INTRODUCTION
Rationale
Despite rapid technological advancements enhancing communication, human contact remains vital in society, especially in mastering the international language, English Effective English study and teaching are ongoing challenges for educators and learners alike, requiring mastery of four key skills: reading, listening, speaking, and writing Among these, oral presentation skills are crucial for higher education and future careers, as they reflect a professional’s ability to communicate ideas clearly and confidently (Ginkel et al., 2015; Nowreyah et al., 2015) According to Levin and Topping (2006), an effective presentation involves planned and practiced speech that is not memorized, emphasizing the importance of organizing content logically To succeed, speakers must develop skills in identifying purpose, choosing appropriate topics, and organizing their talks for audience comprehension (Nguyen, 2010) Additionally, using tone, articulation, stress, pacing, and emphasis is essential to engage listeners and ensure clear communication, ultimately contributing to a speaker’s success.
In Vietnamese education, English is a mandatory subject for 12 years, primarily taught through classroom lessons, additional classes, and instruction from Vietnamese native speakers However, students predominantly focus on grammar and vocabulary exercises, neglecting the development of oral communication skills This emphasis on rote learning over practical speaking practice leads to many high school graduates being unable to effectively express their ideas or participate in real-life conversations Promoting real-world speaking skills is essential to equip students with the necessary language proficiency for effective communication.
Most previous research on this topic has focused on undergraduate students from non-education majors such as engineering, medicine, and business (Preub et al., 2010; Radzuan & Kaur, 2011; Alwi & Sidhu, 2013) Although a 2015 study by Nowreyah, Muneera, and Hanan examined students enrolled in a four-year pre-service teacher education program, it did not specifically emphasize the importance of this skill in the teaching profession.
Effective oral presentation skills are essential for English teacher education students, as they will soon take on the responsibility of teaching and communicating ideas confidently Teachers must incorporate various skills such as intonation, eye contact, speech preparation, and audience engagement to deliver compelling lectures (Cook, 2018) At Danang University of Foreign Language Studies, where many students are training to become future English teachers and lecturers, mastering these presentation skills is crucial for professional success Despite nearly two years of effort, many students still struggle with giving effective English presentations, often lacking confidence and the necessary skills, even when they understand the content (Nguyen, 2010) Developing strong oral presentation abilities is vital for these students to effectively express and explain ideas in their future teaching careers.
This research aims to explore the common challenges faced by second-year English Teacher Education students at Danang University of Foreign Language Studies when delivering oral presentations in English Understanding these difficulties and their underlying causes can help students develop effective strategies to improve their presentation skills Addressing these issues is essential for enhancing students' academic performance and preparing them for future professional success in the teaching field.
Scope of the study
This research was confined to studying into the difficulties second-year students whose major is English Teacher Education of Danang University of Foreign Language Studies
This study investigates three common challenges students face when giving English oral presentations in the classroom, based on students’ perspectives The research sample consists of 42 sophomore students majoring in English Teacher Education at the Foreign Language Teacher faculty, University of Foreign Language Studies, University of Danang, during the academic years 2019 to 2023.
Aims
This study investigates the challenges faced by second-year English Teacher Education students at Danang University of Foreign Languages in delivering academic oral presentations It aims to identify the specific difficulties students encounter and explore the underlying causes contributing to these challenges Understanding these issues can help improve teaching strategies and students’ presentation skills in English academic contexts.
Objectives
This paper is carried out:
- To find out the difficulties second-year students of English Teacher Education major at Danang University of Foreign Language Studies have in giving English oral presentations during classes
- To explain why second-year students of English Teacher Education major at Danang University of Foreign Language Studies have these difficulties in giving English oral presentations during classes.
Research question
To obtain this objective, we need to gather information as to find answers for these following questions:
(1) What are the difficulties faced by second-year students of English Teacher Education major in giving English oral presentations?
(2) What are the causes of their difficulties?
Significance
This study aims to benefit students and lecturers at the Faculty of English Teacher Education at Danang University of Foreign Language Studies, as well as English learners and teachers globally It specifically focuses on oral presentations, addressing a gap in research due to the limited number of studies examining this aspect of language education The findings are intended to enhance understanding and improve practices related to oral presentation skills among English learners and educators.
This study highlights the common difficulties second-year English Teacher Education students face when giving oral presentations, helping them understand the root causes of their challenges and find effective solutions to improve their speaking skills For teachers, these findings offer valuable insights into students’ struggles, enabling more targeted teaching and assessment strategies Additionally, sophomore students can utilize this research to enhance their performance and achieve greater success in future teaching assessments Ultimately, this study serves as a reliable resource for researchers interested in exploring similar issues in English language education.
THEORETICAL FRAMEWORK AND LITERATURE REVIEW
The definition of oral presentation
An oral presentation is a brief discussion of a focused topic delivered to an audience to impart knowledge or stimulate discussion, similar to a short paper with an introduction, main body, and conclusion (Ohio Wesleyan University, 2010) It is a skill that is learned and frequently used in the workplace, involving the combination of knowledge, skills, and attitudes needed to speak confidently in public to inform, express oneself, relate to others, and persuade (De Grez, 2009) Essentially, an oral presentation involves explaining information clearly to an audience, either individually or as part of a group (Cook, 2018) Due to logistical considerations and curriculum demands, these presentations are typically short, lasting about 10 minutes for undergraduates and around 15 minutes for more advanced students.
An effective postgraduate presentation typically lasts around 20 minutes and often incorporates multimedia components like slideshows, video clips, or audio recordings to enhance engagement The most common format features one or two students delivering their presentation during class, followed by a question and answer session to facilitate discussion This approach aligns with best practices for oral presentations, ensuring clarity and interaction while adhering to time constraints ("Oral Presentation," 2021).
The importance of oral presentation
Recent research highlights the crucial role of oral presentation skills in students’ academic success at both undergraduate and postgraduate levels (Liow, 2008; Wolfe, 2008; Munby, 2011; Nowreyah, Muneera & Hanan, 2015) Effective presentation skills enable students to clearly communicate their understanding of course material and deepen their knowledge of specific topics (Sharma, 2018) Additionally, students develop teaching abilities by sharing new information with peers through presentations, fostering active learning and engagement in the classroom.
Oral presentations are becoming increasingly common as assessment tools at the tertiary level due to their ability to evaluate students' cognitive skills and their capacity to generate and synthesize new ideas They provide students with opportunities to present their knowledge analytically, fostering deeper understanding Additionally, oral presentations transform the classroom into an active learning environment, encouraging peer learning and knowledge sharing Incorporating oral presentations into assessments enhances critical thinking, communication skills, and collaborative learning among higher education students.
Developing strong oral presentation skills is essential for graduates, as employers highly value these abilities Practicing giving oral presentations helps students acquire practical skills applicable in professional settings Additionally, regular presentation practice prepares undergraduates for formal workplace presentations and boosts their confidence, enhancing their readiness for future career demands (ACU National, 2021).
In this case, for the pre-service English teachers, presenting skills are indispensable
“The lecture, presented to hundreds of students in a lecture theatre, is the standard model of academic teaching” (Exley, Dennick, 2009) In their book “Giving a Lecture:
An effective and enthusiastic lecturer should possess essential training in presentation and teaching skills, enabling them to engage students effectively They must be proficient in utilizing various audio-visual aids to enhance learning experiences Additionally, a competent lecturer should be skilled in structuring and organizing lectures logically while maintaining good time management to ensure all key topics are covered efficiently.
In this sense, if the students who enroll in pre-service teacher education want to become great lecturers in the future, they first have to perfect their presentation skills.
The components of an oral presentation
An effective oral presentation, as outlined by Finkelstein (2000), requires mastering three key components: content, structure, and delivery The content should deliver relevant, logical, simple, and clear information that meets the audience’s needs (Clark, 2015, as cited by Nguyen, 2010), while avoiding information overload The presentation’s structure provides a solid framework, beginning with an introduction that offers an overview of the topic to engage the audience.
An effective oral presentation comprises seven main ideas, including a well-structured body that presents reasoning, evidence, and explanations to support key points The conclusion summarizes the main ideas, reinforcing the message Delivery is a crucial component, where engaging the audience through eye contact and energetic presence enhances connection Emphasizing main points using vocal variation helps maintain interest, and proper time management ensures all content is effectively covered (Finkelstein, 2000).
Effective oral presentation preparation involves four key stages: planning, preparing, practising, and presenting (Monash University, 2021) During the planning phase, the presenter analyzes the audience to understand their knowledge level and engagement strategies, sets clear objectives, and selects relevant information The preparation stage includes structuring the presentation logically and choosing appropriate supporting aids, such as visuals or multimedia, to enhance the message Practising is essential for a confident delivery, focusing not only on the speech but also on body language, speaking aloud multiple times, standing up, and timing the presentation When presenting, making eye contact and speaking slowly and clearly help emphasize key points and establish connection with the audience.
The fear of presenting among students
Research by Ginkel, Gulikers, Biemans, and Mulder (2015) highlights that graduates often lack public speaking skills, a concern echoed by professionals across various fields (Chan, 2011) Public speaking is frequently identified as the most common social fear (Smith & Sodano, 2011) Students tend to underestimate the amount of communication, such as meetings, that professionals regularly engage in (Morreale et al., 2000), and they often find oral presentations difficult, particularly in English (Whai & Mei, 2016) This challenge is heightened for non-fluent English speakers who are expected to communicate effectively in a professional setting (Khari & Nurul, 2010).
In addition, students’ anxiety negatively influences their performance (Brown & Morrissey, 2004) According to Whai & Mei’s summary from previous researches
Many students find giving oral presentations challenging due to underlying fears, which Horwitz and colleagues (1986; 2013) and McCreary (2006) categorize into three main types: communication apprehension, test anxiety, and fear of negative evaluation Communication apprehension involves fears of making mistakes, being criticized or rejected, and forgetting their content, while test anxiety relates to the fear of failing in assessment situations The fear of negative evaluation pertains to concerns about being judged unfavorably or critically by others In addition to psychological factors, linguistic challenges such as limited vocabulary, grammatical misunderstandings, and pronunciation issues, along with sociocultural barriers like lack of exposure to the target language and fewer practice opportunities, further hinder students’ performance Consequently, these combined factors often lead to feelings of embarrassment and stress when students are asked to present in front of their peers (Whai & Mei, 2016), impacting their confidence and speaking proficiency in English.
This study builds upon Nguyen Thi Van Ha's 2010 research on second-year English majors at Dong Phuong University, Hanoi, which found that students' English proficiency levels are diverse and tend to be passive in learning Despite not being English Teacher Education majors, the participants at PDU share similarities with those at Danang University of Foreign Language Studies, as many come from rural areas with limited speaking practice in high school The primary aim is to identify the oral presentation challenges perceived by second-year English majors at PDU, using a survey of 62 students from two classes, focusing on their perceptions of the importance of presentation skills, self-evaluations, encountered difficulties, and suggestions for improvement The researcher employed questionnaires to gather comprehensive data on these aspects.
The study involving nine participants revealed that second-year students primarily struggle with delivery aspects of oral presentations, such as clear articulation, confidence, handling difficult questions, and non-verbal communication The main causes of these difficulties include low language proficiency, lack of confidence, and insufficient feedback and assessment from teachers These challenges often lead to poor performance in presentations To address these issues, the study suggests enhancing students’ target language skills, fostering good speaking habits, building confidence, and implementing self-evaluation supported by teachers and schools to improve their English presentation effectiveness.
The second study in this field concentrated on the challenges students face during oral presentations, a common form of assessment Among the three studies, this research involved participants with the most similar characteristics, providing valuable insights into effective presentation skills and assessment criteria.
This study involved 500 female EFL college students enrolled in a four-year pre-service teacher education program in Kuwait, employing a five-point Likert Scale questionnaire and structured interviews with instructors to explore oral presentation challenges The researchers identified three main categories of causes: personal traits such as disliking oral presentations, anxiety, fear of negative evaluation, and embarrassment; presentation skills including difficulty in choosing topics, maintaining time limits, lack of fluency, and limited grammar and vocabulary; and audience and instructor factors like fear of public speaking, harsh evaluation, and previous negative experiences Findings revealed that students regard personal traits as the most significant barrier, whereas instructors emphasize oral presentation skills as the primary challenge However, socio-cultural differences and the focus on students’ difficulties in oral assessments suggest that these results may not be universally applicable, particularly to contexts like Vietnamese students or different oral presentation settings.
Last but not least, in 2016, a research by Whai and Mei was conducted on 223 students at a polytechnic in Sarawak, Malaysia The purpose were to identify the causes or oral
This study identified ten presentation difficulties faced by students, highlighting differences between engineering and commerce students, despite not being English Teacher majors The main challenge was a lack of practice, followed by psychological and linguistic factors, with teachers playing a lesser role Findings suggest that students’ difficulties are significantly influenced by their focus on core subjects, which are demanding and time-consuming, and their perception that oral presentations are less relevant to their fields These results underscore the importance of practice and motivation in overcoming presentation challenges for EFL learners.
Among the three studies reviewed, one was conducted within the Vietnamese context (Nguyen, 2010), providing relevant cultural insights Another study validated the reliability and validity of Nguyen’s questionnaire, ensuring its effectiveness as a research tool (Whai & Mei, 2016) The third study involved similar participants, further supporting the consistency of findings across related research (Nowreyah et al., 2015).
METHODOLOGY
Research design
A qualitative methodology was employed to achieve the research objectives, involving 42 second-year English Teacher Education students from the Foreign Language Teacher Education Faculty at Danang University of Foreign Language Studies These students completed a questionnaire designed to identify their challenges with delivering oral presentations The qualitative approach yielded valuable insights into the specific difficulties faced by students and the underlying reasons contributing to their presentation anxieties.
Participants and sampling
Danang University of Foreign Language Studies offers two classes for Students of English Teacher Education, involving 42 second-year students The participants include 40 females and 2 males, with most students aged around twenty and only one student aged 26 All students possess an intermediate English proficiency (B2 level), having passed the entrance exam with high marks and currently enrolled in their third semester at university.
Instruments
This study adapted a questionnaire from Nguyen’s 2010 research, focusing on parts two and three to address students’ presentation difficulties and their causes Using a questionnaire is advantageous for Vietnamese students as it ensures confidentiality, reducing potential embarrassment and encouraging honest responses The method allows students to thoughtfully consider their answers, facilitating easier data analysis The questionnaire is divided into two parts: Part 1 contains 37 four-point scale questions examining presentation difficulties, while Part 2 includes 9 True/Not true/Not sure questions exploring the underlying causes.
The four-point scale includes:
4 points for Very Difficult (VD)
1 point for Very Easy (VE)
For each of the 9 questions in part 2, the students have 3 options:
The questionnaire is written in English The researcher was there to assist them by explaining thoroughly the requirements and options.
Validity and reliability
The questionnaire was developed based on a review of literature related to learning English as a second language, as described by Nguyen (2010) It was reviewed and refined with feedback from experienced teachers and pilot-tested on students to ensure clarity and relevance As noted in Whai & Mei’s (2016) study, which used an adapted version of Nguyen’s questionnaire, a reliability test yielded a high Cronbach’s Alpha coefficient of 0.94, indicating excellent internal consistency According to Pawar & Thakurdesai (2013), an Alpha value of 0.70 or higher is considered satisfactory, demonstrating the questionnaire’s strong reliability for research purposes.
Data collection
On the designated day, 42 participants voluntarily completed a questionnaire, which took approximately 5-7 minutes Prior to distributing the survey, participants received a brief explanation of the questions to ensure understanding Participant confidentiality was maintained throughout the process After completion, all questionnaires were collected immediately, ensuring efficient data collection for the study.
Data analysis
This study involved coding questionnaire responses to convert raw data into symbolic categories, enabling efficient tabulation and analysis Responses were condensed into a limited number of meaningful categories while retaining essential information The average scores (AS) for each item were calculated by dividing the total score obtained by the entire group of respondents by 42, the total number of participants, ensuring a clear and standardized measure for analysis.
13 number of respondents) (Nguyen, 2010) The average score indicates the level of difficulty to each item in the list and it is interpreted as follows:
The percentage of students selecting True, Not True, or Not Sure answers—calculated by dividing the number of choices by 42—reveals whether the majority perceives a particular factor as a cause of their difficulties This measurement helps identify which issues are seen as significant contributors to students' challenges Analyzing these results provides valuable insights into students' perspectives on the factors affecting their academic performance.
RESULTS AND DISCUSSION
1 What are the difficulties faced by second-year students of English Teacher Education major in giving English oral presentations?
Second-year students identified delivery as the most challenging aspect of giving oral presentations among the four key areas: preparation, organization, delivery, and evaluation While all aspects posed some difficulty, students specifically found delivering their speeches to be the most demanding, highlighting the importance of effective speaking skills and confidence The results indicate that, compared to preparation, organization, and evaluation, improving delivery techniques should be a primary focus in enhancing students' oral presentation abilities.
Table 1: students' difficulties in preparation
No Area of Difficulties Very
1 Choosing the right topic for the presentation
2 Memorizing your speech word for word
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
Unlike the results from Nguyen’s research, the participants of this research considered
“Memorizing your speech word for word” and “Rehearsing your speech” difficult task as
22 students (52%) rated item 2 and 25 students (60%) rated item 3 Difficult Following is
Selecting the appropriate presentation topic is crucial for student success, with an average difficulty score of 2.43 Students find outlining the main points to be an easier task, as 77% reported it as Easy or Very Easy In contrast, only 23% considered this aspect Difficult, and none found it Very Difficult, indicating that students generally feel confident in organizing their main ideas for presentations.
Table 2: Students' difficulties in Organization
No Area of Difficulties VE E D VD TS AS
1 Knowing how to highlight the development of the presentation, for example: I’ll developing three main parts: First, I’ll give you Second,
2 Knowing how to signpost the presentation, for example: I’ll begin by My next point is /
3 Knowing how to build arguments, for example:
There are certain advantages for However, a major drawback is
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
Participants rated all three aspects of organizing oral presentations within the "Easy" category, with the highest average score of 2.4, indicating these tasks are generally manageable Notably, "Knowing how to signpost the presentation" received the most votes as an easy skill to master, highlighting its importance in effective presentation delivery.
Among the students, 31 (74%) successfully highlight the development of their presentations, demonstrating strong organizational skills gained through two years of university practice Additionally, 27 students (64%) excel in knowing how to emphasize the progression of their presentations, reflecting their effective presentation development Students majoring in English Teacher Education appear to perform well in organizing their presentations due to extensive practice during their training However, building arguments remains a challenge, with "Knowing how to build arguments" being rated as the most difficult aspect in organization, with an average score of 2.4.
The Delivery process is divided into six smaller processes: (1) Getting and maintaining audience’s attention, (2) Body language, (3) Language use, (4) Controlling the time for the
16 presentation, (5) Anxiety management, (6) Handling the audience’s questions Among these, students faced most problems in the language use The results are as followed:
Table 3: Students' difficulties in Delivery: Getting and maintaining audience's attention
No Area of difficulties VE E D VD TS AS
1 Getting and maintaining audience’s attention
1.2 Keeping the speech flow/ Keep talking 2 16 21 1 101 2.4
1.3 Knowing how to begin (i.e stating the purpose, explaining to the audience who you are, introducing your partner(s))
1.4 Knowing how to end (i.e summarizing, signaling the end, closing) 3 25 14 0 95 2.26
1.5 Delivering the presentation with clear pronunciation (in terms of sound, words and sentence stress and intonation)
1.7 Using presentation aids, for example, overhead projectors, blackboard, illustrations 1 23 17 0 98 2.33 1.8 Asking the audience questions to involve them 0 21 20 1 106 2.52
1.10 Using examples to illustrate the points 2 25 15 0 97 2.3
Using humor is identified as the most challenging aspect of getting and maintaining the audience’s attention, with an average score of 2.97 and 65% of students rating it as very difficult Close behind, delivering the presentation confidently scored an average of 2.83, highlighting its importance and difficulty in effective public speaking.
Varying your tone is rated at 2.74 points, often influenced by low confidence and limited practice Delivering presentations with clear pronunciation ranks fourth with an average score of 2.64, highlighting its importance for effective communication Meanwhile, other skills are considered easier, with scores ranging from 2.16 to 2.52, among which knowing how to begin a presentation is the easiest due to its basis in practical experience Improving these presentation skills can boost confidence and enhance overall delivery.
Table 4: Students' difficulties in Delivery: Body Language
No Area of difficulties VE E D VD TS AS
2.1 Keeping eye contact with all members of the audience 4 20 17 1 99 2.35
2.2 Maintaining a friendly facial expression 2 19 21 0 103 2.45 2.3 Making appropriate body movements 0 17 22 3 112 2.66
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
Participants generally find the use of body language in oral presentations to be easy; however, they consider "making appropriate body movements" the most challenging aspect, with three students rating it as very difficult and an average score of 2.66, slightly above the "easy" level Maintaining a friendly facial expression is also noted as important but less challenging.
“Using appropriate hand gestures” with the same score of 2.45 and last is “Keeping eye contact with all members of the audience” (2.35)
Table 5: Students' difficulties in Delivery: Language Use
No Area of difficulties VE E D VD TS AS
3.1 Having almost no grammatical errors 1 4 25 12 132 3.14
3.2 Having appropriate usage of vocabulary and structures 0 6 30 6 126 3
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
Thirdly, as mentioned above, Language use is considered the most difficult by the participants Students’ responses focused on Very difficult and Difficult In the first item
Approximately 60% of students (30 students) rated the task as Difficult, while 28% (12 students) considered it Very Difficult, and only 12% (5 students) found it Easy or Very Easy Students also found appropriate vocabulary usage and grammatical structures challenging, with an average score of 3 out of 5 Overall, the results highlight that students struggle with grammatical accuracy and the correct application of vocabulary and structures in their writing.
Table 6: Students' difficulties in Delivery: Time Management
No Area of difficulties VE E D VD TS AS
4.1 Controlling the time for the presentation 0 19 20 3 110 2.6
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
The students' perceived difficulty in controlling presentation time scored an AS of 2.6, indicating it is a challenging skill While 50% of participants, totaling 20 students, found it difficult, nearly as many, 19 students, rated it as easy No students considered controlling presentation time to be very easy, and only a small number, three students, found it very difficult.
Table 7: Students' difficulties in Delivery: Anxiety Management
No Area of difficulties VE E D VD TS AS
5.2 Remembering what you want to say when standing in front of a group 0 8 29 5 123 2.93
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
Anxiety management ranks second after Language Use in the list of challenges students face, with "Controlling your nerves" perceived as the most difficult item, evidenced by an Average Score (AS) of 3.05 The majority of students find this particularly challenging, with 85% rating it as Difficult and 10% as Very Difficult, while only a small fraction consider it Easy or Very Easy In contrast, item 5.1, "Moving around," shows more balanced opinions, with students split between Easy and Difficult, indicating varied perceptions Additionally, item 5.2, "Remembering what you want to say when standing in front of a group," has an average score of 2.93, reflecting significant difficulty among students in public speaking scenarios.
Table 8: Students' difficulties in Delivery: Handling the audience's question
No Area of difficulties VE E D VD TS AS
6.1 Inviting questions from the audience 2 22 17 1 101 2.4 6.2 Responding appropriately to questions 1 7 28 6 123 2.93 6.3 Knowing how to clarify questions 0 10 26 6 122 2.9
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
A successful oral presenter must effectively engage the audience by appropriately answering their questions While many participants found inviting questions from the audience easy, responding accurately and clarifying questions proved to be more challenging Specifically, 26% of students rated handling difficult questions as very difficult, highlighting it as a significant obstacle This aspect was rated nearly as challenging as minimizing grammatical errors, underscoring its importance for effective presentation performance.
Table 9: Students' difficulties in Evaluation
No Area of difficulties VE E D VD TS AS
1 Knowing whether the audience is listening or not 1 19 21 1 106 2.52
2 Knowing how to check for understanding 0 11 30 1 116 2.76
4 Evaluating your fellow students’ presentations 0 18 22 2 110 2.62
1-1.5: Very Easy, 1.6-2.5: Easy, 2.6-3.5: Difficult, 3.6-4: Very Difficult
Students found "Learning from your presentations" the least difficult, with an average score of 2.28, highlighting its relative ease compared to other aspects of public speaking Tracking whether the audience is listening received slightly higher difficulty, with an average score of 2.52, indicating that maintaining audience engagement is a common challenge In comparison to Nguyen’s results, these findings suggest that students perceive certain presentation skills differently, emphasizing the importance of targeted training to improve overall presentation effectiveness.
The highest-rated presentation skill among peers is “Knowing how to check for understanding,” with an average score of 2.76, indicating its importance in effective communication While presenters can gauge whether their audience is listening through visual cues, many have yet to find effective methods to accurately assess audience comprehension Additionally, self-evaluation plays a role in improving presentation skills, with “Evaluating your own presentation” receiving a slightly higher score, highlighting the value of reflective practices in enhancing overall performance.
“Evaluating your fellow students’ presentations” (2.7 and 2.62)
2 What are the causes of their difficulties?
The second question is about the possible causes of their difficulties The results collected from the participants are as follows:
Table 10: Students' causes of difficulties
True Not true Not sure
1 My English proficiency is not high enough 27 64 5 12 10 24
2 I don’t have enough preparation for my oral presentations 8 20 21 50 13 30
3 I’m not experienced in making oral presentations 12 29 26 62 4 9
6 I lack feedback and assessment from the teacher(s) 10 24 25 60 7 16
7 I lack conductive facilities (institution’s equipment like projectors, blackboards, etc.) 7 17 23 57 11 26
8 I lack teachers’ provision of sample presentations and language for a presentation 9 21 24 57 9 22
9 I don’t have a good voice quality 21 50 10 24 11 26
10 I lack time for my oral presentations 12 29 19 45 11 26
Many students believed that their failure to present successfully was primarily due to their low English proficiency, lack of confidence, and voice quality, with 64% citing English proficiency as a major factor Approximately half of the students agreed that confidence and voice quality contributed to their presentation difficulties Only 20% felt unprepared for their presentations, and a low percentage of agreement was found regarding the influence of teachers and school facilities, indicating these were not major factors Some students mentioned inexperience with oral presentations (29%), lack of background knowledge (26%), and insufficient time (29%) as personal reasons for their challenges, highlighting areas for potential improvement.
Second-year students majoring in English Teacher Education at Danang University of Foreign Language Studies face common challenges in oral presentations, primarily related to accurate grammatical usage While many students understand proper sentence structures, anxiety during public speaking often causes them to misspeak, disrupting their speech flow Additionally, some students lack a solid foundation in English grammar, leading to mistakes during their presentations.
CONCLUSION, RECOMMENDATIONS AND LIMITATIONS 24
Second-year students majoring in English Teacher Education at Danang University of Foreign Language Studies face three main challenges in delivering oral presentations: grammatical mistakes, managing nervousness, and handling difficult audience questions These difficulties are primarily caused by their limited English proficiency, lack of confidence, and poor voice quality, as identified through comprehensive data analysis Addressing these issues can significantly enhance students’ presentation skills and overall language proficiency.
For the first and biggest problems students face in giving oral presentations, low level of
English proficience, they need to improve their knowledge of the target language, read more, listen more and practise more
Effective presenters, especially students, should develop strong speaking habits by adopting proven presentation strategies such as voice modulation and nerve control (Nguyen, 2010) Practicing oral delivery multiple times—ideally three—by speaking slowly and clearly in front of a mirror, with an audience, or using a video or tape recorder helps students evaluate and improve their performance (Dwyer, 2000).
To effectively overcome nervousness during presentations, students should focus on thorough preparation by using cue cards and practicing multiple times, as preparation is crucial for controlling anxiety (Nguyen, 2010) If they still feel uneasy, techniques such as deep breathing and smiling at the audience can help them relax Building confidence comes through consistent practice, which enhances presentation skills and reduces nervousness Teachers play a vital role by providing students with ample opportunities to practice, offering regular and constructive feedback, and encouraging them with praise and positive reinforcement to boost their self-confidence.
This study investigates the challenges faced by second-year English Teacher Education students at Danang University of Foreign Language Studies in delivering oral presentations in English It aims to identify the underlying causes of these difficulties to enhance students' speaking skills Conducted over a one-year period with a specific cohort of sophomores in 2021, the research provides valuable insights, despite certain limitations related to its duration and sample size.
This study focuses specifically on second-year students majoring in English Teacher Education within the Foreign Language Teacher Education faculty at Danang University of Foreign Language Studies Therefore, the findings may not be directly applicable to students from other majors or to learners of English in general.
(2) this study is limited to Danang University of Foreign Language Studies so its findings cannot be generalized to apply to all Vietnamese sophomores whose major is English Teacher Education
This study focuses solely on the challenges faced by students in learning and delivering oral presentations To gain a comprehensive understanding, future research should include questionnaires that explore both teachers' and students' perspectives on the difficulties encountered in teaching and learning oral presentations Such studies are essential for developing effective strategies to improve oral communication skills in educational settings.
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QUESTIONNAIRE This questionnaire aims to explore the difficulties second-year students of English
Teacher Education major at Danang University of Foreign Language Studies and their possible causes
Part 1: The difficulties students face in giving oral presentations:
No Area of Difficulties Very
1 Choosing the right topic for the presentation
2 Memorizing your speech word for word
1 Knowing how to highlight the development of the presentation, for example: I’ll developing three main parts: First, I’ll give you Second,
2 Knowing how to signpost the presentation, for example: I’ll begin by My next point is / Now, turning to
3 Knowing how to build arguments, for example: There are certain advantages for
1 Getting and maintaining audience’s attention
1.2 Keeping the speech flow/ Keep talking
1.3 Knowing how to begin (i.e stating the purpose, explaining to the audience who you are, introducing your partner(s))
1.4 Knowing how to end (i.e summarizing, signaling the end, closing)
1.5 Delivering the presentation with clear pronunciation (in terms of sound, words and sentence stress and intonation)
1.7 Using presentation aids, for example, overhead projectors, blackboard, illustrations
1.8 Asking the audience questions to involve them
1.10 Using examples to illustrate the points
2.1 Keeping eye contact with all members of the audience
3.1 Having almost no grammatical errors
3.2 Having appropriate usage of vocabulary and structures
4.1 Controlling the time for the presentation
5.2 Remembering what you want to say when standing in front of a group
6.1 Inviting questions from the audience
6.3 Knowing how to clarify questions
1 Knowing whether the audience is listening or not
2 Knowing how to check for understanding