INTRODUCTION
Rationale
In today's fast-paced economic landscape, standing out to employers is essential for gaining competitive advantages Proficiency in English, characterized by a rich vocabulary and fluent listening and speaking skills, is a crucial asset for career advancement English has become increasingly important in both professional settings and daily life As Federico Fellini (2006) aptly stated, “A different language is a different vision of life.”
Proficiency in English significantly enhances employability, providing a competitive edge for job seekers during interviews It opens doors to diverse opportunities in dynamic fields like aviation, travel, and film Moreover, knowing English fosters connections with individuals globally, including colleagues, teachers, and international friends, as it is a widely spoken language across many countries.
(2010) “With language, you are at home anywhere” In short, English is not just a foreign language ability that people have, this is one of their remarkable achievements
Every student, including third-year English majors, must present in front of peers and teachers, making presentation skills essential These students engage not only in listening to lectures and taking notes but also in studying and presenting topics in class As a result, effective presentation skills have become increasingly important for their academic journey and future careers Since their second year, students in this field have been introduced to public speaking, highlighting its significance in their education.
Many individuals struggle with their presentation skills and lack a unique presentation style, which significantly hampers their ability to deliver successful presentations.
Surveys conducted among third-year English language students at Tay Do University revealed that many students experience shyness and anxiety when presenting in front of an audience In light of this, the study aims to investigate the "Difficulties in the presentation process of English majors at Tay Do University." The findings are expected to shed light on the current challenges faced by students and enhance their understanding of effective presentation skills, ultimately leading to more creative and impactful presentations.
Significance of the study
Effective communication in English is a primary objective in teaching and learning the language To enhance students' self-study abilities and initiative, lecturers at Tay Do University have encouraged students to deliver lectures in various subjects, including listening and speaking This study focuses on the presentation skills of third-year students at Tay Do University, aiming to identify challenges they face and propose solutions to improve this essential skill for their academic and professional futures.
Organization of the study
This research includes four chapters:
Chapter 1: Introduction This chapter presents the rationale, the significance of research and organization of research
Chapter 2: Literature review This chapter states the definition of presentation, some essential skills in presentations, the role of making presentations in the learning process of students and some difficulties in presentation skill
Chapter 3: Research methodology This chapter states the research aim, research question, hypothesis, research design, research participants, intruments, data analysis and procedures
Chapter 4: Expected outcome This chapter states the outcome of research proposal
LITERATURE REVIEW
Definition of presentation
Presentations are a crucial skill for students, distinguishing themselves from regular conversations through their structured and subject-focused nature Various researchers offer differing definitions of what constitutes a presentation, highlighting its importance in academic settings.
Presentation is a demanding activity that requires extensive reading and the selection of an engaging topic, as noted by Pan (2010) It involves conveying a message to an audience, as defined by Gupta (2008), and is often delivered in professional or scientific contexts, according to Mandal (2000) The Oxford Dictionary (2018) further describes a presentation as the process of presenting a topic to an audience.
It is typically a demonstration, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, or to build good will or to present a new idea or product
Oral presentations, as described by Baker (2000), resemble formal conversations and are a natural way of speaking to a group According to Levin and Topping (2006), these presentations involve planned and practiced speech rather than memorization or reading from notes Beebe (1999) further emphasizes that a presentation is a sustained speech delivered by a speaker to an audience.
Presentation involves delivering the content of a specific topic concisely to a large audience, utilizing visual tools to enhance understanding and engagement.
5 content of speech more vividly to provide information and attract and persuade listeners.
The importance of presentation
In today's world, effective presentation skills are crucial for communication in any language, particularly for non-native speakers The significance of oral presentation skills is well acknowledged, as highlighted by Nowreyah, Muneera, and Hanan (2015), who emphasize that in a technology-driven society, these skills remain essential for students in both school and university settings Recent research has focused on the importance of oral presentations in students' academic journeys, especially at undergraduate and postgraduate levels (Liow, 2008; Wolfe, 2008; Munby, 2011) Consequently, many educators across various levels require students to deliver oral presentations in the classroom.
Truong and Neomy (2007) emphasize the significance of oral presentations for students, as they enhance understanding and develop analytical skills King (2002) asserts that well-structured oral presentations offer valuable learning experiences and impart lifelong skills applicable across various academic subjects and future careers Additionally, mastering presentation skills can aid in job interviews, building friendships, selling products, and securing successful business deals.
Another benefit of oral presentations is that they can help provide students with additional motivation to study English (Hovane, 2009) Girard, Pinar and Trapp
Research from 2011 indicates that incorporating oral presentations in the classroom significantly enhances student interaction and participation, fosters a greater interest in learning, and leads to marked improvements in communication and presentation skills When students are tasked with delivering an oral presentation, it provides them with a rare opportunity to take direct control of their learning experience in the language classroom.
Oral presentations enhance classroom dynamics by allowing students to practice language skills while also providing them the chance to teach their peers This dual benefit contributes to a more engaging and interactive learning environment.
According to King (2002), oral presentations offer valuable opportunities for students to enhance their real-world communication and leadership skills These presentations serve as a vital platform for students to demonstrate their communicative proficiency Effective communication is characterized by clarity, fluency, and conciseness, ensuring that it captures the audience's attention in both group and individual settings.
According to Idrus and Salleh (2008), and supported by Girard and Trapp (2011), students enhance their knowledge not only through their own research but also by analyzing the strengths and weaknesses of their peers' presentations This process helps them to improve their communication and presentation skills effectively.
In conclusion, it can be said that presentation skills are a valuable life skills, it will help you in education, future careers and all areas of life.
Some difficulties in presentation skills
Mastering a language requires a solid understanding of grammar and vocabulary, which serve as the foundational elements of effective communication Zappa-Hollman (2007) identifies linguistic challenges as significant obstacles during oral presentations, while Robertson et al (2000) highlight language issues as a primary concern for international students Furthermore, Dornyei and Kormos (2000) emphasize that students struggle to express their thoughts and comprehend others simultaneously, leading to emotional difficulties that differ from those experienced in their native language.
Actually, a study conducted by Juhana (2012) shows that linguistic factors such as lack of vocabulary, lack of understanding of grammatical patterns and incorrect
Students often face pronunciation challenges that hinder their ability to present effectively in English class, leading to feelings of embarrassment and stress Their limited vocabulary and insufficient grasp of grammar further impede their self-expression Rajoo (2010) emphasizes that grammar significantly contributes to students' errors, as they may construct sentences without proper grammatical consideration Additionally, Thornbury and Slade (2007) highlight that students struggle with presentations due to the manual transfer of concepts from their first language to the second language.
Presenters often struggle to construct grammatically correct sentences due to the need to carefully consider grammar rules Research has shown that students' anxiety can stem from factors such as insufficient vocabulary (Subasi, 2010; Mazdayasna, 2012).
(2012) states that choosing appropriate vocabulary is an important aspect of any presentation
Hedge (2000) emphasizes that to enhance language proficiency, especially in presentations, learners must concurrently develop their grammar, vocabulary, and essential communication skills.
A significant challenge in foreign language education is enhancing learners' oral communication skills According to Toumi (2011), the Kuwaiti Education Minister emphasizes the need for the education system to prioritize communication skills and foreign language proficiency Many students struggle with oral presentations due to a lack of communicative competence, leading to stress, particularly for those who are not fluent in English This often results in feelings of frustration and intimidation when tasked with oral presentations during English lessons (Khairi & Nurul Lina, 2010).
8 is especially the case when they are dealing with research matters and require communication skills for a successful presentation (King, 2002)
Arab university and college students often encounter significant communication challenges, particularly in oral expression (Rababah, 2005) Furthermore, feedback from the industry indicates that Malaysian graduates frequently lack strong communication and presentation abilities A primary concern raised by prospective employers is the insufficient communication skills of local graduates, especially in verbal interactions.
Many graduates from higher education institutions achieve excellent academic results yet face unemployment A significant factor contributing to this issue is their inadequate English communication skills, as highlighted by Hanafi Zaid and Kamarudin (2011).
A study by Singh and Choo (2012) highlights employers' concerns in the Malaysian manufacturing industry regarding graduate employees' English language proficiency They note that many employees struggle with written and oral communication skills, negatively impacting their work performance Similarly, Zainuddin and Selamat (2012) report that employers of polytechnic graduates express frustration over these graduates' challenges in effective workplace communication, despite possessing strong technical knowledge in their fields.
Psychological factors
Foreign language learners often experience anxiety, apprehension, and nervousness, particularly when required to make oral presentations According to Joalex (2014), speaking a second language in public can lead to significant anxiety, as making mistakes may result in feelings of ignorance and losing face Key factors contributing to this public speaking anxiety include a lack of confidence, unfamiliar situations, feelings of isolation, self-consciousness, fear of looking foolish, and concerns about being judged by others (Public Speaking Anxiety, 2007) Collectively, these fears are referred to as communication apprehension, which can hinder effective public speaking.
“individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (McCroskey, 1977, p 78)
Language anxiety significantly impacts students during oral presentations, leading to common challenges such as nervousness (Chuang, 2009; Abu El Enein, 2011; Alwi & Sidhu, 2013) Arnold (2003) highlights that anxiety serves as a barrier to effective communication, a sentiment echoed by Kakepoto et al.
Communication anxiety significantly hinders engineering students from delivering effective presentations, often leading to feelings of embarrassment and discomfort This extreme anxiety can create a pervasive sense of failure among presenters According to King (2002), speech anxiety is a primary factor contributing to learners' failures in oral presentations Such anxiety partly stems from a lack of confidence in linguistic knowledge and the fear of revealing language imperfections in front of an audience.
Self-confidence is a major issue in the field of learning a foreign language It provides motivation to speakers to communicate their ideas effectively Brown
Confidence is defined as an expression of approval or disapproval, reflecting an individual's belief in their own capabilities and worth (1994) It encompasses a mental and social phenomenon where self-assessment can lead to various emotional states, remaining stable yet subject to change based on personal circumstances (Nofsinger, 2001) Additionally, confidence in public speaking is crucial as it enables speakers to shift their focus from themselves to the audience, allowing them to interpret body language and adjust their speaking style accordingly (Comfort, 1995).
A study by Kakepoto, Habil, Omar, and Say (2012) identified that poor presentation skills, lack of confidence, and nervousness significantly hinder effective oral presentation performance among engineering students Similarly, Al-Hebaish (2012) explored the relationship between self-confidence and academic achievement in oral presentation courses among Saudi undergraduate female English majors, finding a positive correlation The results indicated that self-confident learners are more willing to participate and take risks, whereas those with low self-confidence tend to engage less.
A lack of confidence can hinder effective communication, especially among students This often arises when they perceive that their conversation partners do not understand them or when they struggle to comprehend others.
102) Presenters that lack confidence are usually concentrating on their body
11 language and delivery style that they fail to take account of the non- verbal feedback from their audience (Sarah, 2017).
Personal factors
Personality traits are typically defined as descriptions of people in terms of relatively stable patterns of behavior, thoughts, and emotions According to Joughin
Research indicates that a presenter's personal traits can significantly impact a student's performance (2007) Elliott and Chong (2004) highlight that students' personal characteristics contribute to their anxiety during oral presentations Additionally, Vermetten, Lodewijks, and Vermunt (2002) suggest that an individual's learning habits and conceptions shape their understanding of educational interventions.
Learners can be categorized into strong and weak groups, with strong learners often overshadowing their weaker peers, leading to silence among the latter during class activities Methodologists, such as Harmer (2007), emphasize that adult learners possess greater cognitive abilities and conceptual depth compared to younger learners Additionally, personality traits like shyness and discretion can contribute to communication apprehension, hindering effective presentations (Nhung, 2009) Shyness is often inherent in some learners, resulting in a lack of confidence and intimidation when speaking English in front of peers and teachers (Bowen, 2005).
Saurik (2011) notes that many English students experience shyness when speaking the language, fearing mistakes and potential ridicule from peers This apprehension is linked to risk-taking, inhibition, and self-respect; EFL learners with low self-esteem often avoid taking risks in speaking tasks, which hinders their progress.
Students often face various inhibitions that hinder their speaking skills, as noted by Mahripah (2014) One significant challenge is the individual's speaking speed, which can be either too fast or too slow A study by Rajoo (2010) revealed that many students tend to speak too quickly, making it difficult for audiences to follow and comprehend the speaker's message effectively.
Previous studies
Vo Tran Thanh Loc (2018) explored the factors influencing the presentation skills of English-majored sophomores at Tay Do University The study aimed to identify these factors, involving fifty students from classes English 11A and 11B, along with two technical English teachers Data collection methods included questionnaires, interviews, and class observations The findings revealed six significant factors: English language proficiency, background knowledge, personal experience, presenters' characteristics, preparation and practice, and teachers' roles, all of which impact students' presentation skills This research assists students in understanding these factors, enabling them to adopt effective strategies to enhance their presentations.
Marcus, Nur, and Lai (2015) conducted a study on the challenges faced by students during oral presentations at a polytechnic in Sarawak This research involved 223 engineering and commerce students, with data collected through questionnaires and interviews The findings revealed that the primary difficulty encountered by students in oral presentations was delivery, particularly concerning language usage.
Engineering students face unique challenges in managing anxiety during oral presentations, particularly in areas like preparation, organization, and delivery, which differ significantly from those experienced by commerce students.
Ayman, H.A (2011) conducted a study titled "Difficulties Encountering English Majors in Giving Academic Oral Presentations during Class at Al-Aqsa University," focusing on the challenges faced by English majors at Al Aqsa University in Gaza Utilizing a questionnaire and interview card, the study surveyed 154 junior and senior students, representing 40% of the population The findings revealed that over 58% of participants agreed on several key difficulties: lack of cheerfulness and eye contact from speakers, ineffective use of presentation tools like LCD and PowerPoint, failure to adhere to speech objectives, and inadequate use of transitional words and signals Additionally, while no statistically significant differences were found based on classification, the results indicated significant differences favoring female students regarding their performance in oral presentations.
RESEARCH METHODOLOGY
Research aim
This research aims to identify the challenges faced by English-majored juniors at Tay Do University in delivering presentations in English Furthermore, the study seeks to help students acknowledge their difficulties in the presentation process and encourage them to address and improve these issues.
Research question
This study aims to answer the following research question:
What difficulties do English-majored juniors at Tay Do University usually meet in making presentation?
Hypothesis
The literature review in chapter two suggests that English-majored juniors at Tay Do University face challenges in delivering presentations, which may be attributed to various factors including linguistic issues, communicative competence, psychological influences, and personal circumstances.
Research design
This research survey aims to explore the challenges faced by English-majored juniors at Tay Do University in delivering presentations The study's reliability and validity are grounded in the chosen instruments, employing a mixed-method approach that incorporates both quantitative and qualitative analyses The data collected from these instruments were analyzed to identify the specific problems students encounter during the presentation process.
Research participants
This research involved eighty randomly selected English-majored juniors at Tay Do University, comprising both male and female participants aged between 21 and 24 All students were native Vietnamese speakers who learned English as a foreign language They were provided with questionnaires to express their opinions.
Instruments
The researcher used one questionnaire to find out students' difficulties in presentation skills The students shared their opinions by choosing the options or writing down their own answers
The questionnaire comprised three key questions designed to assess participants' perceptions of presentation skills It utilized a five-point scale to evaluate the difficulty level of these skills, ranging from "very difficult" to "not difficult at all." Additionally, the survey gauged participants' awareness of the significance of presentation skills using a similar scale, from "very important" to "not important at all." Furthermore, the questionnaire aimed to determine the frequency with which participants encounter presentation-related challenges, employing a five-point scale that included options from "always" to "never."
Besides, the questionnaire included ten statements and they were classified into the following groups:
This article summarizes the findings from various groups of questions, highlighting key areas of student challenges It begins with general information about the questions and then delves into specific difficulties faced by students These include linguistic factors, communicative competence, psychological factors, and personal factors The analysis reveals that students encounter significant obstacles in these areas, impacting their overall learning experience.
To enhance the reliability of the study, the researcher implemented interviews with students as an additional method Fifteen students from three English major classes at Tay Do University were randomly selected to participate The interviews consisted of five questions aimed at gathering students' opinions on general presentation practices and the challenges they face while presenting.
The researcher aimed to enhance the specificity of the research papers by attending three participant presentations During these observations, notes were taken on the challenges faced by presenters, which was intended to reinforce the findings from the questionnaire.
Data analysis
The collected data from the questionnaire will be analyzed using SPSS software, employing descriptive tests, one-sample T-tests, and reliability tests Meanwhile, the data from interviews and observations will undergo qualitative analysis All gathered data will be aggregated and calculated for comprehensive insights.
Procedures
From the 1 st week to 3 rd week
- Correct the research topic and submit the research proposal
From the 4 th week to 7 th week
- Put forward purposes of and hypotheses for the research
From the 8 th week to 10 th week
EXPECTED OUTCOMES
Vocabulary
A limited vocabulary hinders students' ability to effectively express their ideas on a given topic This challenge arises from their difficulty in selecting appropriate words for various contexts, as many words can have multiple meanings depending on the situation This study aims to help students expand their vocabulary and improve their ability to choose the right words for specific contexts.
Grammar structure
In addition to vocabulary, grammar structure and pronunciation significantly impact students' presentation skills Limited grammar knowledge and incorrect pronunciation can lead to increased anxiety during public speaking, making it challenging for students to construct sentences effectively As a result, they may struggle to deliver successful presentations This study highlights the importance of these elements in enhancing students' overall presentation abilities.
19 grammar in presentation skill They will try to improve their grammatical knowledge.
Anxiety
Psychological factors, including anxiety and fear of judgment, significantly hinder students' presentation abilities These emotions can lead to a lack of confidence and prevent effective communication To enhance their presentation skills, students must overcome their shyness and develop a more confident demeanor when addressing an audience.
Self- confidence
Confidence is essential for a persuasive presentation, as it enables speakers to effectively use body language and engage with their audience In contrast, individuals with low confidence tend to concentrate on themselves, neglecting the non-verbal cues from listeners, which can hinder successful communication This research emphasizes the importance of fostering confidence in students during classroom presentations, as it motivates them to convey their ideas effectively and enhances their overall communication skills.
Alshare & Hindi, (2004) The importance of presentation skills in the classroom: Students and instructors perspectives Journal of Computing Sciences in
Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for
English Language Teaching and Research
Chen, L (2009) A study of EFL graduate students' oral presentation anxiety
Unpublished master thesis, national Chung Cheng University, College of Education, Graduate Institute of the Department of Foreign Languages and Literature
Daly, J A., &McCroskey, J C (Eds), (1984) Avoiding communication: Shyness, reticence, and communication apprehension Newbury Park: Sage
Emden, Joan van & Becker, Lucinda (2004) Presentation Skill for Students China: Palgrave Macmillan
Edmund de Waal (2010) The Hare With Amber Eyes: A Hidden Inheritance”, p.22, Random House
Emden, J., V.; & Becker, L (2004) Presentation skills for students Basingstoke:
Federico Fellini, Bert Cardullo (2006) “Federico Fellini: Interviews, p.180, Univ Press of Mississippi
Joe Landsberger J (2001) Organizing and Presenting Classroom Projects The study guides and strategy The University of St Thomas
Juhana, J (2012) Linguistic factors that become students’ obstacles to speak in English class Ragam Jurnal Pengembangan Humaniora, 12(2), 63-77 iv
King, J (2002) Preparing EFL learners for oral presentations preparing Journal of Finance Subject: An Empirical Examinatiom, Journal of University Teaching & Learning Practice, 9(2)
Osborn, Michael, Osborn, Suzzane and Osborn, Randal (2009) Public Speaking
Parvis, L F (2001) The importance of communication and public-speaking skills Journal of Environmental Health, 63, (pp 44, 35).7
Sammons, M (2001) Using Computer Slide Presentations in the College Classroom
Vo Tran Thanh Loc (2018) conducted a thesis about Factors affecting presentation skills of English-majored Sophomores at Tay Do University v
My name is Huynh Thi Huong Anh, a student of English language 11A at Tay Do university This survey questionnaire is designed for my graduation paper namely
This article presents a survey focused on the challenges faced by English-major juniors at Tay Do University in developing their presentation skills Participants are requested to answer questions by circling their choices, marking items on a checklist, or providing written responses in the blanks Rest assured, all personal information and responses will remain confidential and will not be utilized for any other purposes.
3 How long have you been learning English?
I Your opinion on studying presentation skill
Please circle the suitable answers
4 In your opinion, English presentation skill is ………
5 What do you think about the importance of English presentation skill?
6 How often do you have problems in your presentation skill?
II This table is about the difficulties in presentation skill of English majored juniors at Tay Do university
Please read the following statement and mark (X) in suitable column to express your opinion vii
Agree Neutral Disagree Strongly disagree
7 Due to lack of grammar knowledge, you cannot set tight sentence structure
Limiting vocabulary makes it difficult to convey your thoughts to the listener
5 The lack of understandin g of pronunciation viii lead to embarrassme nt and stress when asked to speak in class
Choosing the right vocabulary is an immensely important aspect of any presentation
11 The lack of understandin g of grammar lead to embarrassme nt and stress when asked to speak in class
12.The lack of communicati on makes it difficult for students to make presentations
13 Having the ability to communicate is an advantage to help make presentations more successful
14 Lack of confidence, fear of making mistakes are clear manifestation s of public x speaking anxiety
Concerns about speech and embarrassme nt are one of the main reasons for students' failure to oral presentation
Confidence is one of the deciding factors for a successful presentation
Confident speakers are ordinary people who focus only on xi
THANKS FOR YOUR HELP! their body language
18.The understandin g of a message the speaker wants to convey to the listener depends on the speed of the presenter
19 Factors such as preparation, organization, also greatly influence the success of the presentation xii
My name is Huynh Thi Huong Anh – an English majored senior of English at Tay
I would like to express my gratitude for your valuable time in assisting me with the interview questions for my research titled "A Survey on Difficulties in Presentation Skills of English-Majored Juniors at Tay Do University." Please take a moment to answer the questions below thoughtfully, as the results are crucial for my study Thank you for your cooperation.
Full name (optional): Gender: Male Female
1 Do you think that presentation skills are important? Why?
2 Which factor affects your presentation the most? Why?