INTRODUCTION
Background of the study
In today's business landscape, the importance of image cannot be overstated, as every interaction serves as a representation of both the individual and the company they represent Effective presentation plays a crucial role in shaping audience perceptions, with the potential to influence their opinions positively or negatively.
Being an effective and dynamic speaker enhances your value in business, especially during challenging times As a leader, you have the ability to shape your company's image and inspire both employees and clients to take action According to Sue and Marilyn (2002, p 18), "Presenting is a speech of art, as it effectively conveys strong emotions to the listener's heart." Mastering the art of presentation is essential for success in any business endeavor.
Presenting is a vital skill in every profession, especially in the corporate world, where capturing the audience's attention and engaging them with compelling ideas is essential for success.
The objectives of a speaker's presentation can vary, encompassing the transmission of information, motivation for action, or storytelling Presentation skills are essential across diverse contexts, particularly in the business realm, where they manifest in sales pitches, informational talks, motivational speeches, interviews, and events hosted by MCs Mastering these skills is crucial for anyone aiming to persuade colleagues, engage customers, or foster team spirit, as the effectiveness of one's words can significantly influence success or failure Thus, presentation skills are valuable not only for managers, leaders, and business professionals but also for students.
At HUCFL, many students learning English as a foreign language view public speaking as an engaging and beneficial experience Early in their coursework, it is essential for them to understand the overall public speaking process and its various components, recognizing that "presenting" is merely one aspect of effective communication.
The "presentation process" encompasses essential skills like critical thinking, problem solving, decision making, conflict resolution, team building, and media literacy, which are vital for everyone By engaging in presentations across various subjects, students can develop these important skills while simultaneously improving their speaking abilities.
In both graduate and undergraduate courses, instructors often require students to present their projects, highlighting the significance of presentations in the teaching and learning process (Shaw, 2001) However, many students lack effective presentation skills and training, as noted by Stephen (2004) This study aims to explore the importance of developing presentation skills in the classroom, offering a framework for both students and instructors to create impactful presentations.
Reasons for the study
The primary goal of Communicative Language Teaching (CLT) is to enhance learners' communicative competence, enabling them to effectively use the target language in real-world situations It is essential for teachers to implement activities that allow students to engage with the language in meaningful ways One such activity is presentations, which many educators incorporate into their classrooms; however, not all recognize the significant benefits these skills offer Some teachers may only include presentation skills to fulfill curriculum requirements, overlooking their potential impact on students' speaking abilities This research aims to demonstrate the effectiveness of developing presentation skills to improve the speaking proficiency of third-year English students at Hue University College of Foreign Languages, while also encouraging teachers to discover the most effective methods for teaching these skills This focus is the basis for my graduation thesis topic.
Objectives of the study
My thesis focused on the following sections:
- To find out the perceptions of teachers and students toward presentation skills in speaking class
- To find out the problems students often encounter when they deliver a presentation
- To recognize the effectiveness of presentation skills in improving the student‟s speaking performance
- To suggest some useful ways of developing presentation skills to improve student‟s speaking ability
Research Questions
1 What are teachers‟ and students‟ attitudes toward the importance of PSs in speaking class?
2 What problems do students often encounter when having a presentation?
3 What are factors that help to develop presentation skills?
4 What can PSs be done to improve the students‟ speaking skill?
Significance of the study
Effective presentation skills are crucial for academic success, particularly for third-year English students This research investigates how developing presentation techniques can enhance students' speaking abilities Additionally, it offers practical strategies for improving presentation skills, highlighting the importance of effective presentations in the teaching and learning process.
Students can enhance their communication skills by collaborating with other subjects during presentations This research offers valuable insights into effective methods for improving natural speaking abilities.
Scope of the study
This study aimed to enhance the presentation skills of third-year English major students, thereby improving their speaking abilities The research involved a sample of eighteen English teachers and fifty third-year students from the English Department at Hue University College of Foreign Languages (HUCFL).
The data were collected through questionnaires, and interviews.
Structure of the study
This study consists of five chapters
This chapter introduces general information of the research consisting of background, the reason, the aims, significance and the scope of the study.
LITERATURE REVIEW
Overview
This chapter reviews significant prior research relevant to the study, focusing on the development of problem-solving strategies (PSs) and common errors faced by students It also explores the impact of PSs on student learning to provide a comprehensive understanding of the subject area.
Review of previous studies
Presentation skills are crucial for professional success in today's competitive business environment It's not enough to possess the necessary job skills; effective communication, writing, and self-presentation are equally important A strong presentation can showcase our capabilities and ideas during meetings, highlighting the need for developed presentation skills This essential topic has been extensively covered in numerous books and articles.
In "Communicating Effectively," Andrew et al (2004) emphasize that students greatly benefit from learning public speaking skills, as these abilities are crucial for career success In today's corporate environment, the capacity to influence others is directly tied to one's professional achievements, making effective presentation skills essential It is not merely the knowledge one possesses that matters, but rather how that knowledge is conveyed A study by Aziz Corporation found that public speaking skills are more critical for career advancement than intelligence or financial expertise, with poor presentation skills potentially hindering career growth The research concluded that well-developed public speaking abilities not only enhance individual success but also add significant value to organizations.
& Richard (2007, p50), the authors of “Communicating effectively” proposed their viewpoint on the developing PSs to students:
Effective communication with integrity is a crucial skill that employers seek in new hires, as it not only engages and motivates audiences but also enables individuals to achieve their goals Mastering this ability can create opportunities, eliminate obstacles, and foster meaningful connections with others.
Even if presentations are not part of your daily job, developing presentation skills is essential for addressing hobby groups or community organizations in the future Recognizing the importance of these skills can significantly enhance your overall knowledge and personality Acquiring presentation skills is achievable with the right tools and effective usage.
Stephen (2004) highlighted the crucial link between presentation skills (PSs) and effective communication, emphasizing that PSs enable students to enhance their speaking abilities and engage with others Presentations are vital in professional settings, as Bourhis et al (2002) noted, requiring the ability to convey complex topics clearly and persuasively to varied audiences When presenting, individuals represent their organizations and aspire to create a positive impression Furthermore, presentations significantly contribute to career advancement, boosting visibility, credibility, and networking opportunities, as supported by Greene (1984) Effective communication hinges on thorough preparation, which is often overlooked; scheduling meetings and presentations in advance allows ample time for preparation, enhancing communication effectiveness While not all communications can be planned, staying informed about workplace dynamics is essential for effective verbal and written interactions.
My research builds upon the foundational work of Yin L Cheung's 2008 study, "Teaching Effective Presentation Skills to ESL/EFL Students," published in the ESL Journal Cheung's study gathered data through convenience samples from business faculty and students at selected universities, employing random distribution of questionnaires The analysis utilized the SAS software to calculate frequencies, means, percentages, and chi-square values, with results derived from the responses collected.
A study involving 142 participants, comprised of 74% students and 26% instructors, highlighted the significance of presentation skills (PSs) in education The research revealed that 75% of respondents advocated for effective teaching strategies for PSs in the classroom Furthermore, an overwhelming 98% of participants emphasized the importance of delivering presentations as a key classroom activity Notably, 86% of both students and faculty identified the primary objectives of student presentations as enhancing communication skills and preparing students for group discussions.
Theoretical background
2.3.1 Communicative Language Teaching and speaking skills
Communicative Language Teaching (CLT) is a widely recognized model in English language teaching, praised by applied linguists as one of the most effective approaches since its emergence in Europe during the early 1970s It has significantly influenced language teaching practices globally, evolving in scope as various educators adapt it to their needs According to Richards and Rodgers (2001), CLT is grounded in the theory of language as communication, aiming to enhance learners' communicative competence, which encompasses knowing what to say and how to say it appropriately in different contexts Unlike traditional methods that focused solely on grammar and vocabulary, CLT emphasizes the importance of situational awareness and the roles of participants in communication.
Communicative Language Teaching (CLT) is a learner-centered approach that prioritizes communication and real-life situations, contrasting with traditional methods where the teacher dominates the learning process In CLT, students actively engage in speaking practice, allowing them to use English as a tool for effective communication with native speakers This methodology enhances students' speaking abilities through various communicative activities, such as games, role plays, simulations, and problem-solving tasks Notably, presentations provide learners with meaningful opportunities to develop their communication skills in diverse contexts and roles.
2.3.2 The importance of developing Presentation Skills a The importance of PSs to Business Success
Effective public speaking is a crucial skill for business professionals, as they often need to represent their companies in front of various external groups, including professional organizations and community entities This responsibility extends beyond internal communications within their own organizations, such as employee or board meetings.
Many professionals regularly deliver presentations in their roles, whether introducing speakers to colleagues or civic groups, addressing student tours of their facilities, making formal sales pitches to potential clients, or explaining proposed policies to boards, such as those at regional medical centers.
Business leaders must deliver their messages with confidence and clarity to various stakeholders, including staff, clients, partners, and investors, as the success of these presentations can significantly impact financial outcomes The ability to communicate effectively is crucial for leadership, underscoring the importance of presentation skills in driving business success.
Winston Churchill, the British minister, is renowned for his inspiring speeches that rallied England against Nazi Germany, highlighting the importance of effective presentation skills in leadership roles within communities, associations, and organizations.
Effective leadership hinges on the ability to communicate a clear and inspiring message, as this significantly influences how a leader and their cause are perceived by the team and followers Strong presentation skills are essential for individual success, as they play a crucial role in establishing credibility and motivating others.
The first significant presentation for many individuals often occurs during a job interview, which is essentially a presentation where success depends on outshining competitors While results may be clear-cut, the skills required for effective presentations are diverse and multifaceted In most organizations, teamwork is crucial, necessitating presentations to colleagues or on behalf of a team To advance in your career, it's essential to present your ideas effectively, and seeking promotions requires training others to take over your previous responsibilities To accelerate your career growth, consider volunteering for projects that involve delivering presentations.
For third-year English students at Hue University, delivering an effective presentation is essential for enhancing audience understanding and securing good grades Mastering public speaking not only benefits their academic performance but also lays a solid foundation for their future careers As highlighted by Judy et al (2003), effective communication skills are crucial for students' success in life.
To effectively deliver an informative presentation, it is essential to clarify the intended outcome and explore methods for communicating information that enhances the audience's knowledge and understanding The primary objective of an informative speech is to elevate the audience's comprehension of the topic Throughout life, you will likely engage in various forms of communication, including oral reports, instructions, and speeches, with informative presentations serving as the key tool for sharing knowledge and insights.
Having awareness of the importance of developing presentation skill will motive a new look from students and which make them become serious and responsible to their presentations
2.3.3 The problems students often encounter in presenting
In third-year English classes, students frequently engage in individual or group presentations, either on topics assigned by the teacher or chosen based on their interests and relevance to the subject These presentations offer numerous benefits, enhancing students' skills and boosting their confidence in public speaking.
Presentations provide students with valuable opportunities to demonstrate their speaking skills, enhance their pronunciation, and build confidence in communication They also allow teachers to assess students' speaking abilities and comprehension of the subjects being studied Additionally, presentations enable teachers to offer constructive feedback and identify effective teaching methods to support student improvement.
Many students struggle with effectively choosing topics, researching information, and utilizing PowerPoint for presentations While presenting may seem familiar, most students rely on instinct or imitate their teachers without proper training Loek Hopstaken (2009) identifies common issues such as inappropriate attire, poor body language, and lack of engagement during speeches Additionally, students often overwhelm their audience with excessive information, leading to disengagement A prevalent mistake is reading speeches rather than presenting them, which can create anxiety for the speaker and boredom for listeners Many students are unaware of the significance of preparation, often memorizing and hastily delivering speeches, resulting in poor presentations A study by Paul et al (2009) highlights that students frequently experience apprehension due to concerns about their appearance, language skills, and pronunciation, which negatively impacts their confidence and speaking abilities Unfortunately, the absence of formal presentation courses prevents students from developing essential skills and strategies for effective public speaking.
2.3.4 Factors that help to develop presentation skills
In speaking classes, "prepared speeches" are a common activity where students present topics either individually or in groups, with the subject matter tailored to their skill level and class focus Effective presentations resemble teaching, as the speaker's objective is to convey knowledge about a specific fact, concept, process, or object To enhance the effectiveness of presentations, it is crucial for speakers to clearly communicate what the audience should know or do This section outlines key factors for improving presentation skills, drawing insights from both current and previous research conducted by various scholars, including Andrew (2004), Bourhis (1992), Eliot (2004), Judy (2003), Paul (2009), and Pramudhita.
2008, Saundra 2007, Sue 2002, Stephen 2004 and Yin L 2008)
2.3.4.1 Step1: Planning objectives and Preparation a Preparation
Preparation is essential for delivering an effective presentation, as the saying goes, "if you fail to prepare - you prepare to fail." Whether introducing a speaker or presenting, being well-prepared ensures a positive impact on the audience A successful presentation should communicate its message clearly and convincingly while fostering goodwill among listeners (Sue and Marilyn 2002: 87).
RESEARCH METHODOLOGY
Introduction
This chapter discusses the research methods employed in this study, focusing on the two primary approaches: quantitative and qualitative research.
This chapter provides a comprehensive overview of the participants, instruments, and procedures used for data collection, followed by a detailed description of the data analysis methods employed.
Research approach
This research employs both qualitative and quantitative methods to facilitate easy data collection and objective analysis According to Condelli and Wrigley (1999), a mixed-method design that combines these approaches is considered the most effective for research purposes.
One reason is quantitative method made use of the questionnaires to look for the insight into the teacher‟s perception and other factors of developing PSs to student
In addition to the quantitative approach, qualitative methods utilizing interviews were employed to validate and gain deeper insights into the questionnaire results These interviews were conducted with individual participants in both oral and written formats, tailored to the specific circumstances Careful analysis was applied to all collected data.
Research scope
This study was conducted at HUCFL in Hue City, Vietnam, focusing on third-year English students who have studied Public Speaking (PS) The research aims to address the challenges students face in developing their PS skills effectively Additionally, the chosen site facilitates the collection of ample data for the study.
The study involved eighteen teachers from the English Department and fifty third-year English students at HUCFL Among the teachers, there were five males and thirteen females, aged between 30 to 45 and 45 to 60, all of whom held BA, MA, and PhD degrees.
The table below briefly summarizes the participants of this study:
Participants Age Number Female Male
Third year English students From 18- 22 50 41 9
Research methods
This study utilizes two primary research methods: surveys and interviews The survey will be conducted using a questionnaire targeted at English teachers, while the interviews will involve tape-recording and note-taking with students.
A questionnaire serves as an effective and cost-efficient tool for gathering information from a large number of participants, often distributed via mail It will feature both closed-ended and open-ended items, structured into two main sections The first section defines key terms, while the second part focuses on the significance of developing presentation skills and factors that enhance their effectiveness Additionally, it investigates how these skills contribute to improving students' speaking abilities Closed questions will be presented as multiple-choice, complemented by open questions to elicit more detailed responses, allowing for a comprehensive analysis of the data collected.
In this study, eighteen copies of a 30-item questionnaire were developed to gather information from English teachers at HUCFL The questionnaire, designed in a multiple-choice format with five response options ranging from "5 strongly agree" to "1 strongly disagree," was chosen for its efficiency in coding and statistical analysis It was piloted with ten English Department teachers at HUCFL, yielding a reliability score of α = 752 using SPSS software, confirming its effectiveness for data collection The questions were categorized into four clusters, summarized in the accompanying table.
Table 3.2: Summary of the questionnaire
Cluster 1: The importance of developing presentation skills 1, 2, 4, 6, 7
Cluster 2: The problems students often encounter in presenting 12, 15, 19, 23,
Cluster 3: Factors that help to present effectively
Cluster 4: Presentation skills that enhance the students‟ speaking performance
In addition to utilizing questionnaires for research, interviews serve as a valuable method for data collection This study employed both tape-recording and note-taking to document interviews with 50 students, focusing on five key questions designed to gather essential insights The interviews aim to validate specific information regarding students' presentation skills in speaking classes and assess the impact of these skills on enhancing their overall speaking abilities A semi-structured interview format will be conducted with third-year English students at HUCFL, ensuring participant confidentiality by using identifiers such as S1, S2, S3 instead of their real names.
Data analysis
The study employs both quantitative and qualitative methods for data analysis Quantitative data from questionnaires is processed using SPSS software, with results displayed in tables and charts, while qualitative insights from interviews are quoted and analyzed to provide a deeper understanding of the topic The findings aim to evaluate the effectiveness of presentation skills in enhancing students' speaking abilities at HUCFL.
FINDINGS AND DISCUSSION
Introduction
This chapter discusses the findings related to enhancing presentation skills (PSs) to improve English speaking abilities among students at HUCFL The analysis reveals key statistical evidence highlighting the significance of developing PSs, identifying factors that contribute to effective presentations, and addressing common challenges students face during presentations Furthermore, it emphasizes that strong presentation skills significantly boost students' overall speaking performance.
Results from the questionnaires
To ensure the reliability of the questionnaires, the researcher conducted a pilot test with ten random English teachers at HUCFL The collected data were analyzed using SPSS software for reliability analysis A Cronbach's alpha (α) score of 7 or higher indicates that the questionnaires are reliable.
The reliability analysis indicates that the questionnaires have an acceptable reliability score of α = 752, confirming that they are reliable and suitable for use with all respondents.
Table 4.1: The reliability of the piloted questionnaires reliability statistics
Following the pilot testing of the questionnaires, they were distributed to eight English teachers The data collected from a total of eighteen participants were analyzed using SPSS, resulting in a reliability alpha value of α = 805 This indicates that the questionnaires are reliable for use in the research.
Table 4.2: The reliability of the total questionnaires reliability statistics
4.2.1 Teacher’s perception toward the importance of developing presentation skills
The questionnaire, detailed in chapter three, consists of 30 questions organized into four clusters Each question is rated on a five-point scale ranging from (1) strongly disagree to (5) strongly agree.
The analysis of teachers' perceptions regarding the importance of developing professional skills (PSs) was conducted using SPSS software, focusing on data from cluster 1, which includes items 1, 2, 4, 6, and 7 (refer to Appendix 1) The mean score for the entire cluster was calculated to assess teachers' attitudes toward the significance of enhancing PSs, as presented in Table 4.3.
Table 4.3: Mean scores of teacher’s perceptions of developing PSs (cluster 1)
Cluster 1: The importance of developing PSs 4.3333 18
Table 4.3 indicates that the mean score for this cluster is approximately 4.33, significantly exceeding the midpoint of the five-point scale (M=3) and indicating strong agreement among participants The minimum score of 3.80 suggests that no participants expressed a negative attitude towards the importance of developing PSs Furthermore, the majority of responses reached the highest agreement level, with the lowest mean score for the first question at around 3.94, categorized as "agree." The table below clearly outlines the mean scores for each question in cluster 1.
Table 4.4: Mean scores of items in cluster 1
Item 1: PSs help students enhance the audience‟s knowledge and understanding of the topic 3.94 18
Item 2: Due to presentation skills, teacher can evaluate the student‟s speaking level in order to give suitable instructions 4.22 18
Item 4: PSs are necessary for student to look for jobs in the future 4.50 18
Item 6: PSs are as part of today world‟s business, very important to human life in the society 4.56 18
Item 7: PSs play an important role in developing speaking skill and communication 4.44 18
The findings indicate that English teachers in this study hold very positive attitudes towards developing presentation skills (PSs) in their students, recognizing that effective presentations are crucial not only in academic settings but also in everyday life A strong presentation can convey messages, shift audience perceptions, inspire others, and ultimately serve as a gateway to success Gender has been a significant factor in the ongoing research regarding the importance of presentation activities in the classroom Numerous studies, including those by Alshare (2003), Quible (2002), and Sammons (2001), highlight that both teachers and students value the integration of PSs in educational environments Furthermore, research by Aziz Corporation (1998) emphasizes that presentation skills are vital for individual career advancement and contribute positively to organizational value.
4.2.2 The student’s current problems often encounter when giving presentation
Students often make critical mistakes during presentations that hinder their effectiveness I have identified several common errors related to both verbal and non-verbal communication Specifically, I focused on five questions from cluster 2, drawn from random selections numbered 12, 15, 23, 24, and 29 (refer to Appendix 1) The following table illustrates the mean scores for this cluster, highlighting the areas where students struggle the most.
Table 4.5: The mean scores of cluster 2
Cluster 2: The student‟s current problems often made when having presentations 4.0778 18
In Chapter Three, I discussed the distribution of 18 questionnaires to English teachers with MA, BA, and PhD degrees, all of whom have at least five to ten years of teaching experience Their expertise and experience lend credibility to their responses, making them reliable for this research Notably, a majority of these teachers concurred that students frequently encounter individual challenges during presentations.
To the students, especially the third -year English students the goal of a good presentation is to enhance an audience‟s knowledge and understanding of the topic
While achieving good marks is important, the questions highlight issues in presentation skills Responses range from "4 agree" to "5 strongly agree," indicating areas for improvement These errors negatively impact presentation quality, emphasizing the need for thorough analysis and constructive feedback for educational purposes The following table presents clear statistics regarding the mean scores of items in cluster 2.
Table 4.6: Mean scores of items in cluster 2
Item12: Students often use so much information in presenting 3.94 18
Item 15: Students often forget interacting with the audience 4.00 18
Item19: Most students “read their speech” not “present the speech”, so these speeches become boring for the listeners 4.00 18
Item 23: Lacking of the confidence, communication apprehension, local accent and pronunciation 4.50 18
Item 24: Some students forget using non-verbal communication in presenting 3.94 18
Table 4.6 indicates that the mean score for Item 12 is 3.94, significantly exceeding the average value of 3 and nearing a score of 4, which suggests agreement This highlights a common mistake among students in their speeches: attempting to cover too much material By providing excessive information, speakers risk overwhelming their audience, leading to fatigue Furthermore, students often struggle with organizing their presentations effectively Despite gathering relevant information, they fail to structure their messages coherently, resulting in disorganized speeches that confuse listeners and detract from the main points (Bourhis 2002, Nonnan 1998).
Item 15 got the high value 4 of the five point scale It indicates that interacting with the audiences is very important by asking and motivating questions in class That is the best way helps you know how your audiences meet your topic (Stephen 2004, Cavett 1998) Besides, if you can create a good relationship with your audience, you will get impression from listeners It proves that you are a good presenter not a poor speaker who always read and read all the time However, students often ignore this stage in their presentation
Table 4.6 indicates that Item 19 received a mean score of 4 on a five-point scale, highlighting a common issue observed in student presentations: the tendency to memorize content Students often rely on two detrimental habits: reading from notes and reciting from memory (Paul and Judy, 2009; Pearson, 1995) These memorization techniques can hinder their natural delivery and overall effectiveness To overcome this challenge, students should focus on developing a solid outline and practicing their speeches aloud multiple times, which are proven strategies for improving retention and delivery.
Item 23 gets the highest value 4.50 of 5 value (strongly agree) of the five-point scale among five items in cluster 1 It proves that the teacher had a strong negative attitude toward the problem Most of the students get big trouble in controlling their feeling, confidence, limitation of pronunciation and local accent Therefore, overcoming these problems is very necessary to develop student‟s PSs
Communication apprehension, characterized by fear during presentations, leads to sleeplessness, worry, and reluctance, ultimately detracting from the ability to convey messages effectively Students experiencing high anxiety levels often hinder their own success, as highlighted by a study conducted by Paul E et al (2009, p 20), which noted that anxious students typically exhibit detrimental behaviors that compromise their performance.
Results from the interviews
After collecting and analyzing all the questionnaires, the researcher conducted interviews to verify the data and gain deeper insights into students' perceptions regarding the implementation of teaching PSs to English students The findings were based on interviews with 50 third-year English students at HUCFL.
4.3.1 The student’s perceptions toward presentation skills
Third-year English students unanimously recognize the importance of developing productive skills (PSs) in their curriculum, emphasizing that PSs should be taught as a dedicated subject Their responses highlight a strong consensus on the necessity of integrating PSs into classroom learning, supported by various reasons that reinforce their views.
Developing personal skills (PSs) enhances students' awareness of their significance in various aspects of life, as many fields require these skills to showcase talent and influence others Learning PSs boosts self-confidence and encourages effective communication, providing more opportunities to speak in front of large audiences.
Many interviewees emphasized the significance of developing professional skills (PSs) for effective communication and future job prospects One interviewee highlighted that a background in communication not only enhances interviewing skills, positively influencing hiring decisions, but also opens doors to desirable job opportunities Furthermore, strong communication skills are essential for career advancement and successful entrepreneurship, making the development of PSs crucial for long-term professional success.
Studying public speaking early in college significantly improves essential skills such as speaking ability, critical thinking, problem-solving, and media literacy, all of which are crucial for long-term success in life.
Significantly, S7 mentioned the benefits relating to develop PSs toward students
Presenting ignites my curiosity to research, structure my ideas, and craft a compelling speech to impress both my teachers and classmates, ultimately aiming for high marks Additionally, the presentation process enhances my knowledge significantly.
It is easy to realize that all of the interviewed students have strong positive attitudes toward developing PSs to them Their reasons were also relevant to Paul,
E, et al (2009), which supported for teaching PSs toward the students at school
4.3.2 The ways that students access to PSs
Many students lack the skills to create effective presentations, often resorting to searching online for existing materials or attempting to build their own They typically practice their presentations with friends to improve their delivery.
Besides, reading books and observation from teacher and classmates are main ways in order to learn about PSs
Most students acknowledge that the internet provides a quick and convenient way to access educational resources Through online videos and clips from professional presenters, students can enhance their learning and achieve academic success.
4.3.3 The difficulties that the students often encounter when presenting
Many respondents indicated that they frequently encounter psychological issues both prior to and during presentations These challenges hinder their academic performance and could potentially impact their future career opportunities.
Many students experience fear and stress when delivering speeches in front of the class, often leading to forgetfulness of key information that needs to be presented.
Another reason comes from S39 why he cannot have a good mark when making a speech:
I struggle with voice and pronunciation issues, as my local accent often hinders my audience's understanding Additionally, focusing on correct pronunciation can lead me to forget key points in my speech Ultimately, I find it challenging to maintain my composure while presenting, which affects my overall delivery.
S 27 also revealed the problems that her friends often made in presenting:
Many of my friends tend to overload their PowerPoint presentations with text, attempting to cover everything in detail This approach often leads to an overwhelming amount of information that is difficult to digest quickly Additionally, they rarely incorporate examples to clarify their points, making it challenging for me to stay engaged As a result, I sometimes find myself feeling bored or even falling asleep during their speeches.
Relating to interaction between the speaker and the listener, S47 mentioned that:
Many friends overlook the importance of communication during class discussions, focusing instead on their own speeches and questions As a result, my classmates and I often hesitate to share our thoughts, making me feel like an invisible presence to the speaker.
Many students recognize the importance of non-verbal communication in presentations, demonstrating their awareness of essential presentation skills According to S36, this highlights the growing understanding among students of how non-verbal cues can enhance their communication effectiveness.
I tend to stand still while speaking and seldom incorporate non-verbal communication, which can make my presentations dull for both my classmates and teacher My lack of confidence prevents me from effectively using non-verbal cues in my speeches.
Another idea from S30 mentioned that: