Luận văn các yếu tố Đánh giá cho bài thuyết trình hiệu quả của sinh viên chuyên tiếng anh trường cao Đẳng sư phạm hà nam vấn Đề và g

used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom document study to set up suitable criteria for marking EFL presentations

VIETNAM NATIONAL UNIVERSITY-HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

WACULTY OF POSTGRADUATE STUDIES

PILAM TH BÍCH HẠNH

ASSESSMENT CRITERIA FOR AN EFFECTIVE EFT PRESENTATION OF

ENGLISH MAJORS AT HANAM TEACHERS TRAINING COLLEGE

PROBLEMS AND SOLUTIONS:

{CAC YEU TO DANH GIA CHO BAI THUYET TRINH HIEU OUA CUA SINH VIÊN CHUYEN TIẾNG ANH TRƯỜNG CAO DANG SƯ PHẠM HÀ NAM

VAN DẺ VÀ GIẢI PHÁP)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Tanoi - 2011

VIETNAM NATIONAL UNIVERSITY-HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST GRADUATE STUDIES

PHẠM THỊ BÍCH HẠNH

ASSESSMENT CRITERIA FOR AN EFFECTIVE EFL PRESENTATION OF ENGLISH MAJORS AT HANAM TEACHERS TRAINING COLLEGE

PROBLEMS AND SOLUTIONS:

{CAC YEU TO DANH GLA CHO BAI THUYET TRINH HIEU QUA CUA SINH VLEN CHUYEN TIENG ANH TRUONG CAO DANG SU PHAM HA NAM

VAN DE VA GIAI PHAP)

M.A MINOR PROGRAMME TIIESIS

Wield: English Teaching Methodology

Code: — 60.1410 Supervisor: Vũ Mai Trang , M.Ed

Hanoi - 2011

1 Rationale of the study

2 Purpose of the study

3 Rescarch questions

4 Methodology

5 Significance of the study

PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW

1 Oral presentation

1.1, Definitions of oral presentation

1.2 Lypes of oral Presentation

1.3 Oral Presentations in classroam settings

2 Introduction to needs analysis

2.1 Definition of needs analysis

2.2 Types af needs analysis

3 Assessment

3.1 An overview of classroom assessment

3.2 Presentation assessment

3.3 Washback of classroom assessment on students

4 Document study on assessment critoria for oral presentation

CILAPTER 0: THE STUDY

7

LIST OF FHGURES AND TABLES:

CHAPTER IIE: RESULTS AND DISCUSSIONS

1 Types of oral presentation assessments used to evaluate EFL oral

presenfations of knglish majors at HTTEC "_

2 Criteria used to evaluate EFT oral presentations of English

4 A suggested Evaluation Sheet for oral prescutation

5 Implications and suggestions

S.L For the students

5.2 For the teachers

PART C: CONCLUSION

1 Cenclusion of the study

2, Limitations and Suggestions for future research

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students.

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

LIST OF ABBREVIATIONS

EPL English as a foreign language

HTTC: Hanam Teachers Training College

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of

Output standards for English language students (teaching and non-teaching)

1.4 Applying EFL oral presentations in HTTC contest 0.0.0.0

2 Data collection

2.1 Instruments

2.2 Procedures "¬— "_

CHAPTER IIE: RESULTS AND DISCUSSIONS

1 Types of oral presentation assessments used to evaluate EFL oral

presenfations of knglish majors at HTTEC "_

2 Criteria used to evaluate EFT oral presentations of English

majors at HTTC

3 Current situation of making EFL oral presentation of English

Majer at TITTC frem teachers’ evaluations

3.1 The strengths

3.2 The weaknesses

4 A suggested Evaluation Sheet for oral prescutation

5 Implications and suggestions

S.L For the students

5.2 For the teachers

PART C: CONCLUSION

1 Cenclusion of the study

2, Limitations and Suggestions for future research

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

a ready-made oral pre tation rubvie or checklist to mark the presentation Yel using the valing criteria based on native speakers’ standards 10 measure learners? oral proficieney was

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

7

LIST OF FHGURES AND TABLES:

PART B DEVELOPMENT

CHAPTER L: LITERATURE REVIEW

‘This chapter consists of three parts: oral presentation, introduction to needs analysis, assessment and document sLudy on assessment crileria for oral presontation,

1 Oral presentation

1.1 Definitions of oral presentation

Oral presentation skills are important in nearly every career Scisntists and engineers

present al conferences, to students, to their peers, cle Administralors and managers may give

talks to committees about their work, or to groups of people in training As for students, presentation skills can lead to new opportunities in employment and in education

A presentation is defined in the 7” cdition of Oxford Advanced Leamer’s Dictionary (2005:1190) as “an act of showing something or of giving something to somebody" ot “a meeting at which something especially a new product or idea, or piece of work is shown to a group of people”

Presentation means © @ shart tatk by one person to a group of people introducing and describing a particular subject” (Retrieved from hitp://www englishclub com/tefl-

arlicl

‘cnglish-speaking-praclice-proscrtations hr)

According, to Jing (2009, pi), “Oral presentation is an important skill to convey one’s

ideas in communication.” Kaul (2005, p.41) also asserts, “Presentations are ideas, concepts

or tssvies that are talked about ar shared with a group of people or an audience”

Generally, a presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way Oral presentation is a means to show knowledge, give

4 Techs, be tested in a classroom, and build confidence lo speak lo an audience A presentation consists of four basic elements: the presenter, the audience, the message and the tools

1.2 Types of Oral Presentations

There are many ways of classufied types of presentation, Some people may define them basing on the murposes Some may define them basing on the manners of delivery Llowever, the most common types of presenlation given by Whalley (2001) are the followings,

Firstly, he mentions sformative presentation, Informative presentation brings the audience up to date on projects or events, telling how things are going, or provides information about products and procedures, rules and regulations, and operations, etc

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students.

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi

ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại

ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of

evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

CHAPTER IIE: RESULTS AND DISCUSSIONS

1 Types of oral presentation assessments used to evaluate EFL oral

presenfations of knglish majors at HTTEC "_

2 Criteria used to evaluate EFT oral presentations of English

4 A suggested Evaluation Sheet for oral prescutation

5 Implications and suggestions

S.L For the students

5.2 For the teachers

PART C: CONCLUSION

1 Cenclusion of the study

2, Limitations and Suggestions for future research

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students.

PART B DEVELOPMENT

CHAPTER L: LITERATURE REVIEW

‘This chapter consists of three parts: oral presentation, introduction to needs analysis, assessment and document sLudy on assessment crileria for oral presontation,

1 Oral presentation

1.1 Definitions of oral presentation

Oral presentation skills are important in nearly every career Scisntists and engineers

present al conferences, to students, to their peers, cle Administralors and managers may give

talks to committees about their work, or to groups of people in training As for students, presentation skills can lead to new opportunities in employment and in education

A presentation is defined in the 7” cdition of Oxford Advanced Leamer’s Dictionary (2005:1190) as “an act of showing something or of giving something to somebody" ot “a meeting at which something especially a new product or idea, or piece of work is shown to a group of people”

Presentation means © @ shart tatk by one person to a group of people introducing and describing a particular subject” (Retrieved from hitp://www englishclub com/tefl-

arlicl

‘cnglish-speaking-praclice-proscrtations hr)

According, to Jing (2009, pi), “Oral presentation is an important skill to convey one’s

ideas in communication.” Kaul (2005, p.41) also asserts, “Presentations are ideas, concepts

or tssvies that are talked about ar shared with a group of people or an audience”

Generally, a presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way Oral presentation is a means to show knowledge, give

4 Techs, be tested in a classroom, and build confidence lo speak lo an audience A presentation consists of four basic elements: the presenter, the audience, the message and the tools

1.2 Types of Oral Presentations

There are many ways of classufied types of presentation, Some people may define them basing on the murposes Some may define them basing on the manners of delivery Llowever, the most common types of presenlation given by Whalley (2001) are the followings,

Firstly, he mentions sformative presentation, Informative presentation brings the audience up to date on projects or events, telling how things are going, or provides information about products and procedures, rules and regulations, and operations, etc

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students.

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi

ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại

ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of

evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

LIST OF ABBREVIATIONS

EPL English as a foreign language

HTTC: Hanam Teachers Training College

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of

PART B DEVELOPMENT

CHAPTER L: LITERATURE REVIEW

‘This chapter consists of three parts: oral presentation, introduction to needs analysis, assessment and document sLudy on assessment crileria for oral presontation,

1 Oral presentation

1.1 Definitions of oral presentation

Oral presentation skills are important in nearly every career Scisntists and engineers

present al conferences, to students, to their peers, cle Administralors and managers may give

talks to committees about their work, or to groups of people in training As for students, presentation skills can lead to new opportunities in employment and in education

A presentation is defined in the 7” cdition of Oxford Advanced Leamer’s Dictionary (2005:1190) as “an act of showing something or of giving something to somebody" ot “a meeting at which something especially a new product or idea, or piece of work is shown to a group of people”

Presentation means © @ shart tatk by one person to a group of people introducing and describing a particular subject” (Retrieved from hitp://www englishclub com/tefl-

arlicl ‘cnglish-speaking-praclice-proscrtations hr)

According, to Jing (2009, pi), “Oral presentation is an important skill to convey one’s

ideas in communication.” Kaul (2005, p.41) also asserts, “Presentations are ideas, concepts

or tssvies that are talked about ar shared with a group of people or an audience”

Generally, a presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way Oral presentation is a means to show knowledge, give

4 Techs, be tested in a classroom, and build confidence lo speak lo an audience A presentation consists of four basic elements: the presenter, the audience, the message and the tools

1.2 Types of Oral Presentations

There are many ways of classufied types of presentation, Some people may define them basing on the murposes Some may define them basing on the manners of delivery Llowever, the most common types of presenlation given by Whalley (2001) are the followings,

Firstly, he mentions sformative presentation, Informative presentation brings the audience up to date on projects or events, telling how things are going, or provides information about products and procedures, rules and regulations, and operations, etc

PART B DEVELOPMENT

CHAPTER L: LITERATURE REVIEW

‘This chapter consists of three parts: oral presentation, introduction to needs analysis, assessment and document sLudy on assessment crileria for oral presontation,

1 Oral presentation

1.1 Definitions of oral presentation

Oral presentation skills are important in nearly every career Scisntists and engineers

present al conferences, to students, to their peers, cle Administralors and managers may give

talks to committees about their work, or to groups of people in training As for students, presentation skills can lead to new opportunities in employment and in education

A presentation is defined in the 7” cdition of Oxford Advanced Leamer’s Dictionary (2005:1190) as “an act of showing something or of giving something to somebody" ot “a meeting at which something especially a new product or idea, or piece of work is shown to a group of people”

Presentation means © @ shart tatk by one person to a group of people introducing and describing a particular subject” (Retrieved from hitp://www englishclub com/tefl-

arlicl

‘cnglish-speaking-praclice-proscrtations hr)

According, to Jing (2009, pi), “Oral presentation is an important skill to convey one’s

ideas in communication.” Kaul (2005, p.41) also asserts, “Presentations are ideas, concepts

or tssvies that are talked about ar shared with a group of people or an audience”

Generally, a presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way Oral presentation is a means to show knowledge, give

4 Techs, be tested in a classroom, and build confidence lo speak lo an audience A presentation consists of four basic elements: the presenter, the audience, the message and the tools

1.2 Types of Oral Presentations

There are many ways of classufied types of presentation, Some people may define them basing on the murposes Some may define them basing on the manners of delivery Llowever, the most common types of presenlation given by Whalley (2001) are the followings,

Firstly, he mentions sformative presentation, Informative presentation brings the audience up to date on projects or events, telling how things are going, or provides information about products and procedures, rules and regulations, and operations, etc

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

a ready-made oral pre tation rubvie or checklist to mark the presentation Yel using the valing criteria based on native speakers’ standards 10 measure learners? oral proficieney was

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

LIST OF ABBREVIATIONS

EPL English as a foreign language

HTTC: Hanam Teachers Training College

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

LIST OF ABBREVIATIONS

EPL English as a foreign language

HTTC: Hanam Teachers Training College

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi

ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại

ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of

evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

CHAPTER IIE: RESULTS AND DISCUSSIONS

1 Types of oral presentation assessments used to evaluate EFL oral

presenfations of knglish majors at HTTEC "_

2 Criteria used to evaluate EFT oral presentations of English

4 A suggested Evaluation Sheet for oral prescutation

5 Implications and suggestions

S.L For the students

5.2 For the teachers

PART C: CONCLUSION

1 Cenclusion of the study

2, Limitations and Suggestions for future research

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

The study has been conducted in the form of a case study, using observations, semi

structured interviews and document study as instruments of data collection

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many

Western and Asian countries, such stucies of criteria in oral presentations in Asia and in

Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students.

7

LIST OF FHGURES AND TABLES: