INTRODUCTION
Background of The Problem
In the twenty-first century, citizens are tasked with contributing their mental and physical strengths to foster national prosperity Consequently, education emphasizes the development of well-rounded students with both extensive knowledge and essential soft skills A report from Diễn đàn Doanh Nghiệp Việt Nam in June 2010 indicated that approximately 78% of citizens aged twenty to twenty-four lack these vital soft skills, underscoring the need for improvement As a result, many universities in Vietnam have integrated soft skills training into their curricula, with oral presentation skills recognized as particularly crucial for future career success This shift reflects a move away from traditional teaching methods to better prepare students for the demands of the modern workforce.
Instructor-centered methods position teachers as active leaders while students remain passive listeners In contrast, learner-centered methods encourage students to engage actively through discussions, inquiries, and presentations This innovative approach emphasizes oral presentation skills, serving as an effective assessment tool that allows students to showcase their abilities in reading, information analysis, public speaking, and communication As noted by Joan and Lucinda (2004), oral presentations are essential for developing transferable skills and play a critical role in students' professional growth.
Language serves as a powerful bridge that connects humanity, as highlighted by Ludwig Wittgenstein's assertion, “The limits of my language are the limits of my world.” In the era of globalization, English has emerged as the international language, spoken across the globe Mastering English alongside oral presentation skills equips students with vital tools for enhancing career opportunities and building relationships Recognizing the importance of oral presentations, particularly in English, many Vietnamese universities now require students to deliver presentations in English as a crucial component of their academic evaluation.
Problem Identification
Many Vietnamese students struggle with delivering presentations in class, particularly because these presentations are often required to be in English, their second language Common challenges include a lack of confidence when speaking in front of an audience and difficulties in understanding and using English fluently.
Research Objective
This study aims to explore the challenges faced by HUFLIT students in developing their English presentation skills by examining their perceptions Additionally, it seeks to identify effective solutions to address these difficulties in conducting oral presentations The research is anticipated to offer valuable insights into the obstacles encountered and practical strategies to enhance the oral presentation abilities of HUFLIT students.
Scope of The Research
This study is conducted in Ho Chi Minh City University of Foreign Languages
At HUFLIT, the Information Technology program emphasizes active and effective English language instruction This research aims to identify the challenges students face in developing their English presentation skills and to explore effective strategies for overcoming these obstacles.
- “What are the difficulties in English presentation skill faced by HUFLIT’s student?”
- “What are the solutions to cope with those difficulties?”
Research Organization
The research is divided into six chapters
In this chapter, the overview of the problem, especially the reason why the research need to be conducted is introduced, along with the organization of the study
This chapter offers clear definitions of key terms relevant to the research, along with comprehensive insights into the overall issue Additionally, it includes a concise review of prior research studies related to the topic.
In this chapter, the writer explains the ways the research was carried on and the tools used to collect as well as analysis gathered data
This chapter shows the explanations and analysis of the investigated results
In this chapter, the research gives the further discussion about the findings gathered from chapter four
This chapter gives some recommendations to deal with the problem
This last part is the conclude of the study
LITERATURE REVIEW
Definition of Oral Presentation Skill
Oral presentation skills are crucial in today's world, aiding both undergraduate students and non-native English speakers in enhancing their language proficiency comprehensively This importance has attracted significant attention from researchers globally To fully grasp the significance of oral presentations, it is vital to understand their definition, which varies among different scholars.
Morita (2000, as referenced in Al-Nouh, Abdul-Kareem & Taqi, 2015, p.137) described presentations as intricate interactions that involve complex mental processes, emphasizing the need for further research in this area.
According to Horwitz et al (1986, cited in Abu El Enein, 2011, p.8),
An academic oral presentation serves as a vital communication tool, enabling presenters to effectively engage with their audience It is particularly beneficial for EFL (English as a Foreign Language) students, as it enhances their oral communication skills in English.
Moreover, Levin and Topping (2006) defined that neither memorizing nor reading a manuscript, oral presentation means the well-prepare speech transmitted from the speaker to the audience
Joughin (2007, as cited in Al-Nouh, Abdul-Kareem, & Taqi, 2015) identifies three key aspects of oral presentation skills: first, it serves as a means of transmitting others' ideas to a generally passive audience with minimal anxiety; second, it involves imparting studied material, enabling students to derive their own interpretations; and third, it positions the presenter to engage in discourse, defending and persuading the audience regarding their viewpoints.
In addition, Zitouni (2013) adapted a brief definition that consider oral presentation as “an extension of oral communication skill It is where the presenter shows their knowledge on a particular subject.”
In the context of English as a Foreign Language (EFL), oral presentation is defined as a vital form of public speaking that requires considerable preparation and practice This skill serves as an effective tool for EFL learners, enhancing their language competence by integrating reading comprehension, writing, and speaking abilities.
Types of Oral Presentation
Oral presentations serve various purposes for conveying messages to audiences, with the style, content, and structure influenced by the specific aim of each speech (Chivers & Shoolbred, 2007, p.2) Understanding the objective of a presentation is crucial for presenters to develop their content effectively Research has categorized oral presentations based on different factors, highlighting the importance of aligning the presentation type with its intended purpose.
Mister Randall P Whatley (2014), president of Cypress Media Group, categorized oral presentations into five distinct types: informative, instructional, arousing, persuasive, and decision-making presentations He highlighted the importance of a clear purpose and specific organizational structure for each presentation type, as detailed in the accompanying table.
Table 2.2.1: Type and purpose of oral presentation, according to Randall P Whatley (2014)
Give descriptions and definitions to explain an issue that the audience wants to understand To help the complicated topic becomes more straightforward
Give a specific guide or recommendation to solve an issue/case study
The audience can well understand the topic and gain some new skills after the presentation
Arouse audiences’ Intelligence Quotient (IQ) and Emotion Quotient (EQ) of problems
Make the listeners think about the ways to solve an issue Persuasive presentation
Presenting in a logical point of view to convince or change audience’s awareness to accept the presenter’s suggestions
Presenting in a consistent way and strong enthusiasm to persuade the listeners accept and carry out the presenter’s plans
It is obvious that the main key Mister Randall P Whatley used to categorize oral presentation is based on its delivery purposes Unlike Randall P Whatley, El-
Issa and Redha (2010, cited in Chikh, M.K., & Dich, Y., 2016) propose a classification of oral presentations based on students' language proficiency levels, which includes controlled, guided, and free oral presentations Controlled oral presentations are designed for beginners, allowing them to read prepared documents on simple topics that align with their language skills, aiming to build confidence and encourage meaningful classroom participation Guided oral presentations target lower-intermediate to intermediate students, requiring them to utilize a higher level of language and engage in communicative delivery, often supported by tools like PowerPoint or handouts Free oral presentations are intended for upper-intermediate to advanced students, who not only present their topics but also engage with audience questions, demonstrating their language competence.
The Benefits of English Oral Presentation
2.3.1 The Advantages of Oral Presentation Skill
Effective oral presentation skills are crucial for ESL and EFL students, as they enhance academic performance and future job prospects (Meloni & Thompson, 1980, cited in Jane King, 2002) Emden and Becker (2014) emphasize that strong presentation abilities significantly contribute to success in academics, job interviews, and professional life Consequently, students proficient in oral presentations are more likely to seize opportunities that lead to fulfilling careers (Ramos Álvarez & Luque, 2010, cited in Gallardo del Puerto & Martínez Adrián).
Oral presentations offer several significant advantages for students, as highlighted by M (2015) Firstly, they foster essential skills such as problem-solving, autonomous learning, and effective collaboration Secondly, students' memorization abilities improve when they prepare their lesson content themselves Additionally, Ramos Álvarez and Luque's study indicates that increased participation in presentations correlates with greater student responsibility Finally, presenting information to an audience is a vital professional skill that students will need in their future careers Overall, oral presentations contribute to the comprehensive development of undergraduate students, enhancing their academic success and workplace advancement while emphasizing the importance of both verbal and non-verbal communication in today's technology-driven society.
2.3.2 The Advantages of Presentation in English
In today's interconnected world, effective communication is essential, with English serving as a vital tool for fostering human connections As Tran (2009) notes, we are in a communicative era that prioritizes the evaluation of language use over mere grammar Philipson (2009, cited in Gallardo del Puerto & Martínez Adrián, 2015) highlights that the globalization and internationalization of universities are closely linked to the use of English Consequently, learning to present a case in English is deemed more beneficial than focusing solely on mechanical grammar Oral presentations are recognized as an effective method for teaching and learning foreign languages, as they integrate the four key language skills Zitouni (2013) identifies four significant benefits of English oral presentations in EFL classes.
“1 Oral presentation is making a relation between language study and language use
2 It helps students to collect, inquire, organize, and construct information
3 Its aim is to allow the anatomy between students
4 In oral presentation, students use all the four skills in natural integrated way”
Oral presentations require students to integrate four language skills along with essential soft skills to deliver an effective speech The preparation phase involves researching English documents, from academic papers to real-life references, enabling students to gather and analyze information for a comprehensive understanding of their topics This process enhances their reading, listening, and data analysis abilities During the presentation, students engage in public speaking in English, learning to interact with the audience both verbally and non-verbally Finally, post-presentation discussions or negotiations with peers help clarify any issues that arise.
In addition, a study by Mohammad, O.F.A.H., Amirul, I., & Mohammad, A.R
(2016, p.142) affirmed the advantages of oral presentation in English in opportunities for future careers:
1 Presentation is general and group presentation in particular provides students chances to work with others and express or negotiate their ideas in English which is seemed helpful skill for occupations
2 Employers of any discipline look for good verbal and non-verbal communication candidates, so that the presentation skill becomes a vital asset in future
Despite the numerous advantages of oral presentations in English, students often view them as a significant challenge This article will explore the factors that influence the quality of these presentations.
The Difficulties in Oral Presentation
2.4.1 Internal Difficulties in Oral Presentation
Anxiety is a significant challenge for learners using English as a foreign language, often stemming from their own feelings of tension and apprehension Spielberger (1983) defines anxiety as a subjective experience of nervousness linked to the activation of the automatic nervous system In the context of oral presentations, Hazila Kadir (2014) describes it as an uncomfortable sensation caused by fear or the anticipation of negative outcomes This discomfort is common among ESL learners when presenting in front of others, highlighting that anxiety is a natural response to stepping outside one's comfort zone Consequently, this anxiety can lead foreign language learners to avoid oral practice, particularly presentations.
Many psychologists assert that controlling the fear of public speaking is possible, yet research indicates a significant prevalence of this anxiety A study by Spijck (2011, cited in Farhan, R., 2017, p.97-98) revealed that approximately 80% of individuals report experiencing public speaking anxiety, regardless of audience size Furthermore, it was found that four out of ten people consider public speaking one of their top three fears This anxiety is even more pronounced in the context of English as a Lingua Franca (ELF), where students face heightened fear when delivering presentations in a non-native language.
Nguyen Huynh Thao Ngan (12) addressed the issue of anxiety related to foreign language speaking during a speech A study by Farhan Raja revealed that over 75% of undergraduate students experience fear when speaking in front of a class (Farhan Raja, 2017) Similarly, research conducted by Bao Dat and Brian Tomlinson (2004) found that 47.6% of 300 Vietnamese students reported high anxiety when presenting in English These findings highlight the significant impact of individual anxiety levels on students' oral presentations in English.
Many students struggle with oral presentations due to anxiety, which can manifest in various physical symptoms such as trembling knees, a shaky voice, and rapid speech (Beatty, 1988, cited in Chandran et al., 2015) Additional signs of anxiety include heavy breathing, lack of eye contact, and fidgeting (Mulac & Sherman, 1974, cited in Jane King, 2002) This anxiety can also lead to sweaty palms, an accelerated heart rate, and memory loss Recognizing these behaviors, researchers have identified effective strategies to help students reduce their presentation anxiety (King, 2002; Chen, 2015; Chandran et al., 2015).
Many students struggle with English presentations due to anxiety, which hinders their ability to improve both their language and oral communication skills This inner fear can prevent them from seizing valuable opportunities Therefore, it is essential to identify effective strategies to address and overcome English oral presentation anxiety at its core.
2.4.1.2 The Lack of Self - Confidence
Lack of confidence is a significant factor affecting students' ability to conduct oral presentations in English Research by Al-Hebaish (2012) highlights that self-confidence correlates with effective communication, emphasizing its importance in oral presentations Furthermore, Yashima, Zenuk-Nishide, and Shimizu (2014) suggest that self-confidence plays a crucial role in motivating students to participate in language course activities.
Vietnamese students often fear being laughed at by their peers for making mistakes, leading them to avoid English presentations in class (Trung Hieu, 2011) This lack of self-confidence, exacerbated by traditional teaching methods that foster passivity and dependence on teachers, hinders their ability to engage actively in learning A study by Bao Dat and Brian Tomlinson (2004) found that 46.6% of Vietnamese students associate mistakes with shame, further limiting their willingness to speak English The fear of losing face and the challenges of presenting in a foreign language contribute to their shyness, which can cause their minds to go blank during presentations (Baldwin, 2011, cited in Juhana, 2012) Consequently, this lack of self-confidence poses a significant barrier for English as a Foreign Language (EFL) students, making it difficult for them to overcome their fears.
In terms of solution to be more confident, Al-Hebaish (2012) suggested creating an excited atmosphere as well as encouraging students attend to oral
Creating a harmonious atmosphere in the classroom is essential for reducing students' shyness and encouraging confident presentations, as highlighted by Nguyen Huynh Thao Ngan Research indicates that effective strategies to build students' confidence in English as a Foreign Language (EFL) contexts include helping them disregard the fear of failure or success (Chinmony, 2017, cited in Juhana, 2012) Furthermore, establishing strong emotional bonds between students and teachers is crucial, as it fosters a supportive environment where teachers can better understand and address students' fears (Juhana, 2012).
Self-confidence plays a crucial role in a student's success during English oral presentations and in their social interactions It serves as both a key trait for achievement and an internal barrier that students must overcome when presenting to an audience.
Oral presentation skills encompass four fundamental language learning skills, with speaking being the most crucial component For Vietnamese students learning English as a foreign language, mastering speaking is often perceived as one of the greatest challenges.
According to the EF Education First survey, which analyzed 1.3 million individuals across 88 countries, Vietnam ranked 41st among non-native English-speaking nations and 7th among 21 Asian countries in the 2018 Global English Proficiency Index While Vietnamese students exhibit moderate English proficiency, the rapid globalization and interconnectedness of today's society necessitate improved English skills, particularly in speaking Employers have expressed concerns regarding graduates' inadequate English abilities, highlighting a growing preference for candidates who can deliver formal presentations effectively Consequently, enhancing speaking proficiency among undergraduate students has become increasingly essential.
Vietnamese students often feel intimidated by verbal activities in English courses, largely due to traditional teaching methods that emphasize grammar and writing over oral communication This teacher-centered approach has led to a fear of speaking, as students focus excessively on avoiding grammatical errors, which hinders their fluency during presentations Consequently, this anxiety can create discomfort for both the presenter and the audience A survey by Dat Bao and Tomlinson (2004) revealed that many students prioritize speaking correctly over speaking frequently, a mindset shaped by past teachers who emphasized perfection This prevalent attitude discourages students from engaging in English communication, particularly in presentations.
Limited English speaking proficiency poses a significant challenge for students when delivering oral presentations Enhancing undergraduate students' speaking skills can facilitate their participation in English verbal activities, particularly helping them to overcome difficulties in presenting in English.
2.4.2 External Difficulties in Oral Presentation
In oral presentations, the audience plays a crucial role in both supporting and evaluating the presenter’s performance Their attention significantly impacts the presenter’s psychology and the overall quality of the presentation Ultimately, an effective presentation hinges on engaging the audience throughout the delivery.
Effective presentations require not only the delivery of prepared content but also active interaction with the audience Engaging the audience through questions, answers, and eye contact enhances the connection to the presentation material, facilitating better information transmission However, many students struggle with this aspect, as they cannot control audience behavior and often fear public speaking Challenges include uncooperative audience members, distractions, and even ridicule, which can undermine the presenter’s confidence and effectiveness.
Chapter Conclusion
This chapter explores various aspects of English oral presentations, focusing particularly on the identification of difficulties faced by students Notably, there has been limited research on the external challenges affecting students, highlighting a significant gap in the literature This study aims to address this gap by investigating both external and internal difficulties encountered during oral presentations The findings and discussions are anticipated to contribute valuable insights to this area of research.
MENTHODOLOGY
Methods
In this study, the researcher employed both Quantitative and Qualitative Research Methods to objectively gather data on the challenges faced by students at HUFLIT during English oral presentations Data collection was conducted through questionnaires and interviews, providing insights into the students' perspectives on this issue.
Quantitative study is the way to gather and evaluate information by number
Numerical data allows researchers to investigate issues logically, minimizing reliance on subjective human thought As noted by Dürnyei (2007), the utilization of numbers is a fundamental aspect of quantitative research, highlighting their significance and strength, which is further affirmed by the principles of mathematics.
Qualitative research encompasses a diverse array of data, such as recorded interviews, texts, and images, as noted by Dửrnyei (2007, p.37) Additionally, during the data processing phase, a significant portion of this data is transformed for analysis.
Qualitative research methods prioritize direct communication with selected interviewees, allowing researchers to observe their behaviors and psychological nuances By employing these methods, researchers can gain deeper insights into individuals' mindsets, enabling them to synthesize, analyze, and categorize information in a way that effectively addresses the research topic.
Research Setting
The study conducted at Ho Chi Minh City University of Foreign Languages - Information Technology (HUFLIT) in District 10 aims to explore the challenges faced by undergraduate students in English oral presentations A diverse group of students from various faculties participated in the research, reflecting HUFLIT's commitment to equipping students with practical English skills as a global language This diversity provides a rich opportunity for gathering a wide range of insights relevant to the study's objectives.
Subject Description
In order to be related to the research’s purpose, the participants need to satisfy two conditions:
1 The participants are undergraduate students of HUFLIT
2 The participants’ learning program has English oral presentation activities as an assessment
A study involving approximately 110 students from various departments at Ho Chi Minh City University of Foreign Languages - Information Technology examined their experiences with English oral presentations during their university courses The participants, aged between 19 and 22, provided valuable insights into their presentation skills and challenges.
Nguyen Huynh Thao Ngan, 20, demonstrates an average proficiency in English applicable to both academic and social contexts The participants' dual capabilities are essential as they directly influence the research outcomes, ensuring that they can provide accurate responses to the survey.
Materials and Procedure
The questionnaire is designed to examine the students’ opinion about difficulties in English oral presentation (See Appendix A) This survey consisted of
The article presents 27 items written in English, accompanied by their Vietnamese translations to enhance clarity and prevent misunderstandings among participants, ensuring they grasp the main ideas of the questions and provide accurate responses.
The survey was conducted using two methods: direct interaction with participants on campus and online During the face-to-face approach, the researcher engaged with students, providing a clear explanation of the questionnaire's structure.
The undirected method utilized Google Forms, where the researcher created a comprehensive questionnaire with clear instructions for each question Students were instructed to select their answers and could respond in either Vietnamese or English for short answer questions, allowing them to express themselves comfortably Participants were encouraged to seek clarification from the researcher to ensure they understood the questions correctly, which was crucial for obtaining reliable responses After completing the questionnaire, students submitted their responses to the researcher The collected data was then processed for synthesis, analysis, and evaluation of results from both paper and online surveys.
As aforementioned, the questionnaire includes 27 questions in different types:
22 Likert – scale questions, 3 close-ended questions, and 2 short-answer questions The detailed structure could be considered:
Part I comprised of 4 questions This part is called Basic Information, which is designed to investigate the general information of participants
Part II consisted of 23 questions In this part, the 22 Likert – scale questions is used to examine students’ perception about the difficulties in conducting English oral presentation in class This part includes the crucial data that the research need to dissociate the issue
To gain deeper insights into students' behavior regarding classroom presentation activities, the researcher conducted interviews with 10 students not included in the previous questionnaire of 110 participants These face-to-face interviews, held on campus, aimed to evaluate the interviewees' feelings and psychological states The primary objective was to investigate students' speaking skills while also exploring their perceptions of English in general and English oral presentations specifically, as well as their strategies for addressing related challenges.
The interviews lasted approximately 10 to 15 minutes per student, during which the research emphasized that all responses would be used solely for academic research purposes, ensuring that the interviewees' answers remain confidential.
Statistical Treatment
The original data gathered from questionnaire and interview were synthetic, and then converted into percentage to analyze and illustrate After that, the data is
NGUYEN HUYNH THAO NGAN 22 presented in charts by using Microsoft Excel The collected answers and charts is further used in Chapter four: Findings
RESULT … …………………………………….………….23-36
In this chapter, the research findings would be displayed It is expected to figure out the root cause of an issue through analysis the gathered information and data
The pie chart illustrates the participation in the questionnaire, which included a total of 104 students from HUFLIT, spanning first to fourth years However, two responses were deemed invalid as they came from individuals who had already graduated, resulting in a final count of 102 valid participants Notably, seniors comprised 47% of the total respondents, indicating a significant representation in the survey.
Figure 4.1 The University Years of Participants
NGUYEN HUYNH THAO NGAN 24 experience in conducting oral presentation in university, would provide an objective perspective in research
In a recent self-assessment of English proficiency among participants, an unexpected finding emerged: 0% of respondents rated their English ability as "Weak." Despite HUFLIT providing a conducive environment for learning and practicing English through various courses, 58% of students still perceived their English skills as lacking.
“Average” This number was from the students studying at other departments where limit English courses during the study program, such as Information Technology
In a recent interview, a student from the Information Technology Department at HUFLIT expressed initial uncertainty about their English skills, stating, "At first, I was too unconfident with my English However, I had many opportunities to learn and practice at HUFLIT, which helped me feel more confident in evaluating my English ability as average." This highlights the supportive learning environment at HUFLIT that fosters language development and boosts student confidence.
Figure 4.2 The English Proficiency Of Participants
NGUYEN HUYNH THAO NGAN 26 students from 58% “Average” English level would provide the true value of difficulties in English presentation as they had to face with
3 The Frequency of Conducting an English Presentation
Figure 4.3 illustrates the frequency of participants joining English oral presentations, with "Frequently" leading at 63%, representing over half of the total responses This significant percentage is primarily attributed to the major students in Foreign Languages.
The Department of Business Administration actively encourages students to engage in numerous speaking activities, particularly focusing on English presentations However, the outcomes reveal a surprising trend, with only 63% of participants fully engaging in these opportunities.
“frequently” make an English oral presentation, only 12% (13 students) said that they
“rarely” present a lesson in English, most of those from Information Technology
Many IT students express a lack of opportunities to practice English, often focusing their efforts on computer software and programming tasks This highlights a common challenge within the Information Technology field, where practical language skills may take a backseat to technical training.
Figure 4.3 The Frequency Of Conducting an English Presentation
Technology Department should be provided more opportunities to attend to English oral activities, in order to shorten the distance to overcome the language barriers
4 The Difficulties in English Presentation
4.1 You are afraid of making mistakes while presenting
The graph 4.4.1 shows the students’ anxiety about making mistake during their
A recent survey revealed that 51.9% of participants view making mistakes during English oral presentations as a significant source of anxiety, while nearly 29.4% strongly agree with this sentiment Overall, students take language and performance mistakes seriously but struggle to find effective solutions to overcome these challenges.
Strongly Agree Agree Disagree Strongly Disagree
Figure 4.4.1 Being Afraid Of Making Mistakes
4.2 You are too shy to make a presentation in front of audience
The data presented in graph 4.4.2 reveals students' perceptions of how shyness impacts their English presentations While 14.7% of students reported not feeling shy, a significant portion, approximately 48%, acknowledged shyness as a challenge, with 12% identifying it as their primary difficulty An interviewee noted, “My English is quite good, however, when I present in front of the class in English, my confidence is very low I can speak loud because I am afraid of being judged by peers.” The 14.7% of confident students can be linked to the 8% who rated themselves as “Excellent” English learners This data underscores that shyness is a major barrier faced by many students in their presentations.
Strongly Agree Agree Disagree Strongly Disagree
4.3 The lack of appropriate vocabulary and expressions used in a presentation
The evaluation of students regarding the impact of inadequate vocabulary and expressions on English presentations reveals significant insights Approximately 66% of students acknowledged that a lack of appropriate vocabulary hindered their performance, with no students denying its effect This indicates that limited vocabulary and expressions considerably complicate English presentations Consequently, the neglect of vocabulary enhancement during the English learning process is a primary factor contributing to challenges in communication, particularly in oral presentations Therefore, addressing difficulties in English speaking proficiency is essential.
Strongly Agree Agree Disagree Strongly Disagree
Figure 4.4.3 The Lack Of Appropriate Vocabulary And Expressions
4.4 Making grammar mistakes during presentation
The research highlighted in graph 4.4.4 indicates that grammar, alongside vocabulary limitations, poses a significant challenge for students during English oral presentations According to the data, 56.9% of students identified grammar mistakes as a key factor contributing to ineffective performance Additionally, 19.6% of students who "Strongly Agree" with this challenge strive for excellence in their presentations, emphasizing the need to avoid grammatical errors while speaking This pressure often leads to anxiety, causing presenters to spend excessive time searching for the perfect sentence structure to articulate their ideas effectively.
Strongly Agree Agree Disagree Strongly Disagree
Figure 4.4.4 Making Grammar Mistakes During Presentation
According to Graph 4.4.5, 59.8% of students reported that interruptions from the audience make it difficult to continue their presentations, highlighting the challenges of presenting in English, which requires high levels of focus In contrast, only 2.9% of students felt that audience interruptions were not a significant obstacle This suggests that a positive rapport between the presenter and the audience can enhance the effectiveness of a presentation.
Strongly Agree Agree Disagree Strongly Disagree
Figure 4.4.5 Interruption From The Audience
4.6 You do not have right to choose the topics in most of your presentation tasks
The graph 4.4.6 illustrates students' perspectives on the significance of topic selection in presentations It reveals that 54.9% of students "Agree" and 27.5% "Strongly Agree" that they lack opportunities to choose topics they are passionate about for their English presentations, with only 6.8% dissenting This indicates that many participants believe topic selection is fundamental to the presentation process, as engaging topics can enhance student motivation Conversely, being restricted to textbook material or uninspiring topics often leads students to disengage from presentation activities Additionally, unfamiliar and complex topics may present challenges due to difficult vocabulary, making them less accessible Overall, the findings highlight the importance of topic choice in fostering student engagement in presentations.
Strongly agree Agree Disagree Strongly Disagree
NGUYEN HUYNH THAO NGAN 35 students choose agreement because of the crucial of topics to an English oral presentation
The graph 4.4.7 demonstrates the students’ perspective in the difficulties caused by the lack of preparation time As the result, there were only 7,8% that apply
Approximately 58% of students believe that preparation time significantly impacts the quality of their English presentations, while 34.2% consider it crucial An interviewed student emphasized the importance of preparation, stating, “I take the preparation time before an English presentation seriously, because the more I practice, the better the final result I could get However, I often lack sufficient time due to numerous subjects and tasks, making the syllabus overwhelming.” The survey results suggest that students need more rehearsal time, but the current course schedule does not provide enough to meet this need.
Strongly Agree Agree Disagree Strongly Disagree
Figure 4.4.7 Lack Of Preparation Time
DISCUSSION
Internal Factors
A significant internal factor contributing to difficulties in English oral presentations among students is a lack of confidence This deficiency adversely affects their overall foreign language development, particularly in oral presentation skills Many students shy away from presenting in English due to concerns about their language proficiency, fearing that their imperfect English will lead to embarrassment and low grades Research indicates that approximately 81.5% of students worry about making mistakes, while around 60% feel intimidated by the prospect of presenting in front of their classmates These statistics highlight the internal barriers that foster negative perceptions and hinder students from effectively conducting English presentations.
Linguistic factors, particularly limited English proficiency due to insufficient vocabulary and expressions, significantly contribute to communication challenges Research indicates that students primarily rely on traditional learning methods, emphasizing theory over practical application As a result, while they may memorize a considerable amount of vocabulary, they struggle to utilize it effectively in real-life situations.
Students often struggle to retain their English skills due to limited opportunities for practical use in everyday life, leading to a tendency to revert to their native languages for communication outside of the classroom.
The analysis of questionnaire data revealed significant differences in perception between HUFLIT students who have taken Public Speaking courses and those who have not Approximately 60.78% of participants were juniors and seniors from the Foreign Language Department, specifically in English, who included Public Speaking in their curriculum, while 39.22% were freshmen and sophomores, as well as students from other departments, who had not yet studied the subject The researcher identified two primary differences in perceived difficulties during English presentations between these groups: linguistic challenges related to vocabulary and non-verbal communication challenges associated with body language.
Freshman and sophomore students lacking Public Speaking training often struggle significantly with vocabulary and collocations, which are crucial for effective presentations Approximately 50% of surveyed participants reported difficulties in these areas, highlighting that 15.87% of them faced challenges related to vocabulary Additionally, these students tend to be confused about body language and nonverbal communication techniques In contrast, those who have completed Public Speaking courses experience only a 10% difficulty rate in vocabulary usage, indicating that training enhances their academic vocabulary and presentation skills Without proper instruction, students frequently resort to informal language and unreliable online resources, hindering their ability to build a strong academic vocabulary necessary for presentations.
Students lacking formal training in Public Speaking struggle significantly with non-verbal communication skills, such as gestures, eye contact, and posture, which are crucial for engaging an audience This deficiency often leads to difficulties in managing audience interruptions Conversely, students who have received Public Speaking education, particularly juniors and seniors from the Foreign Language Department, exhibit greater confidence and proficiency in utilizing body language to captivate their audience This is reflected in the data, where only 12.3% and 2.9% of these students reported interruptions as a challenge, highlighting the benefits of Public Speaking instruction.
External Factors
A recent survey revealed critical insights into the external factors impacting students' English oral presentations, with audience behavior identified as the primary challenge Nearly 60% of participants reported that interruptions from the audience significantly hindered their performance This indicates that audience attitude can greatly influence the quality of a presentation, either enhancing or detracting from it Presenting in a foreign language poses additional challenges for students, as they must recall and articulate their ideas fluently; external distractions can lead to confusion and embarrassment Supporting this, Jane K (2002) found that audiences often become disengaged, distracting themselves or making jokes based on the presenter’s delivery.
Students who deliver presentations in a rapid and monotonous manner often lose control of their voice, tone, and pacing, which can lead to audience boredom and disengagement Improving English proficiency and public speaking skills can significantly enhance audience engagement and reduce neglect during presentations.
Students often struggle with presentations due to factors such as audience engagement, topic selection, and preparation time While university learning programs are designed to align with societal needs, they often require adherence to a syllabus, limiting students to textbook topics rather than their personal interests Consequently, many students find it challenging to present on topics they find uninteresting.
Besides, the preparation time before presenting is as important as presentation topics, in some case, the investment in time is more necessary than topic It is clear that over
A significant 85% of participants emphasized the importance of preparation time for their English presentations, highlighting the challenges posed by limited preparation opportunities This difficulty may stem from the demands of juggling multiple courses alongside their core subjects, which require substantial time and effort to master.
Chapter Conclusion
The research findings indicate that HUFLIT students struggle with English presentations primarily due to a lack of confidence, insufficient preparation time, and limited topic selection However, students who have taken Public Speaking courses demonstrate notable improvements in both verbal and nonverbal communication skills, highlighting the positive impact of these courses on juniors and seniors in the Foreign Language Department The upcoming chapter will propose solutions to address these challenges and enhance the English presentation abilities of HUFLIT students.
SOLUTION
The Solutions to Cope with Internal Factors
The analysis reveals that students face significant challenges in English proficiency, which undermines their confidence in presenting issues in English To address this, active practice of English should be encouraged at all times and in various settings Both instructors and students must collaborate to create an English-speaking environment, extending beyond the classroom Students should initially practice speaking loudly in front of small groups and gradually increase their audience size Additionally, professors should encourage students to think in English, progressing from simple to complex scenarios, and articulate their thoughts Ultimately, students need to dedicate time to learning and expanding their vocabulary and expressions to enhance their fluency in English presentations.
To effectively address shyness and anxiety in students, lecturers should foster a friendly classroom environment and emphasize the importance of respectful behavior during presentations Juhana (2012) highlights that a harmonious atmosphere created by teachers can significantly reduce students' nervousness Additionally, increased practice leads to greater confidence; therefore, students are encouraged to rehearse in front of a mirror and record themselves to identify and correct pronunciation errors before presenting to an audience.
NGUYEN HUYNH THAO NGAN 42 moreover, they should have a small note belong to them in case they forget the important content of the presentation.
The Solutions to Cope with External Factors
Many students struggle to engage with their audience during presentations To enhance attention, presenters should utilize eye contact and effective body language Additionally, lecturers must prioritize appropriateness during presentations to minimize audience distractions and interruptions It is also essential for lecturers to guide students in preparing visual aids that align with the speech's structure and to clearly outline the presentation's objectives at the beginning This approach helps the audience follow along more effectively and keeps them engaged throughout the presentation.
Research indicates that presentation topics significantly impact students, prompting recommendations for lecturers to create more opportunities for student-led discussions on topics of interest Implementing small live forums once or twice during the course can facilitate natural English oral activities As Jane King (2002) notes, "oral presentations can be a beneficial and enjoyable activity for learners," providing a refreshing break from traditional textbooks Additionally, allowing students to select topics from the textbook that excite them, rather than assigning topics, can enhance engagement and motivation in their presentations.
Preparation time poses a significant challenge for students during English oral presentations To address this issue, it is recommended that students dedicate at least thirty minutes each day to practice, ideally two or three days prior to the presentation, by rehearsing in front of a mirror or a small group of friends for constructive feedback If time is limited, students should focus on reviewing all presentation content the night before the event.
Nguyen Huynh Thao Ngân emphasizes the importance of creating a detailed study timeline for students By doing so, students can allocate their time effectively and prevent any last-minute rush or lack of preparation.
CONCLUSION
Conclusion
In the twenty-first century, students must develop essential skills, such as English presentation abilities, to enhance their future opportunities amidst global integration and development Despite this necessity, many young individuals struggle with these soft skills due to various challenges, prompting a study to identify the causes of English oral presentation difficulties among HUFLIT students The research revealed five key factors influencing these challenges: first, anxiety about making linguistic mistakes while presenting; second, a lack of confidence that hinders effective public speaking; third, negative audience behavior that can demoralize presenters; fourth, the presence of dull or challenging topics; and finally, insufficient preparation time.
The findings from the questionnaire and interviews confirm that HUFLIT students have had numerous opportunities to enhance their English presentation skills throughout their four years at university However, many students still experience awkwardness due to inexperience and a lack of public speaking techniques While effective solutions have been suggested to help overcome these challenges, it is essential for students to engage in self-evaluation to identify their weaknesses and improve their skills moving forward.
From the research’s result, together with the literature review, the researcher deeply understands the issue as well as the pedagogical implications contributed to the research
This study emphasizes the importance of students approaching English presentations with seriousness and developing their public speaking skills to enhance their oral presentation abilities While various challenges may arise during this process, there are straightforward and effective solutions available to overcome them.
This research highlights the impact of external factors on students during presentations, a topic less frequently addressed compared to linguistic factors by other studies To enhance the validity of these findings, further large-scale research is recommended.
Limitation of The Study
Although this research was carefully prepared, the researcher aware of its limitations and shortcomings, namely the lack of data, and the limited time
The study faces a significant limitation due to insufficient data, as it only includes 110 participants from HUFLIT's student population for the questionnaire and 10 students for interviews, indicating a minimal sample size that may affect the reliability of the results.
A significant limitation of the research was the restricted time available, which hindered the abundance of material sources Coordinating interviews with busy university participants, who were focused on test preparations, added to the challenge To address this issue, the researcher should have aimed to keep interviews brief to respect and accommodate the participants' schedules.
In short, the further study would be conduct in a larger scale as well as longer time to enquire more aspects that affect the English presentation of the students
Acknowledging the limitations of this study, future research should aim for more significant achievements by expanding the scale of the study for greater reliability Additionally, incorporating more questionnaires will help explore the influence of psychological and social factors on presentations It is also essential to investigate the challenges faced by EFL students regarding verbal and non-verbal techniques in English presentations across different cultures, as this could provide valuable insights into the impact of foreign cultures on their presentation skills.
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My name is Nguyen Huynh Thao Ngan, a senior at the Foreign Language Department of Ho Chi Minh City University of Foreign Languages – Information Technology (HUFLIT) I am conducting research on the challenges students face in English presentation skills at HUFLIT and would greatly appreciate your cooperation in completing this questionnaire Your responses will be kept confidential and used solely for academic research purposes Thank you for your time and support.
Please read carefully and choose the only one answer for each question by putting a
✓ in a box or writing down your answer in a blank The writing answers can be given in Vietnamese or English
1 Which year are you in?
Freshman (the first year of the university)
Sophomore (the second year of the university)
Junior (the third year of the university)
Senior (the fourth year of the university)
3 How do you evaluate your level in English?
4 During your academic years, how often do you make an English presentation?
Your voice becomes quiver and the volume is low (Giọng nói của bạn bị run và âm lượng thì nhỏ)
2 You can speaking fluently (Bạn không thể nói trôi chảy được)
3 Your breath becomes so heavy
(Hơi thở trở nên gấp và nặng nề)
Your body becomes fidgeting or motionless (Cơ thể của bạn trở nên bồn chồn hay thậm chí là bất động)
You cannot remember anything that you prepared (Bạn không thể nhớ nổi bất cứ điều gì mà bạn đã chuẩn bị)
You do not like standing in front of people and speaking (Bạn không thích việc đứng trước mặt mọi người và trình bày)
2 You afraid of being laughed at
(Bạn sợ bị cười nhạo)
You afraid of making mistake while presenting (Bạn sợ mắc lỗi khi đang thuyết trình)
4 You afraid of receiving criticisms
(Bạn sợ nhận những lời phê bình)
You are too shy to make a presentation in front of audience
(Bạn ngại ngùng với việc phải thuyết trình trước khán giả)
Lack of appropriate vocabulary and expressions used in a presentation (Thiếu từ vựng và các cụm diễn đạt phù hợp trong thuyết trình)
2 Pronunciation difficulty (Sự khó khăn trong việc phát âm)
You usually make grammar mistakes during presentation (Bạn thường mắc phải lỗi ngữ pháp khi thuyết trình)
4 You too focus on accuracy rather than fluency during presentation
(Bạn quá chú trọng việc nói đúng hơn là thuyết trình một cách lưu loát)
You cannot express the English intonation during the speech (Bạn không thể diễn đạt theo ngữ điệu của Tiếng anh trong quá trình thuyết trình)
EXTERNAL FACTORS First: The Audience
You avoid eye-contact with audience during the presentation
(Bạn tránh giao tiếp bằng mắt với khan giả khi thuyết trình)
You afraid of interacting with audience (Bạn e ngại tương tác với khán giả)
Interruption from the audience, - i.g: talking, joking, etc (Khán giả gây gián đoạn – ví dụ: nói chuyện riêng, đùa giỡn, v.v.)
You afraid of feedbacks from teacher and peers (Bạn lo ngại về phản hồi đánh giá từ giảng viên và bạn bè)
You do not have right to choose the topics in most of your presentation tasks (Đa phần các