INTRODUCTION
Rationale
English is the most widely spoken language globally, serving as a crucial tool for international communication across various fields such as economics, politics, and technology This rising importance has led to a growing demand for English education, with Vietnam incorporating it as a compulsory subject in schools Effective English teaching not only focuses on language acquisition but also emphasizes practical usage, enabling students to develop essential skills in reading, writing, listening, and speaking Among these, speaking is particularly challenging, as many students struggle with oral presentations, which are vital for enhancing class interaction and communication skills Despite the benefits of student presentations, including increased engagement and diverse perspectives, some students exhibit resistance due to public speaking anxiety or disinterest At Hai Phong Management and Technology University, first-year English majors often display poor oral presentation skills, leading to passivity and low proficiency in this area.
Based on the previously discussed reasons, this article presents a study focused on enhancing the oral presentation skills of first-year English majors at Hai Phong Management and Technology University.
Aims of the study
This study aims to enhance the oral presentation skills of first-year English major students at Hai Phong Management and Technology University through supplementary activities It focuses on equipping students with essential knowledge and practical experience in oral presentations, ultimately preparing them for future academic and professional challenges.
- Cover background knowledge of oral presentation skill
- Find out reality of teaching and learning oral presentation skill at Hai Phong Management and Technology University
Enhancing students' oral presentation skills can be achieved through engaging extracurricular activities that foster interest and motivation By incorporating enjoyable experiences into presentation lessons, students are more likely to feel enthusiastic and confident during their oral presentations The insights and findings presented in this paper serve as a valuable resource for English learners seeking to improve their presentation abilities.
Scope of the study
This study aims to explore additional activities that enhance English oral presentation skills among first-year English majors at Hai Phong University Given the constraints of limited personal experience and the vast array of material resources available, the focus will be on practical strategies that can benefit both English majors and all students seeking to improve their oral presentation abilities.
Method of the study
To finish this study, I myself carry out some following methods
- Researching on reference books and websites
- To consult ideas and opinions from my supervisor, peers, teachers at Hai Phong Management and Technology University
An informal interview and survey were conducted among first-year English majors at Hai Phong Management and Technology University to assess their awareness, attitudes, and challenges related to English oral presentation skills The study aimed to identify the students' perceptions and the difficulties they face in enhancing their speaking abilities.
- Basing on my personal experience from my under graduating time in the university through oral presentation skill at class.
Design of the study
This study consists of three parts:
Part I: Introduction, includes the rationale to the study It also includes the aims of the study, the research questions, the scope of the study Next the design of the study is also presented
Part II: The study consists of three chapters:
Chapter 1, Literature Review, offers a comprehensive overview of relevant literature that explores the concept of planning an oral presentation, identifies common challenges students face while delivering English oral presentations, highlights the significance of incorporating supplementary activities in teaching oral presentation skills, and examines the key factors influencing students' proficiency in English oral presentations.
Chapter 2 examines the learning and teaching environment for English oral presentation skills at Hai Phong Management and Technology University It details the survey objectives, subjects, and methods used in the study The analysis reveals insights into students' learning time, attitudes towards oral presentation skills, perceived importance of these skills, preferred presentation activities, challenges faced, advantages experienced during presentations, opinions on current teaching methods, and expectations for extracurricular activities Additionally, this chapter presents findings and discussions based on the data collected, along with recommendations for enhancing students' English oral presentation skills in the classroom.
Chapter 3 presents various recommended activities aimed at enhancing the oral presentation skills of first-year English majors at Hai Phong Management and Technology University The study emphasizes the significance of these extra activities in improving students' proficiency and confidence in delivering effective oral presentations.
Part III: Conclusion Learning English oral presentation skill through extra activities are made; some limitations and suggestions for further research are stated The last are references, the appendixes that include all the documents relating to the study.
THE STUDY
Literature review
1 What is speaking, speaking skill?
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information, influenced by context, participants, and purpose It is often spontaneous and evolving, requiring learners to possess both linguistic competence—knowledge of grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding the appropriate use of language in different situations Speaking has distinct skills, structures, and conventions that set it apart from written language Successful speakers effectively synthesize these skills and knowledge to excel in their communication.
(Extracted from: http://www.cal.org/caela/esl_resources/digests/Speak.html )
Speaking is the productive skill in the oral mode It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words
There are three kinds of speaking situations in which we find ourselves:
Interactive speaking situations, such as face-to-face conversations and telephone calls, involve a dynamic exchange where participants alternate between listening and speaking, allowing for requests for clarification or slower speech In contrast, partially interactive scenarios, like delivering a speech to a live audience, typically do not permit interruptions; however, speakers can gauge audience understanding through facial expressions and body language.
Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast
Here are some of the micro-skills involved in speaking The speaker has to:
Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them This includes making tonal distinctions
Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said
Use the correct forms of words This may mean, for example, changes in the tense, case, or gender
Put words together in correct word order
Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner
Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses
Make the main ideas stand out from supporting ideas or information
Make the discourse hang together so that people can follow what you are saying
(Extracted from website: https://sites.google.com/site/kifleeamingenglishedu/speaking- skill/speakingskills)
Effective communication is essential for successful presentations, requiring individuals to organize their thoughts, tailor messages to their audience, craft impactful stories, and adapt based on listener feedback Mastering these skills enhances engagement and clarity in conveying ideas.
Effective communication is the exchange of information, ideas, and emotions between individuals, involving a speaker, a message, and a listener To enhance communication skills, it is essential to grasp the key concepts of communication, message, and context (Annigian, 1993).
What is communication and how can we create good communication in class in order to help students develop their ideas into a presentation?
Communication, originating from the Latin term "communicare," translates to "to share." This concept emphasizes the importance of exchanging information or messages with objectivity, fostering positive attitudes, and responding with empathy.
A message is a purposeful piece of information conveyed through various forms such as spoken, written, pictorial, or symbolic communication Effective message preparation is crucial for the intended audience; if the sender neglects to tailor the message for the receiver's understanding, the outcome may not align with expectations When crafting a message, it is essential to consider the receiver's comprehension abilities and their willingness to engage with the content Context plays a vital role in determining the specific meaning of words, as it encompasses the time, place, circumstances, and purpose surrounding an event Understanding context, derived from the Latin "contexera," allows for a clearer interpretation of meaning, highlighting that words gain significance only when defined within the relevant subject matter (Annigian, 1993).
2.2 What are some skills students need to learn in order to deliver a presentation?
Effective communication skills are essential for students to succeed in presentations, which differ significantly from casual conversations (Matthews, 1994) Presentations require a structured approach, formal language, and distinct delivery methods With dedicated practice, students can enhance their conversational abilities into effective speech-making The study material includes interactive activities that enable learners to apply skills in real-life situations According to Matthews (1994) in 'Speaking Solutions: Interaction, Presentation, Listening and Pronunciation Skills', teachers can assist students in various ways: by facilitating participation in conversations and group discussions, guiding them to plan and deliver effective presentations with clear guidelines, enhancing listening and pronunciation through audiotape activities, and fostering critical thinking through brainstorming, opinion support, value consideration, decision-making, problem-solving, and issue analysis.
Analyze the effectiveness of discussions and presentations by using a variety of self, peer, and group observation forms
Gain sensitivity to basic cross-cultural issues
Take responsibility for their own learning by doing a variety of learner- training activities (Matthews, 1994)
Before students begin their presentations, they must carefully consider their goals and objectives It's essential to plan their message, choose appropriate visual aids, and focus on staging and delivery Understanding the purpose of the presentation—whether to inform, influence, or engage the audience—will guide their preparation and enhance the overall effectiveness of their delivery.
A presentation is fundamentally an exercise in persuasion, aimed at influencing an individual or group to adopt or change their attitudes, opinions, or actions While it also involves conveying information and ideas, the primary goal is to persuade, making it distinct from traditional lessons or lectures In this context, educators, like teachers and lecturers, also engage in persuasion, but it is more explicit in a presentation format Ultimately, a presentation serves as a vital communication tool that often leads to further discussion and exploration of the topic.
A successful presentation captivates the audience by sparking curiosity and encouraging them to explore the topic further According to Jay & Jay (2004), when a presentation effectively engages its listeners, it motivates them to seek additional information, enhancing their understanding of the subject matter.
The main idea of teaching presentation skills is to teach people how to start planning their presentation and go through several stages to achieve success at the end
Before planning a presentation, it's essential to clearly define its purpose Establishing a precise objective and understanding the audience's existing knowledge and learning goals are crucial first steps The planning phase should outline who will speak, the duration of each segment, and the sequence of topics, creating a strong framework that simplifies the later development of content Any misconceptions or errors at this stage can jeopardize the entire presentation, making initial discussions with peers vital for clarity Ultimately, the presenter should distill their objective into a single, focused sentence to guide the presentation effectively.
The second principle of effective presentations is mastering the structure, which follows a simple three-part format akin to a symphony or a play: exposition, development, and recapitulation This structure consists of three movements or acts, where the initial movement establishes order, the second challenges it, and the third re-establishes it, as noted by Jay & Jay.
2.4 Some problems people may have in delivering presentations
A crucial element in enhancing presentation skills is addressing stage fright, which is a significant concern for students Building confidence while speaking in front of an audience is essential, as many individuals who communicate comfortably in daily interactions often feel anxious about public speaking A recent study highlighted that when participants were asked to identify their biggest fears in social situations, the fear of making speeches ranked among the highest, underscoring the need for effective strategies to overcome this anxiety.
It's common and even beneficial to feel anxious before an important public speaking event, as this nervousness triggers the body to produce adrenaline This adrenaline rush can cause physical reactions such as a racing heart, shaky hands, and sweating Every public speaker experiences these symptoms to varying degrees The key challenge is learning how to manage this nervousness so that it enhances rather than hinders performance.
There are four ways in which the presenter can encourage self confidence:
1 Know the subject extremely well
4 Be confident and look confident (Laws, 2005)
Instead of attempting to completely eliminate stage fright, presenters should focus on transforming it into "positive nervousness," a term coined by an expert to describe a lively and enthusiastic feeling that retains a slight edge This shift allows individuals to feel empowered rather than victimized by their nerves, ultimately gaining control over their emotions Here are six proven strategies to convert your nervousness into a positive driving force during presentations.
Use the power of visualization
Know that most nervousness is not visible
The study on learning and teaching English oral presentation
I The reality of learning and teaching English oral presentation skill at Hai Phong Management and Technology University
Teaching is a collaborative relationship involving the teacher, the resources utilized, and the students Furthermore, the conditions under which teaching and learning occur play a crucial role Together, these factors significantly influence the overall success of a lecture.
Hai Phong Management and Technology University boasts a dedicated and experienced teaching staff, primarily composed of graduates with advanced degrees, including many holding M.A.s The faculty is passionate about education and recognizes its vital role in human development, making it a priority to understand and meet student expectations Their commitment to delivering effective lectures is evident in their modern teaching methods and approachable demeanor By fostering open communication and sharing personal experiences, they create a supportive learning environment that enhances the overall quality of education for students.
A final-year student at Hai Phong Management and Technology University conducted a study focused on enhancing English language learning Driven by a passion for finding effective learning methods, the researcher aims to make the study applicable and engaging for all students The author explores various strategies to ignite and strengthen students' enthusiasm for their studies.
A study was conducted with 32 first-year students from the English Department at Hai Phong Management and Technology University, all of whom recently graduated high school and come from diverse backgrounds with varying learning experiences Many students exhibit passivity in their learning, primarily relying on traditional methods such as listening to lectures and copying notes, which poses a significant challenge in adapting to a new educational environment Notably, a substantial number of English majors display reluctance towards speaking in English, focusing mainly on vocabulary and grammar rather than oral communication As a result, many students struggle with delivering presentations fluently This raises an important question: how can we enhance students’ interest and motivation in making oral presentations?
The material for English speaking in the first year English majors is the
The "Speaking Extra" textbook is designed with a communicative approach, featuring themed units that relate to everyday life, such as family, food and drink, and daily activities, making it practical for students' needs Its primary goal is to enhance students' speaking competence by progressing from specific information to comprehensive themes Overall, this English textbook is realistic, relevant, and well-suited for the context of teaching and learning the language.
5 English teaching and learning condition at Hai Phong Management and Technology University
Hai Phong Private University enhances the learning experience for first-year English majors by equipping classrooms with modern technology, including projectors, cameras, air conditioners, and computers with internet access Teachers utilize projectors to create engaging and effective English lessons Additionally, the university's electronic library system, featuring a wide range of modern resources, provides significant advantages for student learning.
Teachers frequently host English contests to motivate students to showcase their skills Additionally, they organize engaging activities and small festivals like Christmas and Valentine's Day, allowing students to socialize, share knowledge, and unwind These events often provide opportunities for students to interact and learn from foreigners, significantly enhancing their English speaking abilities.
The study conditions for English students are highly conducive to effective learning, significantly impacting overall student performance, especially for first-year English majors.
Recently graduated high school students are transitioning to university, where they encounter a new learning environment Their English proficiency is generally basic, and they often lack specialized knowledge, particularly in speaking skills To enhance their speaking abilities, they engage in interactive activities related to specific topics, which provide them with valuable opportunities to practice and improve their English communication skills.
According to Nunan (1992), a questionnaire is a data collection tool that typically includes both open and closed questions, requiring responses from participants Similarly, Richards et al (1994) describe questionnaires as an efficient method for gathering information.
The affective dimensions of teaching and learning, including beliefs, attitudes, motivation, and preferences, allow educators to efficiently gather substantial information This aligns with Richards' perspective on the importance of collecting data on less visible phenomena, such as motivation, attitudes, and language learning strategies.
1 The design of the survey questionnaires
A survey consisting of eight questions was administered to students at Hai Phong Management and Technology University to assess the effectiveness of teaching and learning speaking skills Students were instructed to select the answers that best reflected their opinions The design of the questionnaires aimed to gather meaningful insights into their experiences.
Question 1 gives information on students’ English learning time The author wants to have further understanding about students’ bonding time with English Basing on this understanding, the author can get right information and give appropriate method to them
Question 2 focus on students’ attitude with making oral presentation
Question 3 is about how they think about the difficulties in making oral presentation which can bring more information and help everyone to study better
Question 4 is about the students’ perceived importance of making oral presentation
Question 5 gets information on the activities students prefer when making oral presentation The researcher wants to know about students' opinions on this matter
Questions 6 is about students’ advantages of making oral presentation in classroom
Questions 7 and 8 explore students' perspectives on the effectiveness of current teaching methods and the importance of supplementary activities These insights aim to help educators better meet student needs and enhance their enthusiasm for oral presentations.
Following the implementation of the survey, the gathered statistics were compiled into eleven informative bar charts Each chart illustrates the percentage of students selecting their most suitable answers for each question The data is clearly presented in the charts, with accompanying explanations provided on the right side.
2.1 The result from the students’ English learning time
Some suggested extra-activities to improve oral presentation
Teaching oral presentations can be difficult, but this challenge can be addressed effectively Implementing engaging ideas and activities can enhance English oral presentations, making them more interesting and impactful for students.
1.Tell stories and tell stories
To create a memorable highlight in your presentation, focus on sharing real stories, vivid examples, and specific characters that resonate with your audience While book knowledge is readily available online, it is these personal anecdotes that truly inspire and connect with listeners on a deeper level Whether it’s a well-timed joke that elicits laughter or a heartfelt story that brings tears, successfully engaging your audience can leave a lasting impact.
To enhance your presentation skills, it's crucial to practice as much as possible, especially if you're inexperienced Utilize every opportunity to rehearse, and a highly effective method is to record your practice sessions By listening to your recordings, you can identify areas for improvement, such as what information to add or remove Additionally, reviewing your recorded practice can help you recognize anxiety-driven behaviors, allowing you to develop strategies to minimize them and boost your confidence.
3 Measures to improve student group learning knowledge and skills
Students enhance their understanding of teamwork by actively exploring resources such as books, newspapers, the internet, and scientific research on group learning These research works offer theoretical foundations and practical solutions that can significantly improve their collaborative skills By accessing these valuable resources, students can efficiently shorten their search time and discover effective working methods tailored to their needs and those of their teams.
-Students regularly actively discuss with teachers about issues related to team work
Each month or quarter, classes can host seminars and experience exchanges focused on foreign language presentations tied to group learning, involving teachers in the process This initiative provides students with a valuable platform to express their thoughts, insights, and approaches to various issues while sharing personal experiences that enhance understanding Teachers play a crucial role by facilitating discussions, addressing conflicts, and answering questions that arise during student presentations, thus fostering a collaborative learning environment.
- Actively participate in foreign language clubs of academies and schools This helps students improve thei roral presentation skills and improve working skills
4 Converting nerve energy into Enthusiasm:
Before a performance, I find it helpful to drink water and listen to music, as it alleviates my restlessness and nerves while enhancing my focus for the upcoming presentation.
Feeling nervous before a presentation is completely normal, and it's important not to pressure yourself To manage your nerves and maintain calmness, consider implementing a few effective strategies.
- Visualize your presentation going well
- Focus on the goal of the presentation instead of the thrill
- Take a deep breath to stay calm
- Run in place or swing your arms above your head to relieve anxiety
Attending earlier presentations by other speakers during a meeting demonstrates respect for your colleagues and provides valuable insights into the audience's mood Observing the crowd can help you gauge whether the presentation is strategic in nature or focused on specific strategies.
6 Participate in public speaking and speaking training programs:
Joining clubs and participating in team events can significantly enhance your public speaking skills The more engaged you are in these activities, the greater your confidence and improvement will be Consider becoming a member of a club today to develop into an exceptional presenter.
7 Practice presenting in front of a mirror
Feeling nervous before a presentation is normal, even for experienced speakers To alleviate stress, practice your presentation in advance, ideally in front of a mirror This allows you to refine your posture and gestures, ensuring a more polished delivery.
8 Practice with audiovisual content (if any)
Incorporating audiovisual elements such as PowerPoint slides, images, and videos can enhance your presentation, but they may also become a distraction if not managed properly To avoid issues, practice using these tools to become comfortable with their integration, ensuring you don’t read directly from them, as audiences typically prefer a more engaging delivery.
There might be a technical problem that prevents you from opening PowerPoint
So, make sure you can give a presentation without using the content, if needed
Stand tall and relaxed with your feet shoulder-width apart to project confidence This posture not only enhances your self-assurance but also facilitates smoother public speaking.
Smiling as you enter the room or approach the podium conveys confidence and helps to create a more relaxed atmosphere.
10 Give your listeners an opportunity to interact with you (ask questions and encourage them to ask so you can cover points you missed) before leaving the podium at the end of the presentation
Express your gratitude to the audience with a smile, nod, or bow when appropriate Make sure to allocate time for a Q&A session, and after addressing the final question, conclude by saying, “I want to share one final thought with you,” before wrapping up your talk.
CONCLUSION
Conclusion
In conclusion, enhancing oral presentation skills through targeted activities is crucial for first-year English majors This research investigates the current teaching and learning practices at Hai Phong Management and Technology University, focusing on students' attitudes toward oral presentations Based on the findings, I propose several strategies to aid first-year students in improving their oral presentation abilities, with the intention of contributing valuable activities for better skill development in this area.
Vietnamese students, particularly those at Hai Phong Management and Technology University, tend to excel in grammar but struggle with speaking skills, especially during oral presentations Notably, some English majors at the university face challenges in delivering effective oral presentations.
In response to a significant need, this study was conducted to identify additional activities that can enhance the oral presentation skills of first-year English majors at Hai Phong Management and Technology University The primary data collection method was a survey questionnaire, supplemented by observations and informal interviews to ensure the study's reliability and validity However, due to time constraints and personal limitations, a more detailed analysis of the supplementary data could not be performed.
In conclusion, the author expresses heartfelt gratitude to Hai Phong Management and Technology University and the dedicated faculty of the Foreign Language Department The primary goal is to assist future generations of English majors in enhancing their oral presentation skills, ultimately paving the way for their future success.
Limitations and suggestions for further study
Significant efforts have been dedicated to identifying activities that assist first-year English majors at Hai Phong Management and Technology University in enhancing their oral presentation skills However, the study is constrained by time and resources, limiting the scope to a small group of students at the university.
At Phong Management and Technology University, the research primarily focuses on students' activities in developing oral presentation skills, intentionally excluding related skills such as reading, writing, and listening Additionally, the suggested activities for English language teaching and learning represent only a fraction of what can be creatively and flexibly integrated into each class Given these limitations, future research should encompass a larger student population and explore other English skills to enhance overall language learning.
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12 http://www.cal.org/caela/esl_resources/digests/Speak.html
13 https://sites.google.com/site/kifleeamingenglishedu/speaking- skill/speakingskills
14 http:// insights-into-tefl.blogspot.com/2007/07.
1: QUESTIONNAIRE FOR STUDENTS (ENGLISH VERSION)
This questionnaire aims to assess your attitude towards your current oral presentation skills in English, with the ultimate goal of enhancing these skills We encourage you to share your honest opinions!
We appreciate your feedback on the English lessons and encourage you to select the option that best reflects your thoughts Please feel free to add any additional comments at the end of the survey Your honest opinions are essential for us to enhance the relevance and engagement of our lessons to better serve your needs Thank you for your cooperation!
1 How long have you been learning English?
2 What is your attitude with making oral presentation?
3.What difficulties do you have when making oral presentation in class?
A I do not have enough words to express my ideas
B I am afraid of making mistakes
C I am not confident when making presentation before people
D Other difficulties (lack of experience, use of body language, organization of the oral presentation)
5 While talking part in making oral presentation, you like working:
6.What advantages do you have when making oral presentation in class?
A I feel more confident when working with others
B I can have better opportunities of getting jobs in the future
C Making oral presentation helps me to improve my critical thinking and answering questions
7 Do you like the current method ?
8 Do you want to have more activities to learn how to make oral presentation more effectively?
Thank you for your co-operation!
QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION)
Vui lòng điền vào bảng câu hỏi và gửi lại cho chúng tôi Chúng tôi rất cần ý kiến thẳng thắn của bạn về việc học thuyết trình trên lớp để cải thiện tính thú vị và sự phù hợp của nó, cũng như để hiểu rõ hơn về mong muốn của bạn Cảm ơn sự hợp tác của bạn!
Hãy đánh dấu vào câu trả lời miêu tả đúng nhất ý kiến của bạn và viết thêm một vài bình luận của bạn ở dưới
1.Bạn đã học tiếng Anh được bao lâu?
2 Thái độ của bạn với việc học thuyết trình ?
3 Bạn gặp khó khăn gì khi thuyết trình trước lớp?
A Tôi không có đủ từ để diễn đạt ý tưởng của mình
C Tôi không tự tin khi thuyết trình trước mọi người
D Khó khăn khác (thiếu kinh nghiệm, sử dụng ngôn ngữ cơ thể, tổ chức bài thuyết trình )
4 Theo bạn, việc thuyết trình:
5 Trong khi tham gia việc thuyết trình, bạn thích làm việc:
6 Bạn có lợi thế gì khi thuyết trình trước lớp?
A Tôi cảm thấy tự tin hơn khi làm việc với những người khác
B Tôi có thể có cơ hội kiếm việc làm tốt hơn trong tương lai
C Thuyết trình giúp tôi cải thiện tư duy phản biện và trả lời câu hỏi
7 Bạn có thích phương pháp hiện tại không?
8 Bạn có muốn có thêm những hoạt động khác trong giờ học thuyết trình không?
C Không Ý kiến đóng góp của sinh viên:
Một lần nữa xin chân thành cảm ơn sự hợp tác của các bạn!