barbara & Shoolbred, Michael (2007) A Student’s Guide to Presentations:
Making Your Presentation Count Chennai, India: SAGE Publications
3 Alshare, Khaled & Hindi, Nitham M (2004) The Importance of Presentation Skill in the Classroom: Students and Instruction Perspectives The Consortium for Computing Sciences in Colleges
4 Julius Fast (1971) Body Language, Pocket Books, New York Retrieved on May 4, 2021 from: https://books.google.com.vn/books?hl=vi&lr=&id=yqx1j8ynGfwC&oi=fnd&pg=PA1&dq=b ody%20language&ots=UgyVJvZu9l&sig=ikkEFes3a0AagY7L12YO15BP2TE&redir_esc=y
&fbclid=IwAR1aws0rP1ea9GFrcUsrdMYc80_8hRh4HgE3PavyC24DR2Kx8g8FCgkw8X8# v=onepage&q&fse
5 Definition of presentation Retrieved on May 4, 2021 from: https://en.wikipedia.org/wiki/Presentation
6 Definition of body language Retrieved on May 4, 2021 from: https://en.wikipedia.org/wiki/Body_language
7 Chen, S & Watts, D (1992) Intercultural Communication Washington: Anchor Books
8 Hornby, A S (2006) Oxford Advanced Learner‟s English-Chinese Dictionary Oxford: Oxford University Press
9 Guo Xuehua (1999) My Understanding of Effective English Reading Class Teaching Gian Teachers’ College Journal.4, 56 – 61
10 Nguyễn Thị Bích Ngọc (2014) An investigation into the use of body language cues in presentations by English – majored freshmen at Vietnam university of commerce, Vietnam national university - Hanoi
11 Definition of gesture Retrieved on May 4, 2021 from: https://dictionary.cambridge.org/vi/dictionary/english/gesture
12 Sproule, M (1997) Speech making Brown & Benchmark Publishers
13 Shipside, S (2006) Perfect your Presentation Dorling Kindersley Publishing
14 Definition of Touch Retrieved on May 4, 2021 from: https://dictionary.cambridge.org/vi/dictionary/english/touch
15 Yuanyuan Tai (2014) The Application of Body Language in English Teaching Finland: ACADEMY PUBLISHER
16 Tiara & Ranna,A,M (2015) Presentation difficulties experienced by students of English department of Unswagati Unwagati Cirebon: Department of English Education
17 Peoples, Deborah Carter (2001) “Guidelines for Oral Presentations”, Ohio Wesleyan University: Ohio Wesleyan University Libraries Retrieved on May 4, 2021 from: http://go.owu.edu/~dapeople/ggpresnt.html
18 Become a Better Presenter (2016) Retrieved on June 3 from: https://aaron.kr/content/tag/ppt-design/
19 Cline, F., Johnstone, C., & King, T 2006 Focus Group Reaction to Three Definition of Reading (as Originally Developed in Support NARAP Goal 1) Minneapolis, M.N.: National Accessible Reading Assesment Project
APPENDICES QUESTIONAIRE (BẢNG CÂU HỎI KHẢO SÁT)
Chúng tôi là nhóm sinh viên năm cuối chuyên ngành ngoại ngữ, gồm Phạm Văn Sáng, Phạm Thị Kim Yến và Tô Nguyễn Xuân Yến, đang thực hiện báo cáo tốt nghiệp về thuyết trình Chúng tôi rất biết ơn sự tham gia và ý kiến đóng góp của các bạn thông qua khảo sát này Sự hỗ trợ của các bạn là vô cùng quý giá và giúp ích cho quá trình hoàn thành báo cáo của chúng tôi Xin chân thành cảm ơn tất cả các bạn đã tham gia và hỗ trợ chúng tôi trong khảo sát này.
Dear Foreign Language Faculty, we are a group of seniors, Pham Van Sang, Pham Thi Kim Yen, and To Nguyen Xuan Yen, working on a graduation report related to our presentation topic We sincerely appreciate your valuable contributions through this survey, which significantly aid in the completion of our report Thank you for your participation and support.
PART 1: PERSONAL INFORMATION (THÔNG TIN CÁ NHÂN):
1 CAN YOU TELL US YOUR GENDER ? (CHOOSE "PREFER NOT TO SAY" IF YOU DON'T WANT TO DISCLOSE)
3 HAVE YOU EVER MADE ANY PRESENTATIONS IN CLASS?
PART 2: QUESTIONS (PHẦN CÂU HỎI)
Choose the answer that is TRUE for you
Q1 How many times have you ever delivered a presentation in front of your classmate?
Q2 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?
Very bored => Bored => Neutral => Interested => Very interested
Q3 Do you think body language is necessary in public speaking?
Extremely unnecessary => Unnecessary => Normal => Necessary => Extremely necessary
Q4 How often do you use body language in presentation?
Q5 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)
Q6 Choose the right forms of body language when presenting
2 Gesturing with your hands open and your palms up
Q7 How good are you at using Body language in presenting in public?
Extremely bad => Bad => Normal => Good => Extremely good
To enhance presentation skills, individuals often employ various methods, including watching presentation clips on YouTube, attending live presentations, and practicing with friends Additionally, many find value in rehearsing alone in front of a mirror, seeking advice from teachers, and enrolling in presentation-related courses.
When giving presentations, individuals often encounter several challenges, including feelings of shame and shyness, difficulty in explaining definitions or specific parts of their presentation, technical issues with equipment like laptops and projectors, and struggles to capture the audience's attention.
After completing presentations, common feedback from students and teachers includes the need for improved fluency and clarity in speech, as well as a recommendation to engage more with the audience Additionally, suggestions often highlight the importance of having a clearer and cleaner slideshow, encouraging presenters to avoid standing still and to incorporate more than just verbal communication.
Q11 Are comments from teachers and other students important to you after the presentation?
Strongly unnecessary => Unnecessary => Normal => Necessary => Strongly necessary
The subject of "presentation skills" is essential for enhancing one's ability to communicate effectively Engaging activities within this course significantly contributed to my improvement in presentation techniques Overall, the lessons were not only beneficial but also interesting, making the learning experience enjoyable and impactful.
Student’s name: ……… Student Code: ……… Supervisor’s name: ………
Format (3) Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and objectives of research (5) Research questions (5)
Theoretical framework (5) Review of previous studies (5) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings (5)
Content (3) Performance (3) Time management (10 minutes) (2) Question response (2)
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES
Group Decision &Planning Roles & Distribution Establish Goals
Contribution to the team project Taking responsibility
Student’s name: ……… Student Code: ……… Examiner’s name: ………
Format (3) Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and objectives of research
Theoretical framework (5) Review of previous studies (10) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings (10)
Content (6) Performance (6) Time management (10 minutes) (4) Question responses (4)
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES
The difficulties in using body language in making presentations of English- major students at Faculty of Foreign Languages in Industrial University of Ho Chi Minh City
Student’s full name : TÔ NGUYỄN XUÂN YẾN ID No.: 17031661
Supervisor’s name : HỒ THỊ HIỀN, M.A
Week Date Contents Supervisor’s comments & Signature
+ Finding the research fields and research title
+ Submitting the topic chosen by students
+ Searching Google Scholar, finding and reading 5 studies related to the topic in order to refer to outline and research questions
+ Forming the outline for the research
+ Writing Chapter 1 of the research
+ Editing the outline and the research questions
+ Editing the rationale of Chapter 1
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY