IN TRODUCTION
Rationale
In today's globalized world, English serves as a crucial international language, facilitating communication across diverse cultures Its significance extends to various sectors, including politics, business, trade, and diplomacy Additionally, English is integral to advancements in technology, science, economics, and education In Vietnam, proficiency in English is increasingly essential for career success, offering individuals a competitive edge in securing high-paying jobs within international workplaces.
In today's educational landscape, students have access to various courses aimed at enhancing their knowledge and soft skills Among these, English presentation skills stand out as crucial for effective communication Hedge (2000) emphasizes the importance of simultaneously developing grammar, vocabulary, and essential communication skills to boost language proficiency, particularly in presentations.
In 2008, it was highlighted that mastering presentation skills significantly enhances learners' abilities in spoken English, logical and innovative thinking, and boosts their contextual awareness and confidence Oral presentations serve as the most effective means of assessing communication proficiency Consequently, to achieve success, learners must cultivate not only intellect and knowledge but also strong presentation skills, which empower them to communicate information effectively and build confidence in front of an audience.
2 attract the attention of listeners and especially have the opportunity to progress at work
Writing and delivering presentation content poses significant challenges, especially for English language learners Presenters must possess not only knowledge and vocabulary but also the confidence to engage their audience effectively This complexity can be particularly daunting for students learning English as a foreign language Morita (2000) highlighted the intricate nature of oral activities and called for further research in this area At Tay Do University, many sophomore English majors struggle with effective presentations due to a lack of background knowledge and previous experience Additionally, psychological factors such as embarrassment and stress can hinder their performance when presenting in front of peers.
Mastering phonetics, grammar structure, and extensive vocabulary poses significant challenges for students Additionally, factors such as preparation, personal characteristics, and experience further contribute to their difficulties Without these essential elements, students often struggle with English presentation skills.
The researcher conducted a study on the "Factors Affecting Oral Presentation Skills of English Majored Sophomores at Tay Do University" to investigate the challenges learners face during oral presentations This research aims to provide insights into these difficulties, helping students recognize their own issues and fostering motivation to overcome obstacles.
Research aims
This research investigates the factors influencing the oral presentation skills of English majors in their sophomore year at Tay Do University The study aims to assist students in identifying solutions to the challenges they face during their presentations.
3 making a presentation Also, the findings can be useful for teachers to reflect their teaching methods which are appropriate for their students.
The signification of the research
The findings of this research hold significant theoretical and practical implications Theoretically, it offers valuable insights and recommendations for future researchers Practically, it serves as a foundation for both learners and teachers to enhance presentation skills through effective strategies and suggestions Ultimately, this thesis aids in directing the focus of learners and educators in the development and teaching of presentation skills.
The organization of the research
This research includes five chapters consisting of (1) Introduction, (2) Literature review, (3) Research methodology, (4) Research result and discussions, and (5) Conclusion, Implications, Limitations, Recommendations for further Research
Chapter onepresents the rationaleof the research, the aims and significance of the study and the organization of the thesis
Chapter twosynthesizes the definition of presentation, types of presentation, the importance of oral presentation skills and factors affecting oral presentation skills
Chapter three outlines the research methodology, presenting the research questions and hypothesis, detailing the research design, and introducing the participants involved in the study It also explains the instruments used for the research and describes the procedures followed throughout the study.
Chapter fourshows the results collected from the questionnaires and interview questions on factors affecting oral presentation skills of English majored
Sophomores in order to find out the common difficulties that affecting on oral presentation skills and discuss the results of the research
Chapter fivepresents the implications, the limitations of the research and makes suggestions for further research and conclusion
LITERATURE REVIEW
The definition of presentation
There are a lot of definitions of presentation stated by different researchers The following definitions are considered
The definition of a modern presentation offered by Ellis and Johnson(1994, p
A speech is a preplanned and structured presentation that can be delivered in both formal and informal settings to audiences of varying sizes Its primary purpose is to either inform or persuade the listeners.
Presentations are defined as speeches typically delivered in business, technical, professional, or scientific contexts (Mandal, 2000) According to Beebe (1999), a presentation is a sustained speech directed by a speaker to an audience.
Hedge (2000) discovered that incorporating presentations as a teaching method enhances classroom variety and promotes peer-to-peer learning, enabling students to teach each other rather than solely relying on the teacher for knowledge.
Most presentations consist of key components including content, subject matter, information, arguments, conclusions, and a central message Additionally, they often incorporate visual aids, handouts, and documents featuring text or images to enhance the audience's understanding.
Oral presentations are a vital form of communication that extend beyond simple speech Levin and Topping (2006) define an oral presentation as a planned and practiced delivery, distinct from memorization or reading from notes, aimed at engaging an audience Additionally, Joughin (2007) emphasizes the importance of effective presentation skills in conveying information clearly and effectively.
Oral presentations can be viewed from three key perspectives: first, as a means of transmitting ideas from others to a passive audience with minimal anxiety; second, as a method for students to interpret and derive their own meanings from the studied material; and third, as an opportunity to engage in debate and persuasion, where the presenter defends their position to influence the audience.
A presentation is a time-restricted speech delivered by the presenter to an audience, often enhanced with various visual aids to support the message.
Types of presentation
Different types of presentations necessitate distinct organizational strategies to enhance audience comprehension and retention The initial step in crafting a presentation is to clearly define its purpose Below is a summary of the two primary categories of presentations and their respective objectives.
Informative presentations are among the most popular types of presentations, aimed at sharing and conveying new concepts, topics, or ideas to enhance understanding Speakers utilize language to communicate information and messages effectively to their audience According to Chivers and Shoolbred (2007, p.5), this presentation style is commonly employed in organizations where students or employees report on project progress at critical stages The motivations for delivering informative presentations are diverse, such as sharing personal cooking experiences, recommending tourist attractions, or announcing updates by a supervisor Ultimately, the central theme of these examples is the dissemination of information on specific topics for the audience's benefit.
Persuasive presentations aim to convince and motivate audiences to change their thoughts or actions A successful persuasive speaker presents strong content supported by evidence, logic, and emotion, as highlighted by Chivers and Shoolbred (2007) Key components of a persuasive presentation include clarity and engagement, which can spark reactions and influence the audience's decisions For professionals, particularly elected officials and those in sales or insurance, mastering persuasive speaking is crucial for career success Developing effective persuasion skills can greatly enhance one's personal, academic, and professional life.
In conclusion, both presentation types play a crucial role in effectively communicating opinions and messages to audiences Speakers select specific presentation styles based on their objectives, utilizing each type as a distinct tool to engage, captivate, and build trust with their listeners.
The importance of oral presentation skills
Mastering oral presentation skills is crucial for success in life, career, and relationships It enhances real language use and fosters research, critical thinking, linguistic, and communicative skills Benefits of oral presentations include accommodating diverse learning styles, improving speaking abilities, deepening understanding of topics, and promoting independent critical learning.
Cooperative learning and technology integration are essential for enhancing students' skills (Al-Issa & Al-Qubtan, 2010; Munby, 2011) College and university students, in particular, should focus on developing oral presentation skills, which are crucial for improving public speaking abilities and building confidence on stage As noted by Hou (2008), mastering presentation skills can significantly boost learners' spoken English proficiency, foster logical and innovative thinking, and enhance their contextual awareness and self-assurance.
Recognizing the significance of effective presentation skills, many colleges and universities incorporate oral presentations as a means of assessing English proficiency in their teaching methods This practice provides students with valuable opportunities to showcase their speaking abilities and effectively convey messages during public speeches Consequently, learners develop essential skills for engaging in presentations, participating in small group discussions, negotiating, and responding to questions, which boosts their confidence and competence in public speaking Furthermore, giving oral presentations allows students to have control over the content and flow of their presentations, ultimately enhancing their skills in ways that are advantageous for future employment (Živković, 2014).
Oral presentations serve as effective tools for introducing students to advanced technology, fostering its use to enhance classroom dynamics and break monotony They not only improve students' knowledge and skills in utilizing technology for English learning but also offer opportunities for peer teaching, thereby increasing motivation to study.
Research by Girard, Pinar, and Trapp (2011) indicates that oral presentations enhance classroom interaction, boost student interest in learning, and significantly improve communication and presentation skills Additionally, King (2002) highlights that oral presentations effectively connect language study with practical use, as they necessitate the integration of all four language skills, fostering active and autonomous learning among students.
Mastering oral presentation skills is crucial for students as it significantly impacts their employability Many graduates face unemployment due to inadequate presentation abilities in English, highlighting the necessity of these skills for job interviews and workplace meetings Employers highly value strong communication skills, often acquired through presentation classes, making candidates with such abilities more desirable Furthermore, the skills learned in English presentations are transferable to students' first languages, enhancing their overall communication proficiency Proficient English presentation skills not only open doors to better job opportunities but also increase chances for studying abroad.
Factors affecting oral presentation skills
Oral presentations can be challenging due to various factors, with a significant issue being insufficient background knowledge This term encompasses a wide range of information necessary for effective communication and understanding during presentations.
According to Otoshi & Heffernen (2008), general background knowledge includes knowledge of target culture, knowledge of the topic under discussion, and general world knowledge of current affairs, arts, politics, and literature
Prior knowledge significantly influences how learners understand new information (Hovane, 2009) While making presentations is a common English for Specific Purposes (ESP) teaching method at this college, many students are inexperienced in self-made presentations from their secondary education This lack of familiarity with speaking activities has led to decreased motivation among students to engage in such tasks (Juhana, 2012).
Dornyei and Kormos (2000) highlighted that students often struggle to express their thoughts while simultaneously comprehending spoken language due to their limited language skills.
In 1997, it was concluded that challenges in speaking English stem from the dominance of the mother tongue, lack of an English-speaking environment at home and school, and low family background Harmer (1991) identified key reasons for learners resorting to their mother tongue in speaking classes: first, when students lack sufficient knowledge on a topic, they tend to revert to their native language; second, using their first language feels more natural unless teachers specifically encourage English communication Additionally, Bachman & Palmer (1996) noted that certain test tasks may be easier for those with relevant knowledge, highlighting the impact of familiarity on language use.
In short, background knowledge mentions all what learners have known, which may strongly affect the way in which the learners interpret and impart in
11 presentation process Successful delivery in presentation takes place when the speakers have good background knowledge
Students often experience anxiety during oral presentations, with communication apprehension being a significant factor Defined as the fear or anxiety related to actual or expected communication, this apprehension can hinder the performance and success of English as a Foreign Language (EFL) students, as highlighted by McCroskey (1977) and supported by various research findings.
&Taqi, 2014) Second, the audience and the instructor were believed to be main reasons for students’ unwillingness to present (e.g., negative evaluations, hard questions, humiliating feedback, etc.) (Wolfe, 2008)
Chuang (2010) conducted research on the sources of anxiety related to speaking English, revealing that undergraduate students frequently experience worry during oral presentations The study found that students feel anxious even when they are well-prepared and often feel uncomfortable and shy when required to speak in front of an audience.
Students often experience anxiety about making English mistakes in front of their peers, fearing low marks and ridicule This fear can hinder their speaking performance, as they perceive their classmates as more proficient Research indicates that anxiety can significantly impact students' oral assessment outcomes (Joughin, 2007).
The classroom atmosphere significantly affects students' performance during oral presentations A tense and apprehensive environment, created by various factors, can lead to invisible barriers that impede students' ability to succeed in their presentations (Mezrigui, 2011).
Insufficient presentation skills significantly contribute to students' anxiety related to researching, planning, organizing, practicing, and delivering presentations (Leichsenring, 2010) Despite this challenge, students cannot evade oral presentation tasks due to their lack of skills or anxiety By addressing and overcoming their psychological barriers, they can successfully deliver effective presentations.
Motivation plays a crucial role in the learning process, particularly in mastering the English language According to Mourtaga (2004, p 16), motivation is essential for learners, as it drives them not only to succeed in exams but also to effectively communicate in English with others.
Yusoff (2010) emphasized that students demonstrate their communication competence by effectively delivering clear and persuasive oral presentations to their industry and faculty supervisors, aiming to elicit responses and understanding Additionally, motivation plays a vital role in a learner's engagement with a task, influencing the effort they invest and their persistence (Littlewood, 1984).
Teachers advise students to select presentation topics they are familiar with, ensuring these subjects connect to real-life experiences and match their language proficiency This approach is designed to enhance student interest and simplify the presentation process (Mezrigui, 2011).
Learners perform better when they feel happy and encouraged However, various factors can demotivate students from engaging in oral presentations Fear of judgment from peers or teachers regarding their English proficiency often leads to embarrassment, causing them to remain passive and reluctant to participate Additionally, a lack of interest in the topic can further hinder their willingness to engage in oral presentation tasks.
English subject Thus, they are not motivated to take part in any form of speaking activities, such as oral presentations (Mezrigui, 2011)
On the other hand, a classroom with a large number of students provides less opportunity for students to practice their oral presentations in class (Mezrigui,
In 2011, it was noted that teachers often struggle to provide personalized guidance to each student The enhancement of communicative skills is contingent upon students having both the motivation and the opportunity to express their identities and engage with others (Thornbury, 2005).
Linguistic challenges are significant barriers during oral presentations, as highlighted by Zappa-Hollman (2007) Juhana (2012) identified key linguistic factors, including insufficient vocabulary, poor understanding of grammatical patterns, and incorrect pronunciation, that hinder students in English classes Additionally, Foppoli (2009) noted that despite the focus on enhancing linguistic competence in English as a Foreign Language (EFL) contexts, students still face speaking difficulties related to grammar structures, limited vocabulary, and mispronunciation.
Related studies
Researchers have varying perspectives on "oral presentation skills," yet there is a scarcity of studies focused on the "factors affecting students' oral presentation skills at universities." Several challenges hinder students' public speaking abilities and negatively impact the effectiveness of their presentations.
The research conducted by Quang (2018) titled "The Difficulties in Making a Presentation of Fourth-Year English Majored Students at Tay Do University" investigates the challenges faced by seniors during the presentation process Involving 56 fourth-year English majors from course 9, the study utilized questionnaires and interviews with both students and teachers to gather data The findings revealed that these students encountered difficulties related to linguistics, background knowledge, presentation skills, and psychological factors when making presentations.
The research conducted by Tong (2009) titled “Assessing the Perceptions and Difficulties of Students at COT, VNU in Making ESP Presentations” explores the perceptions of students at the College of Technology, Vietnam National University (COT, VNU) regarding English for Specific Purposes (ESP) presentations The study aims to identify the challenges these students face while preparing and delivering ESP presentations.
The study involved 100 second-year students and two English teachers at the Department of Information Technology (DIT) at COT, VNU, focusing on 23 presentations Data was collected over two weeks using both quantitative and qualitative methods, including questionnaires and semi-structured interviews Findings indicated that students had mixed attitudes towards making English for Specific Purposes (ESP) presentations, yet they recognized their achievements through this process Key challenges faced by students included difficulties in finding relevant materials, selecting appropriate presentation formats, memorizing content, and lacking presentation skills.
Moreover, Kho, M.G.W and Leong, L.M (2005) carried out the research
This study investigates the causes of academic oral presentation difficulties experienced by students at a polytechnic in Sarawak, focusing on the differences between engineering and commerce students Involving 223 participants, the research utilized questionnaires and interviews for data collection The findings reveal that the primary cause of these difficulties is a lack of practice Additionally, significant differences were identified between the two groups regarding factors such as psychological challenges, insufficient practice, and the influence of teachers.
Al-Nouh, Abdul-Kareem, and Taqi (2015) conducted a study titled “EFL College Students’ Perceptions of the Difficulties in Oral Presentation as a Form of Assessment.” This research focused on understanding the perceptions of 500 female English as a Foreign Language (EFL) undergraduate students regarding the challenges they face during oral presentations as an assessment method The participants were drawn from various grade levels within a four-year pre-service teacher education program at the College of Basic Education (CBE) in Kuwait City, Kuwait Data were gathered through questionnaires and interviews.
A survey involving 24 respondents revealed that students perceived their difficulties at a moderate level, with a mean score of 3.10 Notably, significant differences emerged when analyzing the data based on students' nationalities and GPAs.
RESEARCH METHODOLOGY
Research question
This study aims to answer the following research question:
What factors affect oral presentation skills of English majored sophomores at Tay Do University?
Hypothesis
The literature review in chapter two suggests that English-majored sophomores at Tay Do University may face various factors influencing their oral presentation skills These factors include background knowledge, psychological influences, linguistic abilities, preparation, and the roles of teachers.
Research design
This research aims to identify the factors influencing the oral presentation skills of English-majored sophomores at Tay Do University The study's reliability and validity are grounded in the research instruments used A random sample of English majors will participate in the survey, with data gathered through questionnaires and interviews The analysis will employ both quantitative and qualitative methods to highlight the challenges faced in developing effective oral presentation skills.
Research participants
The study involved eighty sophomore English majors from Tay Do University, comprising 27 males and 53 females aged 19 to 21, representing various rural and urban provinces With Vietnamese as their native language and English as a foreign language, these participants engaged in multiple presentations during language classes, particularly in listening and speaking They were randomly selected for questionnaires and interviews to gather insights into the challenges they encountered in developing oral presentation skills, contributing to reliable results and the generalization of the thesis findings.
Instruments
The researcher employed questionnaires and interviews to investigate issues related to oral presentation skills and student attitudes towards these skills These tools proved invaluable for gathering data on less observable phenomena, such as attitudes, motivation, and self-perceptions The insights shared by students were crucial to the research process.
This study utilized a questionnaire as the primary research tool, comprising twenty-five questions divided into two sections The first section contained five questions, while the second featured twenty statements rated on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), along with several open-ended questions The questions were categorized into specific groups for analysis.
The article summarizes various aspects of students' experiences, highlighting their general background and specific challenges It addresses issues related to students' background knowledge, psychological factors, linguistic factors, and preparation for learning Additionally, it examines the role of teachers and how it impacts students' educational journey.
To enhance the reliability of the study, the researcher conducted interviews with 10 randomly selected English major sophomores from Tay Do University, specifically from classes 13A and 13B The interviews, consisting of four questions, aimed to validate the questionnaire data and identify factors influencing the participants' presentation skills Additionally, the researcher sought to gauge students' attitudes towards these skills and gather their suggestions for improvement The objectives of the interview are summarized in the table below.
1 Students’ attitude towards oral presentation skills
2 Students’ problems in oral presentation skills
3 Students' attitude towards teachers’ roles
4 Students' ideas about the solutions to improve presentation skills
The researcher conducted interviews with two teachers from Tay Do University who taught presentation-related classes, using four open-ended questions similar to those posed to students The aim was to gather insights and suggestions for enhancing students' oral presentation skills The specific objectives of the interviews are detailed in the table below.
1 Student’s problems in the process of oral presentation
2,3 Teacher's points of view on teaching oral presentation skills
4 Teachers' ideas about the suggestions to improve presentation skills.
Data analysis
After collecting the data, the researcher meticulously checked, aggregated, calculated, and analyzed the findings to identify the factors influencing participants' oral presentation skills Quantitative analysis was employed to interpret the results from the questionnaire, while qualitative analysis was used for insights gained from the interviews Additionally, Microsoft Excel served as a helpful tool in processing the collected data.
Procedures
Step 1 From the 1 st week to 2 nd week
- Correcting the research topic and submiting the research proposal
Step 2 From the 3 rd week to 5 th week
- Putting forward purposes of and hypotheses for the research
- Designing questionnaire papers and interviews
Step 3 From the 6 th week to 8 th week
- Delivering the questionnaire to students
- Interviewing the students and the teachers
Step 4 From the 9 th week to 12 th week
RESULTS AND DISCUSSIONS
Results from questionnaires
4.1.1 Participants’ general opinions about oral presentation skills
To assess participants' perceptions of the difficulty level associated with oral presentation skills, the initial question aimed to gauge their awareness of these skills The findings are illustrated in the subsequent figure.
Figure 4.1Students' awareness about the difficult level of oral presentation skills
A significant majority of students (92.5%) from two English major classes at Tay Do University reported finding oral presentation skills challenging, while only 7.5% felt these skills were not difficult This indicates that many students struggle with oral presentation skills, which demand a diverse range of knowledge.
Moreover, oral presentation skills are very useful and necessary in both academic and work of students in the future Hence, the second question was
31 referred to investigate the participants’ opinion about the importance of oral presentation skills The figure below shows about this content:
Figure 4.2Students' awareness about the importance of oral presentation skills
According to Figure 4.2, only 3.75% of students were unaware of the significance of oral presentation skills, while 41.25% recognized their importance Notably, over half of the participants (55%) considered these skills to be very important, indicating an increased awareness among students regarding the enhancement of their oral presentation abilities.
Another aspect that the researcher would like to investigate was the participants’ practicing time about oral presentation skills The findings were shown in the table below:
32 a Never 1,25% b Only when you have a presentation 55% c In free time 36,25% d Every week 6,25% e Every day 1,25%
Table 4.1Participants’ practicing time about oral presentation skills
According to the data presented in Table 4.1, a significant majority of participants, accounting for 55%, engaged in practice specifically when preparing for a presentation Additionally, 36.25% of students utilized their free time to enhance their oral presentation skills In contrast, only a small fraction of students, 6.25%, practiced these skills on a weekly basis, while an even smaller percentage of 1.25% reported never practicing or practicing daily These findings suggest that most students prioritize practice as a means to improve their skills.
The oral presentation skills of participants warrant further investigation By self-assessing their competencies, students can recognize challenges they face during presentations and devise strategies for improvement The data supporting these findings is detailed below.
Figure 4.3The participants’ oral presentation ability
The chart reveals that only 2.5% of students rated their oral presentation skills as very good, while 13.75% considered them good In contrast, a significant majority, 72.5%, viewed their abilities as normal, and 11.25% felt very poor in this area Notably, no students reported their skills as very bad, resulting in a zero percentage for that category This data indicates a clear need for students to enhance their presentation skills to improve their overall competence.
Lastly, creating a successful presentation requires a lot of different factors The following figure indicates five most common factors that participants often encounter in presentation process
Very good Good Normal Bad Very bad
Figure 4.4Factors affecting students’ oral presentation skills
The findings indicate that 17.75% of students frequently struggle with background knowledge during oral presentations, while 18.94% face psychological challenges in the presentation process Additionally, 30.77% encounter linguistic issues when creating and delivering their presentations, and 24.26% experience difficulties in preparation prior to presenting Conversely, only 8.28% of students believe that the role of teachers significantly impacts their presentation success Overall, these factors collectively influence the students' presentation experience.
4.1.2 Participants’ opinions about some factors on oral presentation skills 4.1.2.1 Background knowledge
The first factor is background knowledge which affected students' oral presentation skills The results of the table including two statements were presented as follows:
Linguistic factors Preparation Teachers' roles
Statements Strongly agree Agree No idea Disagree Strongly disagree
6 Due to lack of background knowledge, you cannot make a presentation well
7 When you have a lot of background knowledge, you can convince the audience easier
Table 4.2Students’ opinion about background knowledge
According to Table 4.2, a significant portion of students struggle with presentations due to a lack of background knowledge, with 17.5% strongly agreeing and 56.25% agreeing with this observation Additionally, 21.25% of students expressed uncertainty, while only 5% disagreed with the statement.
The second statement in the table highlighted that students with extensive background knowledge can more effectively persuade their audience An overwhelming majority of participants, 93.75%, supported this assertion, with 52.5% strongly agreeing and 41.25% agreeing Only 5% of students were uncertain, while a mere 1.25% expressed disagreement.
In conclusion, it could be predicted that background knowledge was a useful factor which assisted students in making a presentation
One of the main difficulties reported facing students in oral presentation is anxiety This part includes two statements and the table below which presents the final findings:
Statements Strongly agree Agree No idea Disagree Strongly disagree
8 When standing in front of the crowd, you feel uncomfortable and anxious
9 When you are anxious, you cannot present well 32,5% 61,25% 5% 1,25% 0%
Table 4.3Students’ opinion about anxiety
Table 4.3 illustrates participants' views on the impact of anxiety on oral presentation skills A significant majority of students, comprising 26.25% who strongly agreed and 50% who agreed, acknowledged feeling uncomfortable and anxious when presenting in front of an audience Conversely, 16.25% of participants were uncertain about this statement, while 7.5% disagreed, including 6.25% who disagreed and 1.25% who strongly disagreed.
The second statement highlighted that students experience difficulties in presenting effectively when they are anxious A significant majority of sophomores, with 32.5% strongly agreeing and 61.25% agreeing, supported this claim In contrast, only 5% of students were uncertain, while a mere 1.25% disagreed.
Motivation is one of necessary factors that affect the process of learning This table consists of two statements that will show the results:
Statements Strongly agree Agree No idea Disagree Strongly disagree
10 You need to be motivated to overcome the difficulties when making presentations
11 Being able to choose your favorite topic motivates you to give a better presentation
Table 4.4Students’ opinion about motivation
According to the results in Table 4.4, over 70% of participants expressed a need for motivation to overcome difficulties in making presentations, with 31.25% strongly agreeing and 42.5% agreeing Additionally, 23.75% of participants were uncertain, while 1.25% disagreed and another 1.25% strongly disagreed with this statement.
A significant majority of students, with 37.5% strongly agreeing and 45% agreeing, believe that the ability to choose their favorite topic enhances their motivation for delivering better presentations Additionally, 13.75% of learners were uncertain, while only 3.75% disagreed with this statement.
In short, anxiety and motivation are two psychological factors which affect students' oral presentation skills Anxiety is a negative factor that affects the quality
38 of student presentations Conversely, motivation is a positive factor that encourages students to overcome their own obstacles when they present
Grammar is one of the important factors in terms of linguistics The results were shown in the table below:
Statements Strongly agree Agree No idea Disagree Strongly disagree
12 You often make mistakes about grammar in making presentation
13 You meet trouble in choosing appropriate grammar structures to deliver your message to the audiences
Table 4.5Students’ opinion about grammar
According to the findings in Table 4.5, 78.75% of students acknowledged that they frequently make grammatical errors during presentations, with 21.25% expressing strong agreement and 57.5% agreeing Additionally, 17.5% of participants were uncertain, while only 3.75% disagreed with the statement.
For the statement 13, it can be seen that students meet trouble in choosing appropriate grammar structures to deliver their message to the audiences with
72,5% of the participants who agreed with this statement (22,5% strongly agreed and 50% agreed) However, 21,25% of them had no idea and there was only 1,25% choosing disagreed
Another factor in linguistic terms is vocabulary that students face in oral presentation This table includes two the statements indicating the results as the followings:
Statements Strongly agree Agree No idea Disagree Strongly disagree
14 Poor vocabulary limits your oral presentation ability 35% 47,5% 12,5% 2,5% 2,5%
15 Without vocabulary, you cannot express your ideas easily
Table 4.6Students’ opinion about vocabulary
According to the results, 35% of participants strongly agreed and 47.5% agreed that poor vocabulary hinders their oral presentation skills, while 12.5% were uncertain Conversely, 2.5% of students disagreed, and another 2.5% strongly disagreed with this assertion.
Results from interviews
Following the completion of the questionnaire, ten sophomore students majoring in English from two classes were selected for interviews The researcher meticulously analyzed the students' responses to enhance the reliability of the research findings.
The majority of participants, 9 out of 10, emphasized the importance of oral presentation skills in both academic and professional settings They noted that colleges and universities often assess English proficiency through oral presentations, highlighting their significance in the learning process Furthermore, students recognized that strong presentation skills could enhance their chances of studying abroad and securing good job opportunities post-graduation Additionally, these skills allow them to refine their public speaking abilities and build confidence when addressing an audience.
The study revealed that all students (10/10) identified several key factors impacting their oral presentation skills, including background knowledge, psychological influences, linguistic abilities, preparation, and the role of teachers.
The findings from question 3 reveal that a significant majority of interviewees (9 out of 10) recognize the crucial role teachers play in the oral presentation process They noted that teachers dedicate time to introduce and guide students on presentation-related topics, enhancing the quality of their presentations Furthermore, teachers provide valuable advice and suggestions to improve students' oral presentation skills, while also motivating them to build confidence and engage regularly in presentation activities for personal growth.
Participants proposed several solutions to enhance their oral presentation skills, including thorough preparation and practice, improving language proficiency, engaging in more public speaking activities, seeking advice from teachers and peers, and observing the presentations of others.
In addition to the students' interview findings, the researcher gathered data from two language skills teachers at Tay Do University through their interviews Four targeted questions were asked to obtain further insights and support for the relevant materials.
Both teachers acknowledged that various factors, including background knowledge, psychological aspects, linguistic skills, preparation, and the roles of educators, significantly impact students during presentations They emphasized that these elements collectively influence students' oral presentation abilities, highlighting the necessity for students to integrate these factors to enhance their presentation skills effectively.
Two teachers emphasized the importance of providing students with clear criteria and instructions prior to their presentations One teacher noted that this approach helps students understand what to focus on for optimal results, while the other teacher agreed, highlighting its role in enhancing presentation quality.
47 presenter toward students, teachers have to guide students all the techniques to present prior to the audiences
Teachers typically prepare students for presentations by explaining the task, highlighting key focus areas, sharing presentation techniques, reviewing slides, and providing additional advice or corrections After the presentations, they offer constructive feedback, acknowledging strengths and identifying areas for improvement, while also demonstrating effective handling of challenges.
"hard questions" from the audiences
To enhance oral presentation skills, teachers recommend that students prioritize preparation and practice, as these are essential for success One teacher emphasizes the importance of reading aloud both English and Vietnamese texts prior to presentations to improve pronunciation and intonation Additionally, students should consult a dictionary for unfamiliar words to ensure accurate pronunciations.
Discussions
This research aimed to explore the factors affecting oral presentation skills among English majors at Tay Do University The analysis of questionnaires and interviews revealed that most students acknowledged the significance of these skills for their academic and professional futures and expressed interest in improving them However, students reported challenges in making presentations, citing issues related to background knowledge, psychological factors, linguistic barriers, preparation, and the role of teachers These findings underscore the difficulties faced by students in developing effective oral presentation skills.
48 in Chapter 4 Moreover, these findings also contributed to supplement the lack of other studies mentioned in the literature review of this study
Sophomores faced challenges in making presentations primarily due to inadequate background knowledge Questionnaire results indicated that many participants felt their presentation skills were hindered by this lack of knowledge, while those with more background knowledge reported greater success in convincing their audience Interviews further confirmed that background knowledge significantly impacts presentation ability This finding aligns with the research of Juhana (2012) and Bachman & Palmer (1996) discussed in the literature review.
Psychological factors, such as anxiety and motivation, significantly hinder students during speech delivery Many students reported feeling uncomfortable and anxious when addressing an audience, which contributed to their shyness in speaking English and negatively impacted their presentations To overcome these challenges, students expressed the need for motivation, particularly emphasizing that the ability to choose their favorite topics enhances their presentation performance Interviews corroborated that psychological factors were the primary obstacles faced by students in making presentations, aligning with findings from Al-Nouh, Abdul-Kareem & Taqi (2014) and Mezrigui (2011) in the literature review.
Linguistic factors, including vocabulary, grammar, and pronunciation, significantly impacted the participants' oral presentation skills Many students struggled to select the appropriate grammatical structures to effectively convey their messages, resulting in frequent grammatical errors during their presentations Additionally, numerous participants faced challenges with their pronunciation, further hindering their communication abilities.
Many students demonstrated a strong vocabulary but struggled to express their ideas clearly, which limited their oral presentation skills They acknowledged that past pronunciation habits and the difficulty of certain words hindered their ability to pronounce correctly, leading to frequent pronunciation issues Furthermore, a significant number of interviewees concurred that linguistic factors played a crucial role in determining the effectiveness of their presentations, aligning with the findings of Juhana (2012) and Foppoli (2009).
Another factor was preparation including content and ideas, visual aids, and practice which was the most important factor in participants' oral presentation skills
Many students expressed confusion over unusual presentation topics, attributing their lack of ideas to a boring and unappealing presentation experience Participants widely agreed that incorporating visual aids enhances engagement and success Additionally, practicing multiple times before a presentation significantly boosted their confidence, allowing for better memorization and voice training Interviews revealed that thorough preparation greatly influenced their presentation success, aligning with Lambert's assertion.
Teachers play a crucial role in enhancing students' presentation skills Many participants noted that the evaluations and guidance provided by their teachers significantly contributed to their ability to deliver effective presentations Interview results indicated that most respondents recognized the positive impact of teachers on both their presentation capabilities and overall success This aligns with findings from Donato and McCormick (1994).