RATIONALE
Effective public speaking is a vital skill in the modern world, and anyone can learn to give impactful speeches by delivering clear, relevant messages and connecting with their audience However, developing oral presentation skills can be challenging for students, especially due to fear and inadequate preparation, as Emden and Becker (2004) highlight that many learners feel nervous and vulnerable when speaking before large audiences This makes training students in presentation skills a significant task for educators, particularly in fields like tourism, where professionals such as tour guides must possess strong communication abilities Pond (1993) emphasizes that oral presentation skills are indispensable for tourism students, as they are essential for providing informative and engaging tours At Nghe An College of Culture and Arts, the focus is on equipping students with English language and oral presentation skills necessary for future business and cultural roles, emphasizing effective use of presentation language and visual aids In today's learner-centered education, understanding students' needs and ensuring course objectives align with their expectations are crucial for the successful development of presentation skills.
Many Tourism students struggle with using English effectively in oral presentations, often resulting in lower performance quality There is limited research on effective methods to teach oral presentation skills to these students at Nghe An College of Culture and Arts As an English teacher, the author recognizes the need to investigate the main challenges faced by Tourism students during academic presentations and to explore the strategies they use to overcome these difficulties.
Understanding students’ difficulties and challenges is essential for improving their learning outcomes, and this study aims to explore these aspects among tourism students The primary objective of this research is to investigate the challenges faced by tourism students in delivering oral presentations By identifying these challenges, teachers can better support student learning and enhance their presentation skills This exploratory study contributes valuable insights into the specific needs of tourism students in developing effective oral communication skills.
This study aims to provide teachers with valuable empirical insights to enhance students' oral presentation skills It also offers students effective criteria for successful academic oral presentations and introduces a variety of strategies to improve their delivery These findings will assist educators in developing targeted teaching methods and empower students to deliver their work confidently and effectively.
AIMS OF THE STUDY
The aims of the study are as follows:
To explore the challenges students self-report in learning oral presentation skills at Nghe An College of Culture and Arts
To find out strategies they use while preparing and giving presentations in English
To investigate pedagogical strategies that teachers use to help their students give more effective oral presentations in English.
RESEARCH QUESTIONS
The research is carried out with an attempt to find out the answers to the following research questions
1 What challenges do Tourism students self-report in giving oral presentations in English at Nghe An College of Culture and Arts ?
2 What strategies do they use while preparing and giving presentations in English?
3 What kind of support do teachers provide in order to help students give effective oral presentations in English?
SCOPE OF THE STUDY
This study focuses exclusively on oral presentation skills, highlighting their importance in teaching tourism students at Nghe An College of Culture and Arts While other communication skills are relevant, the primary emphasis is on developing effective oral presentation abilities for students in the tourism field The research aims to enhance the teaching and learning of presentation skills, which are crucial for students' future careers in tourism.
SIGNIFICANCE OF THE STUDY
This study aims to investigate the challenges students face in oral presentations at Nghe An College of Cultural and Arts, providing valuable insights for both students and teachers It will identify effective learning and teaching strategies to enhance oral presentation skills within the classroom setting Additionally, the research will offer practical recommendations for evaluating student performance in oral presentations The study also emphasizes methods to deliver successful public oral presentations, helping students improve their communication skills and confidence.
ORGANIZATION OF THE STUDY
The study consists of the following parts:
This part consists of the rationale, purpose, scope, significance, organization of the study
Oral communication is a vital skill that involves exchanging information through spoken words, serving as the foundation for effective oral presentations An oral presentation is a structured speech meant to inform, persuade, or entertain an audience, encompassing various types such as informative, persuasive, and demonstrative presentations The advantages of oral presentations include improved public speaking skills, increased confidence, and the ability to engage audiences effectively A well-structured oral presentation typically includes an introduction, clear main points, and a concise conclusion An effective presenter possesses qualities such as clarity, confidence, and strong organizational skills, which are essential for engaging audiences Common challenges faced by presenters include stage fright, maintaining audience interest, and managing time, but these can be overcome through proper training and practice Training programs for good presenters focus on enhancing communication skills, developing confidence, and mastering presentation techniques, thereby increasing overall effectiveness in delivering impactful speeches.
Chapter 3, “Research Methodology”, addresses the subjects, and presents the methods, and procedures used to implement the study
Chapter four: Findings and Discussion
The "Findings and Discussion" section reveals the realities of teaching and learning oral presentations in the classroom, highlighting the challenges faced by both students and teachers during speaking lessons It addresses common difficulties encountered in developing students’ oral presentation skills and provides insights into effective solutions for improvement The research data, gathered through a comprehensive survey, was analyzed using both quantitative and qualitative methods to ensure a thorough understanding of the issues and potential strategies for enhancing oral communication in educational settings.
In this part an overall conclusion is drawn out Conclusion reviews the main findings of the study ,implication and provides suggestions for further studies
OVERVIEW
This chapter explores key aspects of oral communication and presentation skills, including the various types of oral presentations and their essential structures It highlights the qualities that make an effective presenter, discusses common challenges faced during presentations, and outlines effective training methods to develop these skills To provide a comprehensive foundation, the chapter references prior research and expert opinions, such as those of Byrne, to contextualize the importance of mastering oral presentation techniques.
This article reviews key definitions and concepts related to oral communication and presentation skills, including types of oral presentations, their advantages, and the essential structure of effective presentations It also explores the qualities of successful presenters, common challenges faced during delivery, and training methods to develop strong presentation skills A brief summary of prior research on these topics provides a solid foundation for the study.
PRIOR RESEARCHES RELATED TO THE STUDY
Oral communication and presentation skills are extensively discussed in academic literature, with numerous authors exploring their significance and teaching methods Byrne (1986) in “Teaching Oral English” explains the fundamental nature of oral communication, highlighting its importance in language learning Cheung (2008) emphasizes practical techniques for teaching effective academic presentation skills to ESL/EFL students, providing valuable strategies for instructors Theobald (2013), through his book “Develop Your Presentation Skills,” offers comprehensive approaches to enhancing presentation abilities, covering essential concepts and solutions in the field of oral presentation.
Many researchers have highlighted issues related to oral presentation skills in their theses and academic journals For example, Haber (2001) focused on learning oral presentation skills in his thesis titled “Learning Oral Presentation Skills: A Rhetorical Analysis with Pedagogical and Professional Implications,” studying medical students to identify key challenges Additionally, Hoang Thi Mai Hoa (2011) examined factors affecting students' English oral presentation skills at Hanoi Tourism College, providing valuable insights into the elements influencing effective oral communication.
From the aforementioned studies, difficulties in oral presentations have been discussed
This article explores effective techniques for creating successful presentations, highlighting their importance for learners It emphasizes the need for a systematic understanding of the challenges students face in developing presentation skills The study specifically investigates the obstacles encountered by students at Nghe An College of Culture and Arts (NCCCA), as well as the strategies they employ to overcome these difficulties Additionally, the research examines how teachers support students throughout their learning process to enhance their presentation skills.
ORAL COMUNICATION
Oral communication is a means of expressing information or ideas through human language, involving both speaking and understanding skills Byrne (1986) defines it as a two-way process between a speaker and a listener, requiring a sender, a message, and an intended recipient Effective oral communication depends on the productive skill of speaking and the receptive skill of comprehension According to Ang (2009), the communication process involves essential elements that facilitate the exchange of ideas between interlocutors.
Speaker (sender) – transmitter of the verbal and non verbal messages
Message – this is the content which is organized and encoded in a language understood by speakers and transmitted verbally and non verbally through channels
Channel – medium used by speakers in encoding and decoding the messages
Receiver – decoder of the messages sent by speakers
Feedback – receiver’s response to the message send by speakers
Effective communication skills encompass a combination of verbal, interpersonal, and physical strategies essential for engaging confidently with diverse audiences Skilled communicators utilize various mediums such as visual, graphical, statistical, audio-visual, and technological tools to convey their messages clearly and persuasively Mastering these diverse communication methods enhances the ability to connect, inform, and influence effectively.
Oral communication is the process of using verbal and non-verbal messages to convey meanings across different contexts, cultures, channels, and media It involves essential skills such as speaking coherently and persuasively, understanding communication theories and processes, and interpreting verbal and non-verbal cues Effective oral communication also requires strong listening skills, audience analysis, and adherence to communication ethics to ensure clear and impactful interactions.
ORAL PRESENTATION
According to Pittenger, Miller, and Mott (2004), employers highly value communication skills and the ability to deliver formal presentations, prompting educators to focus their courses on developing these competencies "Guidelines for Oral Presentations" from Ohio Wesleyan University define oral presentations as concise discussions on focused topics aimed at informing or engaging an audience These presentations are akin to short papers, structured with an introduction, main body, and conclusion, and are essential skills that can be learned and frequently utilized in professional settings.
According to Baker (2000), oral presentation is akin to a formal conversation, emphasizing natural communication within a structured context While most people spend hours speaking daily, delivering a formal oral presentation can be challenging As a vital part of spoken language, its primary purpose is effective communication—either to inform or persuade audiences Oral presentations commonly occur in organizational settings with limited time, making careful structuring essential for success.
According to Mandal (2000, p.8), presentations are speeches typically delivered in business, technical, professional, or scientific environments, where the audience tends to be more specialized than those at regular speech events Unlike normal speech, oral presentations are a distinct form of communication that requires specific preparation and delivery, making them more formal and purpose-driven While all oral presentations are a type of speech, not all speeches qualify as oral presentations, which are characterized by their structured format and targeted audience.
TYPES OF ORAL PRESENTATIONS
Chivers and Shoolbred (2007) states that there are two types of their presentations: Informative Oral Presentation and Persuasive Oral Presentation
An informative oral presentation primarily aims to educate the audience by sharing new knowledge through an informative speech Its key goal is to communicate effectively and deliver ample information within a limited time In academic settings, speakers use this format to explain concepts, instruct, demonstrate processes, or describe events Additionally, speakers often select their own topics to ensure relevance and engagement.
A persuasive oral presentation aims to influence the audience's thoughts and provoke reactions or discussions on a chosen or assigned topic Effective speakers deliver clear, strong content while demonstrating confidence to engage the audience effectively Incorporating appropriate emotions when necessary enhances the persuasiveness of the presentation, making it more compelling and memorable.
ADVANTAGE OF ORAL PRESENTATIONS
Effective oral presentation skills are essential in education, social, and professional life, as guided and structured presentations benefit ESL/EFL learners in their academic and future careers (Meloni & Thompson, 1980) Students need ample practice in English to improve their communication abilities before graduation, and presenting helps develop their capacity to inform and engage audiences (Chivers & Shoolbred, 2007) Delivering oral presentations offers students opportunities to practice speaking formally, which enhances their proficiency and develops performance skills as they listen and learn from others (King, 2002) Mastering effective presentation skills enables students to communicate confidently, simplifying their English learning process and increasing overall effectiveness (Emden & Beker, 2004) Therefore, oral presentations are a vital component of foreign language teaching, particularly in university settings, fostering essential communication skills for academic and professional success.
STRUCTURE OF AN ORAL PRESENTATION
At UNSW CURRENT STUDENTS ( 2013), some useful tips are given for an effective oral presentation According to this, a presentation should have the three parts namely: Introduction, Body and Conclusion
An effective introduction serves as the core message a speaker delivers to engage the audience from the start A strong opening captures attention and sets the tone for the entire presentation It provides essential context, outlines the purpose and objectives, and highlights the key tasks of the document, ensuring the audience understands what to expect Crafting a compelling introduction is crucial for establishing clarity and maximizing audience engagement.
The body of a presentation is where the main points, supporting examples, and evidence are clearly structured using an organized approach, such as chronological order, thematic grouping, or order of importance To maintain clarity, it is essential to establish clear links between main points, explanations, and supporting examples Incorporating visual aids can effectively engage the audience and help illustrate key concepts, emphasizing critical information when necessary Additionally, verbal signposts should be used to guide the audience through different sections of the presentation, highlight key points, and ensure a cohesive and engaging delivery.
In the conclusion, the speaker will restate the main points discussed in the body of the talk, emphasizing that no new information is introduced It is important to demonstrate that all key topics outlined in the introduction have been thoroughly covered The presenter can signal the end of the presentation by using phrases like “In conclusion,” to clearly indicate the wrap-up to the audience.
QUALITIES OF AN EFFECTIVE PRESENTER
In researching the qualities of an effective presenter, researchers in the field has shared various opinions However, there are several similarities among them:
Skip Weisman(2015) a workplace communication expert suggests four fundamental characteristics of a great presenter:
A good presenter focuses on providing value to the audience by addressing them from their perspective rather than showcasing their expertise or knowledge Effective presentation involves sharing relevant examples or anecdotes that create a genuine connection with the audience Additionally, strong delivery skills are essential for engaging listeners and conveying messages confidently.
Effective delivery skills are essential in communication, as they enable speakers to connect with their audience and emphasize key messages A skilled speaker uses powerful body language, including maintaining eye contact and incorporating open gestures, to engage listeners and reinforce their points Mastering these techniques can significantly enhance the impact of any presentation or speech.
A successful presenter is essentially a compelling storyteller who transforms their presentation into an engaging narrative Instead of delivering a traditional lecture, great presenters connect their stories to key learning points that resonate with the audience By weaving stories into the presentation, they make complex concepts memorable and impactful, enhancing audience engagement and knowledge retention Effective storytelling within presentations is a vital skill that helps convey messages clearly and persuasively, making the content more relatable and valuable to listeners.
After the presenter delivers key statements, it’s important to give the audience a moment to absorb and process the information Pausing briefly allows the presenter to slow down and create a more engaging, impactful delivery Additionally, asking a reflective question can enhance audience engagement by making the discussion more relevant and relatable Incorporating these strategies can improve the overall effectiveness of your presentation.
Andrew (2006) lists five skills that he believes most frequently used by people rated by their colleagues as outstanding presenters:
Fine-tuning is a vital skill that involves refining content to make it perfectly suited for a specific audience A presenter must utilize her expertise and flexibility to adapt the style, pace, and focus of the presentation, ensuring that it aligns with her original objectives Mastering this skill enhances the effectiveness of communication and helps deliver a clear, targeted message.
Achieving desired outcomes begins with clear planning, as presenters should ask themselves, "What do I want the presentation to achieve?" and consider how the audience will respond if those objectives are met Focusing on these key questions helps ensure the presentation is goal-oriented and effective in engaging the audience By aligning presentation goals with audience expectations, presenters can deliver impactful messages that drive the intended results.
Chunking is a vital presentation skill, enabling presenters to structure information effectively Skilled speakers begin with a clear overview and gradually delve into the details, ensuring clarity and engagement They also continuously monitor audience reactions to gauge understanding and adjust their delivery accordingly Mastering chunking and audience awareness enhances communication effectiveness.
Effective speakers adopt multiple perspectives during their presentations, including their own viewpoint, the audience’s perspective, and a neutral observer stance Mastering this skill involves mentally switching between these positions to add a personal touch, assess their impact on the audience, and avoid conflicts by adopting a neutral stance According to the writer, being able to shift points of view is an “amazingly effective key” for handling diverse audiences and challenging situations, enhancing overall presentation skills.
Success assurance is a crucial trait among skilled presenters, often summarized by the phrase "what must be, will be." This confidence reflects a firm belief in the inevitability of their presentation’s success, regardless of unforeseen circumstances As the fifth key characteristic of effective speakers, this mindset enables presenters to remain composed and authoritative, boosting their credibility and positively influencing their audience Cultivating success assurance helps presenters navigate challenges with resilience, ensuring their message is delivered confidently and convincingly.
POSSIBLE CHALLENGES FACING PRESENTERS
Challenges can hinder students from delivering effective oral presentations To succeed, presenters must develop both strong public speaking skills and strategies to overcome obstacles Overcoming these challenges is essential for enhancing presentation quality and boosting confidence in front of an audience.
Phil Wade (2015) in his workbook provides some hacks of difficulties hindering presenters from having good presentation
Feeling nervous before and during a presentation is common among presenters, often causing issues like speaking quietly, getting stuck, making mistakes, avoiding eye contact, or switching to one's native language To overcome this, presenters should identify the specific causes of their nerves, create a list, and brainstorm strategies to address them Additionally, drawing a confidence-stress chart, with confidence levels on the vertical axis and time on the horizontal, allows presenters to monitor their stress and identify moments of heightened anxiety, helping them develop solutions for future presentations Focusing on positives is also crucial; after each presentation, reflect by noting what went well and areas for improvement Seeking detailed feedback from classmates, friends, and teachers can further enhance self-improvement, enabling presenters to continually refine their skills.
Effective presenters skillfully keep their presentations engaging to capture audiences who are easily bored To enhance your presentation skills, it is recommended to practice conversations with friends outside the classroom, which helps build confidence and improve communication Engaging and well-prepared presentations are essential for maintaining audience interest and ensuring your message is effectively conveyed.
Eye contact is essential for effective presentations, as it helps engage the audience and convey confidence A good presenter should naturally make eye contact with everyone in the audience, avoiding fixating on a single person or looking in random directions Maintaining proper eye contact throughout the presentation enhances connection and ensures your message is communicated clearly.
Effective hand gestures can enhance your presentation and better engage your audience when used appropriately However, overusing hand movements or appearing too aggressive with your gestures may distract or offend your listeners It's also important to avoid keeping hands in your pockets, as it can seem unprofessional or disengaged To communicate confidently and effectively, incorporate natural hand movements that complement your message while maintaining a balanced and composed demeanor.
A flat speech can lead to listener boredom and a lack of engagement When a presenter fails to emphasize key points, the presentation may sound dull and uninteresting, making it difficult for the audience to grasp the main ideas Consequently, listeners might become distracted, daydream, or engage in private activities during the talk To ensure effective communication, it is essential to use vocal variety and stress important content to keep the audience attentive and understanding clear.
Pause trouble often arises when presenters feel uncomfortable with silence, despite pauses being essential for both audience understanding and presenter reflection Effective pausing allows the audience to process information thoroughly, enhancing comprehension and engagement However, many presenters fear silence, believing it indicates a lapse or loss of control, leading them to rush through content to avoid uncomfortable pauses Overcoming pause trouble is crucial for delivering clear, confident presentations and ensuring your message resonates with your audience.
Effective presentation language involves mastering key phrases that enhance your message, but it's essential to practice and deliver them naturally Avoid sounding robotic by over-repeating these phrases; instead, aim for a flexible delivery that engages your audience Using key phrases confidently and fluidly helps convey your message clearly while maintaining listener interest.
Note card trouble can occur when presenters lack confidence and resort to reading from printed notes or on-screen prompts To enhance delivery, it is recommended to jot down key words, quotes, and statistics on digital devices like phones and tablets, allowing for quick reference and a more natural presentation Using concise, well-organized notes helps speakers maintain eye contact and engage their audience effectively.
Starting a presentation by immediately displaying the first slide is not advisable, as the slide content is not the core of your message Effective presentations rely on your spoken words and delivery, with slides serving as supportive tools Overloading slides with too much information can lead the audience to simply read the content, which diminishes engagement and understanding To ensure clarity and impact, keep slide content concise and focus on compelling delivery.
Are you unsure whether you are a good or bad presenter? Recognizing your weaknesses is the first step toward improvement; honest self-assessment is essential Bad presenters often fail to acknowledge their flaws because they either don’t know or don’t care, which hampers their growth Conversely, effective presenters are those who continuously seek to improve their skills and overcome challenges Embracing feedback and actively working on areas of weakness can transform your presentation abilities and boost your confidence.
Morgan and Whiter (2006) identify common issues with student oral presentations, such as being boring, overly complicated, hard to follow, and overwhelming in content for the allotted time They highlight that presenters often neglect the audience's varying knowledge levels, fail to maintain eye contact, speak too quickly or softly, and appear bored with their material The authors caution that simply being clear and enthusiastic does not guarantee presentation success They suggest that utilizing effective methods, like incorporating humor and engaging techniques, can enhance performance, especially for nonnative English speakers who may have certain advantages Ultimately, they conclude that delivering an effective presentation relies more on methodology than innate talent.
To become a master in presentations, presenters must focus on developing effective techniques while leveraging their unique personal characteristics Mastering presentation skills requires dedicated effort to employ proven strategies that engage audiences and enhance communication Combining practical techniques with authentic personal qualities can significantly improve overall presentation performance and impact.
HOW ARE GOOD PRESENTERS TRAINED?
To become effective presenters, proper training is essential According to Chivers and Shoolbored (2007), various presentation formats can help develop essential presentation skills, including delivering a viva to showcase research overviews, participating in seminar presentations, conducting group presentations on assigned topics, demonstrating skills with equipment, providing non-assessed updates on research progress, and giving individual presentations for job interviews These diverse presentation opportunities enhance communication skills and prepare individuals for professional and academic success.
Wallwork (2010) highlights that students may be required to deliver seminar presentations individually or in pairs, providing valuable opportunities to develop their communication skills These presentations help students enhance their ability to establish rapport with the audience through effective voice modulation and body language Additionally, students are evaluated on their presentation skills by peers and teachers based on clear, measurable criteria, promoting continuous improvement in public speaking and presentation effectiveness.
Understanding students’ perspectives on the most effective aspects of oral presentations is essential for developing meaningful peer assessment criteria Teachers should identify what students deem important in presentations to create tailored evaluation criteria that guide learners effectively Providing clear assessment criteria in advance helps students prepare thoroughly, recognizing their strengths and areas for improvement Incorporating peer and instructor evaluations encourages students to take greater responsibility for their learning and enhances the credibility of peer assessment activities Overall, involving students in defining assessment criteria promotes more meaningful feedback and supports their overall presentation skills development.
OVERVIEW
This study investigates the current state of teaching oral presentation skills at NACCA, based on theories from the Theoretical Background A survey was conducted with both tourism students and teachers to assess the realities of classroom instruction, identify challenges faced in teaching and learning oral presentations, and explore solutions for improvement Questionnaires were designed for both teachers and students as primary data collection tools, complemented by classroom observations to gather additional insights This chapter provides a comprehensive overview of the research process, including the setting, participants, instruments, and procedures used in the study.
RESEARCH SETTING
Nghe An College of Culture and Arts is dedicated to training students in culture and arts, making it a preferred choice for those passionate about these fields Despite having modern technology and facilities, the college faces challenges in teaching and learning In this environment, English is considered a vital subject as it enhances students’ skills and broadens their knowledge Additionally, English language proficiency is essential for students’ future careers after graduation Consequently, English teachers at NACCA are actively seeking effective teaching strategies to improve English education for their students.
At NACCA, tourism students receive five semesters of English instruction tailored to their academic and professional needs In the first three semesters, students focus on general English, using the “Lifeline Pre-Intermediate” textbook to develop all four language skills through diverse speaking activities that include controlled, free, personalized, and impersonal exercises During these initial semesters, students build a solid foundation in English language fundamentals In the fourth and fifth semesters, the emphasis shifts to professional English skills necessary for tour guiding and hospitality roles Students study “English for Hotel Operations” in the fourth semester and “English for Tourism” in the fifth semester, both specially designed by NACCA’s English faculty Additionally, the course on oral presentations covers five units themed around Vietnam’s culture, land spots, and Nghe An province, enabling students to effectively communicate in tourism contexts with engaging and relevant content.
Tourism of Historical cultural vestige ( including community hall in Viet Nam, Van
Mieu - Quoc Tu Giam, Hoi An ancient town, Kim lien historical complex, Nguyen Du memorial site, uncle Ho statue and Ho Chi Minh square)
The beauty of nature vestiges( including Perfume pagoda, Ha Long bay, Pu Mat national park, Cua Lo beach)
Trade village ( including Dong Ho painting village, Bat Trang pottery village, Nam Dan soybean sauce, Thai brocade)
Tourism through festivals in Vietnam(including Cuong pagoda festival; Con Pagoda Festival; Hung Temple Festival; Lim festival )
Vietnamese customs and superstitions play a significant role in daily life, including greetings and traditional beliefs During New Year celebrations, these customs are observed with special rituals and festivities that reflect Vietnamese culture Teaching English for tourism aims to develop students’ presentation skills, enabling them to deliver fluent and successful oral presentations as future tour guides In the fifth semester, great emphasis is placed on enhancing oral presentation abilities to prepare students for their careers in the tourism industry.
PARTICIPANTS
The participants of this research consist of two groups: language teachers and Tourism students The first group includes 4 teachers, aged from 28 to 40, coming from Nghe
The College of Culture and Arts boasts a dedicated faculty with teaching experience ranging from 3 to 15 years, ensuring a diverse and seasoned team of educators Among the staff, three teachers hold Master's degrees, while one is currently completing an M.A program, highlighting their commitment to academic advancement However, despite their extensive experience, none of the faculty members have participated in English language training courses conducted in English-speaking countries, indicating an area for potential professional development.
Table 3.1: Distribution of Teachers Participants
A total of 90 Tourism students, both male and female, were randomly selected from three classes at Nghe An College of Culture and Arts The majority of these students are from the Tourism department and are in their final year of studies The demographic distribution of the participants is outlined as follows.
Table 3.2: Distribution of Student Participants
Teachers and students are the subjects of the study Their responses about teaching and learning context at their own environment are used as data for analysis of the research.
INSTRUMENTS
Questionnaire Survey
A comprehensive survey involving 90 students at Nghe An College of Culture and Arts was conducted to gather insights into their challenges with oral presentations and the strategies they employ to overcome these difficulties Additionally, feedback was collected from four English teachers to understand students' specific struggles during presentations, evaluate current teaching methods for oral presentation skills among tourism students, and identify effective solutions for enhancing oral communication competencies at the college.
Class observation
Class observation was conducted to gather detailed insights into students' current oral skills and the factors influencing their development The researcher acted as a non-participant observer, carefully documenting classroom procedures and student interactions These observational notes were subsequently analyzed to identify key patterns and issues Finally, the findings from the observation were compared with questionnaire results to provide a comprehensive understanding of students' oral proficiency.
DATA COLLECTION
The initial draft of the questionnaire was developed based on multiple sources and real-world context, then reviewed and revised after feedback from a supervisor to ensure clarity and accuracy The final version was administered to 90 tourism students, who were given a three-day period to thoughtfully complete and return the questionnaire Prior to distribution, the researcher explained the study’s purpose, significance, and relevance, addressed students' questions, and emphasized their important role in the research process.
After analyzing the collected data, the researcher observed student presentations across three lessons in three different classes, documenting common challenges faced by students and gathering feedback from teachers and peers This classroom observation validated survey results, confirming the accuracy of students' opinions and providing a solid foundation for the study's overall findings.
DATA ANALYSIS
The study began with questionnaires administered to teachers and students to gather initial data Quantitative and descriptive methods were employed to analyze the responses, focusing on frequencies, which were measured, calculated, and evaluated Additionally, data from class observations were collected, classified, and analyzed The results from these various data sources were then combined to provide comprehensive evidence for discussion and insights.
RESEARCH PROCEDURES
To sum up, the following steps will be used to reach the aims of the research:
Collecting data through questionnaires, and observation Clarifying the data into intended groups
Doing statistic calculation Describing the collected data presented in tables and figures Generalizing and giving comments and evaluations.
OVERVIEW
This chapter analyzes the responses from teachers and students’ questionnaires to explore the challenges faced by tourism students in English oral presentations at Nghe An College of Culture and Arts It discusses how students prepare and deliver presentations in English, highlighting key strategies they employ The findings reveal the specific support teachers need to provide to help students improve their oral presentation skills, enabling more effective communication in English.
FINDINGS
Students’ Questionnaire
4.2.1.1 Students’ Opinions towards Oral Presentation Skills
Oral presentation skills are increasingly recognized as a vital component of language teaching and learning A survey was conducted to explore students' opinions on the importance of developing these skills The results highlighted that students consider effective oral presentation abilities essential for their academic success and future communication Emphasizing the significance of oral presentation skills can enhance language proficiency and boost students' confidence in public speaking.
Figure 4.1: Students’ Opinion towards Oral Presentation Skills
A significant majority of students (68.9%) recognize the importance of oral presentation skills, highlighting their value in communication and academic success Additionally, 26.7% of students believe these skills are important to them personally, emphasizing their relevance for individual development Only 4.4% of students consider oral presentation skills to be unimportant, possibly prioritizing other skills they find more essential Fortunately, no students completely dismiss the significance of these skills, indicating a general awareness of their importance.
The next question was aimed to investigate what students' purposes for taking this course at their collage were Ten options were listed and students gave a score of 1 to 5
The article presents a summary of survey results, where participants rated their agreement with various purposes on a scale from 1 (not at all) to 5 (completely) The average scores for each purpose are displayed in the accompanying table, providing a clear overview of the overall sentiment and levels of agreement among respondents This data offers valuable insights into the perceived importance and relevance of each purpose, highlighting areas of strong consensus and potential opportunities for further engagement.
Purposes of oral presentation 1 2 3 4 5 Means
3 to talk better in front of people 2 8 16 50 14 3.73
4 to get useful job skills 4 18 22 20 26 3.51
5.to speak English more confidently 8 10 12 50 10 3.49
6 to dominate my fear when standing in front of crowd 3 10 40 20 17 3.42
8 to improve my organizing skills 7 16 20 30 17 3.38
9 to improve my group work 6 12 28 34 10 3.33
10 to learn how to debate 9 26 26 14 15 3.0
- to enjoy the feeling standing in front of crowd
- to show my personality and point of view to other people
Table 4.1 Students' Opinion about Purposes of Oral Presentation ( N= 90)
The survey revealed that all options for oral presentation purposes received some level of support, with none being entirely rejected The top five responses primarily focus on developing oral communication skills essential for learning and future careers, such as improving English proficiency, boosting confidence, and encouraging more practice speaking English Traditional presentation skills like mastering presentation language, enhancing organization, debating, and teamwork ranked lower, appearing in the bottom half of the results Additionally, three students expressed desires to challenge themselves, enjoy the experience of speaking in front of an audience, and showcase their personality and viewpoints through oral presentations.
4.2.1.2 Students’ Emotion and Evaluation towards Their Oral Presentation Skills
The survey then tried to discover students' own evaluation of their oral presentation skills Figure 4.2 showed us the percentage of responses from students
Figure 4.2: Students’ Evaluation To Their Oral Presentation Skills
Many students tend to underestimate their oral presentation skills, with 42.2% rating themselves as poor performers Notably, 16.7% of students reported having very negative experiences in this area, indicating a lack of confidence Meanwhile, 22.2% view their skills as medium, demonstrating modest self-assessment Only a small fraction, 18.9%, confidently consider themselves good or very good at oral presentations These findings highlight a general underestimation of students' abilities and suggest the need for targeted support to boost confidence and skill development.
The fourth question addressed students' emotions when delivering an English speech in front of a class or audience The response options fell into two attitude categories: positive and negative reactions As shown in Figure 4.3, the findings highlight students' varied emotional responses to public speaking situations.
Figure 4.3: Students’ Emotion When Performing Oral Presentation
The majority of students expressed negative emotions when standing and performing in front of an audience, with 36.7% (33 students) admitting to feeling fearful and stressed Additionally, 27.8% (25 students) experienced embarrassment and discomfort during speech presentations In contrast, a smaller percentage of students, 18.9% and 16.6%, reported feeling comfortable with this task These findings indicate that many students struggle with presenting speeches, highlighting common difficulties in public speaking.
This article explores the process of preparing and delivering oral presentations by students at Nghe An College of Culture and Arts, including their self-assessment of personal efforts The findings, summarized in Table 4.2, reveal that students evaluate their abilities based on criteria such as organization and content (45%), presence (15%), and delivery and grammar (40%).
4 Adequate Support for Ideas (Weighted 2x)
9 Physical Appearance, Neatness and Grooming
12 Enthusiasm and Vocal Variation (freedom from monotone)
14 Preparation and Knowledge of Materials
15 Vocabulary and Use of Appropriate Words
16 Freedom of Distracting “Uh” & “ Like”
Table 4.2 Students' Evaluation on Their Oral Presentation Skills ( N )
The study revealed that students performed best in the Presence part when factors such as numbers 9 and 11 were rated above average (3.01) and excellent (4.07) However, posture, gestures, and movement were identified as areas needing improvement, with a poor rating of 2.51 In the Organization and Content section, five key factors—including Appropriate Introduction, Clear Thesis, and Presentation Organization—significantly contributed to overall effectiveness, highlighting the importance of well-structured presentations for student success. -Boost your presentation skills by mastering posture and organization—discover expert tips now! [Learn more](https://pollinations.ai/redirect/2699274)
The assessment revealed that "Definite Conclusion" and "visual aids" were rated at an average level, indicating room for improvement in these areas Conversely, factors such as "Adequate Support for Ideas," "Knowledge of Topic," and "Use of Allotted Time" were rated poorly, highlighting significant weaknesses in presentation coherence and time management Notably, "Delivery and Grammar" appeared to be the least emphasized aspect, despite being linked to critical factors like "Preparation and Knowledge of Materials," suggesting that these areas require further attention for overall presentation effectiveness.
Freedom of Distracting “Uh” & “ Like” and Grammar) at average level (3.47, 3.3,
5.58), three other factors (Enthusiasm and Vocal Variation, , Vocabulary and Use of
Appropriate Words, Effectiveness of delivery method and Pronunciation,, Audibility and Clarity) were ranked at the bottom of this part
The analysis revealed that students continue to rate their oral presentation skills at a low level, highlighting ongoing challenges in this area To understand the underlying causes, a questionnaire was examined to identify students' difficulties with oral presentations and the strategies they employ to overcome these obstacles This insight is essential for developing targeted interventions to improve students’ public speaking abilities and boost their confidence in oral communication.
4.2.1.3 Students’ Responses to Their Difficulties in Oral Presentations
Some aspects were insightful studied in order to get overall conclusion about students' difficulties in learning oral presentation skills
Figure 4.4: Students’ Response about Topics in Learning Course
Based on Figure 4.4, students’ opinions on course topics reveal significant insights; notably, 74.4% of students felt there was a lack of variety in the topics, impacting their learning experience Despite this, 61.1% considered the existing topics suitable for their learning environment However, nearly half of the students (41.1%) expressed boredom with the course topics, and 24.4% still found them difficult, indicating potential areas for curriculum improvement Only a small portion (8.9%) believed the topics were unsuitable for students Conversely, approximately 28.9% and 27.8% of students appreciated the topics for being easy and interesting, respectively, reflecting varied perceptions of the course content.
To better understand the challenges students encounter during oral presentations, key difficulties were identified and categorized into three main types: personal traits factors, oral presentation skills factors, and audience and instructor factors.
Students' Problems No of students
1 Anxiety because of lack of confidence 63 70%
2 Anxiety because of Lack of specialized knowledge of Tourism
3 Anxiety because of low English- speaking ability 68 75.6%
4 Nervousness before performance even if having well beforehand
5 Poor competence in using technology in oral presentations
7 lack of time management skill in oral presentation 20 22.2%
8 Poor oral fluency and pronunciation during oral presentation
9 Difficulty in attracting listeners' attention 69 76,7%
10 Nervousness about listeners' reactions in oral presentations
11 Nervousness about the instructor's interruption with questions or criticism
12 Lack of feedback and assessments from instructor 59 65.6%
Table 4.3 Problems Facing Students In Oral Presentations (N = 90)
Students face multiple challenges in oral presentations, with emotional factors playing a significant role; 75.6% of students felt worried about their English speaking ability, primarily due to poor vocabulary, grammar, and pronunciation despite years of learning This lack of proficiency has led 70% of students to lose confidence in their presentation skills Stress and nervousness are prevalent, with 63.3% experiencing high levels of anxiety before their performances Additionally, 34.4% struggle with background knowledge in Tourism, feeling inadequately prepared in that field Regarding presentation skills, 80% of students report difficulties with oral fluency and pronunciation, while 68.9% find body language movements challenging Conversely, few students recognize a lack of skills in time management (22.2%) or technology usage (11.1%) as significant obstacles, highlighting areas needing targeted support.
Participants faced several challenges related to audience and instructor factors A significant 76.7% of students struggled to capture and maintain their audience's attention during presentations Many students (66.7%) reported feeling influenced by audience reactions, which impacted their confidence and delivery Additionally, 65.6% expressed dissatisfaction with the feedback received from instructors, indicating that insufficient post-presentation advice hindered their ability to identify mistakes and improve their skills Furthermore, 24.4% of participants experienced anxiety when interrupted or criticized by their teachers, affecting their overall performance.
Teachers’ questionnaire
4.2.2.1 Teachers’ Opinions About The Importance Of Oral Presentation Skills To Their Students
All teachers demonstrated a positive attitude toward the importance of oral presentation skills for their students This highlights the recognized value of developing effective oral communication abilities in educational settings, emphasizing its significance for student success.
Figure 4.5: Teachers’ Responses About The Importance Of Oral Presentation
According to a recent survey, 75% of teachers believe that English oral presentation skills are essential for students aiming to become successful tourist guides While 25% of teachers rate these skills as important, none of them consider them unimportant or very unimportant Teachers emphasize that developing strong oral communication is crucial in the process of communicative language development for students pursuing careers in tourism.
Teacher feedback highlights that the primary purposes of oral presentations favored by educators include improving students' English language skills, enhancing public speaking confidence, and strengthening group work abilities, aligning with future job requirements The way teachers prioritize these aims influences the teaching strategies they adopt to develop students' presentation skills Additionally, grading students, improving organizational skills, and teaching debating were ranked lower, indicating these are less emphasized objectives in oral presentation instruction.
Purposes of oral presentation 1 2 3 4 5 Means
1 to give them useful job skills 0 0 0 0 4 5.0
3 to make them better in front of people 0 0 1 1 2 4.25
5.to improve their group work skills 0 0 1 1 2 4.25
7 to teach them presentation language 0 0 2 2 0 3.5
9 to improve their organizing skills 1 1 2 0 2.25
10 to teach them how to debate 1 2 1 0 0 2.0
Table 4.6 Teachers' Responses To The Aims Of Oral Presentations (N =
Teachers' priorities in oral presentations often do not align with students' preferences, highlighting the need for educators to listen to their students' desires and wishes By understanding students' perspectives, teachers can better adjust their methods to enhance engagement and effectiveness in oral communication This student-centered approach fosters a more collaborative learning environment and improves overall presentation outcomes.
4.2.2.2 Teachers’ Evaluation of Their Students' Ability And Attitude In Oral Presentations
The study explored how teachers assess their students' oral presentation skills, involving only four English teachers at Nghe An College of Culture and Arts, which limits the scope due to the small class sizes According to their responses, none of the teachers rated their students as at a very good level, with 50% considering students to be at a poor level Additionally, 25% of teachers rated their students at medium and good proficiency levels, indicating a generally cautious or stricter evaluation approach.
Figure 4.6: Teachers’ Response Evaluation To Their Students' Oral
The survey reveals that both teachers and students underestimated students' oral presentation skills, highlighting concerns about the overall quality of students at the college This reflects a broader issue regarding students' confidence and competency in public speaking Additionally, the study considers perspectives from both educators and students, providing a comprehensive understanding of the current situation.
Most teachers (75%) reported that students are excited to express their ideas during oral presentations, indicating a positive attitude However, students often exhibit poor concentration on their peers’ presentations, which is important for peer learning, although students are largely unaware of this need Half of the teachers (50%) observe their students as appearing dynamic and confident when presenting, while 25% note that some students feel shy or stressed when speaking in front of an audience Importantly, none of the teachers reported students being passive, silent, or uncooperative during presentations, reflecting generally active participation.
Figure 4.7: Teachers’ Responses To Their Students' Attitude At Oral
In short, teachers had quite good estimation to students' attitude while learning However, the findings also showed some weak points in their learning process
4.2.2.3 Teachers’ Views To Their Students' Difficulties In Oral Presentations of 1 to 4 (1= the most important, to 4= least important) Summary of the results with average score of each criteria is shown in the table below
Knowing well the topic of the presentation
Professional use of visual aids 0 1 3 0 2.75
Table 4.7 Teachers' Views To The Important Criteria In Accessing Students'
According to Table 4.7, teachers unanimously prioritize the well organization of ideas as the most important criterion in evaluating student presentations They also value students’ thorough knowledge of the topic and clarity of voice, ranking these as the second most important factors The teachers appreciate good presentation style, which is considered third in importance, along with self-confidence and responsiveness to the audience Conversely, fluency and professional use of visual aids are viewed as less critical, ranking lower on the evaluation list.
Effective student assessment relies on clear communication of evaluation criteria Teachers should provide transparent guidelines so students understand how their skills are measured and can improve their performance When students are aware of the criteria, they are better positioned to meet expectations and deliver improved presentations Clarity in assessment standards enhances student progress and aligns teacher evaluations with student understanding.
As to question 6 which asked about the instructors' opinions of the main difficulties
Low level of English speaking skills 2 50%
Lack of specialized knowledge of tourism 0 0%
Bad lay-out and presentation structure in the preparation stage
Lack of opportunities to practice after the class time 1 25%
Lack of time management skill in oral presentations 2 50% Poor oral fluency and pronunciation during oral presentation
Difficult topics in the course book “English for Tourism” 0 0%
Poor competence in using technology 1 25%
Lack of feedback and assessment from the teacher(s) 0 0%
Table 4.8 Teachers' Views To The Difficulties Facing Their Students ( N =
Teachers unanimously observed that their students struggle with poor oral fluency and pronunciation during presentations, indicating a significant challenge in spoken communication skills Half of the teachers also noted that students lack confidence when delivering oral presentations, which impacts their overall performance The main obstacles identified include low speaking proficiency, weak presentation structure, poor body language, and inadequate time management skills Additionally, 25% of teachers highlighted issues such as limited practice opportunities outside school and insufficient familiarity with technology tools Importantly, no teachers reported that students lack specialized tourism knowledge or that ineffective feedback and assessment hinder their oral presentation development.
Teachers' perspectives on students' learning difficulties often align with students' own experiences, although there are some discrepancies Understanding students' challenges is essential for educators to develop effective teaching strategies By recognizing these difficulties, teachers can implement targeted solutions that enhance the learning process and support student success.
The next question for teachers mentioned about what factors may effect to their students' performance in oral presentations from their point of view
Figure 4.8: Teachers’ Responses To The Factors Effecting Their Students
According to Figure 4.8, 75% of teachers identified oral presentation skills as a key factor hindering students' performance, highlighting common challenges in developing effective presentation abilities Additionally, 50% of teachers believe that personal traits, such as confidence and personality, can impact students’ success in delivering quality presentations The audience was also recognized as a potential influence on performance, suggesting its role in affecting presentation quality Notably, no teachers considered themselves as contributing factors to students’ difficulties, emphasizing their perception that external elements primarily influence presentation outcomes.
In short, all of these factors somehow have an influence on students' performance However, in order to solve the problem, both students and teachers need to cooperate to overcome
4.2.2.4 Teachers’ Responses About Their Supports To Students In Oral
Students face numerous challenges in their learning process, but effective guidance from teachers can significantly motivate and support them Teachers play a crucial role in providing useful strategies to help students succeed, especially during oral presentations Understanding the specific methods teachers employ to motivate students can enhance their confidence and performance in public speaking Highlighting these teaching approaches is essential for improving student engagement and academic achievement in oral communication skills.
Figure 4.9: Teachers’ Motivation To Their Students
The survey revealed that all teachers (100%) regularly encouraged students to express their ideas and provided helpful feedback after presentations, fostering student confidence and improvement Additionally, 75% of teachers strived to create an engaging learning atmosphere that motivates students to speak and were patient in correcting their speaking errors Half of the teachers (50%) agreed that students could seek assistance from them at any time, ensuring ongoing support However, only 25% of teachers offered tailored help to weaker students by assigning them easier tasks, indicating room for improvement in supporting diverse learner needs.
48 last question was raised to seek the answer in comparison with the students'
Teacher's Support Never Rarely Sometimes Teachers' support Often Very Often
1 Organizing oral presentations in pairs or groups
2 Holding seminars about oral presentation skills
3 Demonstrating the skills of using equipments
4 Providing criteria or guidelines for a good presentations
5 Requiring peer assessment after presentations
6 Giving feedback to students' presentations 0 0 0 0 0 0 1 25 3 75
8 Giving students useful advice while they prepare for presentation
10 Helping students to conquer the fear of making grammatical or pronunciation errors
11 Helping students to learn from their friends' and their mistakes from previous presentations
Table 4.9 The Frequency Of Teachers' Supports To Their Students
Classroom observation
During this study, the researcher observed three different tourism classes, noting that students spoke about travel in various ways but often did not raise their voices, presenting in a uniform manner with rapid speech and incorrect pronunciation Many students struggled with proper tense usage and time management, and some appeared mechanical, having memorized information rather than understanding it Approximately 30% of students demonstrated confidence during their presentations Teachers provided feedback after performances but did not address all lesson aspects; only one out of three corrected students’ mistakes during presentations Most teachers simplified unfamiliar words and ideas, while two teachers consistently added new information related to the presented topics, enhancing the learning experience.
However, no teacher provided checklist, guideline as well as criteria sheet form for students.
DISCUSSION
Based on the research questions and classroom observations, this study analyzes the challenges students encountered, the strategies they employed to overcome these difficulties, and the support provided by teachers These insights aim to address the research objectives and provide a comprehensive understanding of student performance and instructional effectiveness.
First and foremost, students' and teachers' opinions toward oral presentation skills would be discussed in details
Research indicates that both teachers and students hold positive attitudes towards oral presentation skills, recognizing their importance for Tourism students Students believe that mastering these skills is crucial for future employment success, making oral presentation proficiency a key factor in career advancement Additionally, tour guides proficient in foreign languages tend to receive higher pay, highlighting the value of effective communication skills Awareness of the significance of oral presentation abilities can enhance motivation to learn and improve overall performance in this area.
The questionnaire findings revealed a disconnect between students and teachers regarding the purpose of oral presentations Students see presentation classes primarily as an opportunity to enhance their English skills, viewing them as a means for personal and professional development In contrast, teachers prioritize preparing students for their future careers through presentations While teachers emphasize career readiness and improving English proficiency, students focus on developing their oral communication skills for everyday life and future job success These differing perspectives suggest that teachers should consider students' preferences and tailor their teaching methods accordingly to better meet learners’ needs and boost engagement.
This study highlights that despite recognizing the importance of oral presentation skills, many students underestimate their abilities due to feelings of fear, stress, embarrassment, or discomfort, with 64.5% admitting to negative emotions when presenting in English While confident students find oral presentations manageable, less experienced students often struggle with effective speaking, possibly due to emotional pressure or a lack of understanding of presentation fundamentals like structure, timing, and delivery Interestingly, teachers reported that many students responded positively, appearing excited, dynamic, and confident during presentations; however, they also observed shyness and stress in some students, underscoring that fear of public speaking is common but can be mitigated through careful preparation Both students and teachers agreed that limited experience in presentation tasks contributed to students' difficulties, prompting further investigation into how students evaluate their own oral presentation skills.
To conduct a comprehensive evaluation, a three-part table covering Organization and Content, Presence, and Delivery and Grammar was provided to students for their feedback Students rated their abilities using three levels—poor, average, and excellent—and assigned scores from 1 to 5 for each category to ensure precise assessment The findings revealed that many students excelled particularly in the Presence category, likely because they are pursuing their dreams of studying at a college of culture and arts These students tend to possess natural artistic qualities, which help them recognize the importance of presence when speaking in front of an audience, demonstrating their strong engagement and confidence in public performances.
Some students reported a lack of adequate support for their ideas, which is a critical aspect of effective presentations The main idea serves as the core message that the presenter aims to communicate, acting as the heart of the presentation To be impactful, the main idea must be reinforced with supporting details such as memorable examples, relevant figures, and clear explanations Without sufficient support, even a strong main idea can fail to resonate with the audience, highlighting the importance of providing adequate backing to ensure clarity and emotional connection in presentations.
Thorough knowledge of the topic is crucial for effective presentation, as presenters should dedicate time to researching and gathering extensive information to become experts in their subject Mastery of their content boosts their self-confidence and ensures their credibility Additionally, deep understanding allows presenters to craft compelling introductions, clearly highlight main points, and deliver impactful conclusions, ultimately enhancing the quality of their speech (Ohio Wesleyan University, 1999).
Students rated their time management skills as poor, indicating they struggled to effectively distribute their allotted time during tasks This suggests that students often focused more on completing the tasks rather than managing their time efficiently The findings highlight the importance of careful planning and practice for speakers to enhance their presentation skills Preparing and rehearsing speeches in advance can improve time control and overall performance during presentations.
Vocal variation is a common weakness among students in the Delivery and Grammar section, with a mean score of 2.16, highlighting the importance of voice modulation in effective presentation skills The presenter’s voice plays a crucial role as the primary tool to attract and engage the audience Since audiences are not always receptive or in the right mood, speakers must use appropriate volume to ensure they are clearly heard, supporting Berf Esewein’s emphasis on the significance of vocal control for impactful communication.
Vocal variation, or monotony, is considered the most common flaw among public speakers A monotonous speaker fails to distinguish one thought or phrase from another, resulting in all expressions sounding the same This lack of vocal variation can lead to audience boredom and disengagement, undermining the effectiveness of any speech.
The survey results in Table 4.2 indicate that students struggle with effectively delivering presentations A well-documented, well-planned, and structured presentation can still be ineffective if the delivery is poor To ensure successful presentation delivery, presenters must focus on four key factors: timing, maintaining audience attention, employing a personal approach, and thorough preparation and rehearsal.
Effective vocabulary and appropriate word choices are essential for engaging presentations Students’ use of vocabulary often reflects their background, education level, and profession To enhance clarity and audience engagement, it is recommended that students avoid slang and outdated words, opting instead for simple and clear language Using appropriate vocabulary not only improves communication but also makes presentations more enthusiastic and compelling, highlighting the importance of careful word selection in effective public speaking.
Students often struggle with pronunciation, audibility, and speech clarity, which are crucial for successful oral presentations A clear, controlled, and pleasant voice enhances communication and leaves a positive impression To develop an effective speaking voice, students should focus on making it natural, expressive, dynamic, and easily heard Regular practice and opportunities to interact with foreigners are essential for improving pronunciation and overall speech clarity, thereby boosting speaking confidence.
The findings highlight specific weaknesses among students, particularly in their oral presentation skills Teachers' responses revealed that 50% rated students' performance as poor, while 25% considered it medium, indicating significant challenges Classroom observations confirmed that students struggle with supporting ideas, managing time effectively, and avoiding unnecessary long introductions The most common issue is their poor pronunciation and fluency, which adversely affects the overall quality of oral presentations These results suggest that students at Nghe An College of Culture and Arts require targeted support to improve their presentation abilities, alongside their efforts to develop these skills.
Many students reported that the variety of speaking topics in their course book was insufficient, as the content was mainly created by college English teachers and focused heavily on tourism and sights in Nghe An province While 61.1% of students found the topics suitable for their level, only 28.9% thought they were quite easy, and 27.8% considered them interesting However, the limited and repetitive nature of these topics led to decreased student enthusiasm and engagement during presentations To enhance student motivation and performance, it is recommended that teachers allow students to select their own favorite topics for presentations, resulting in more confident and interesting delivery.
