Problem encountered by IUH English majors when preparing oral presentations

Journal of Science and Technology, Vol.37, 2019

© 2019 Industrial University of Ho Chi Minh City

PROBLEMS ENCOUNTERED BY IUH ENGLISH MAJORS

WHEN PREPARING GROUP ORAL PRESENTATIONS

LE THI THIEN PHUOC

Industrial University of Ho Chi Minh city

[email protected]

Abstract. The study done for and reported in this paper aims to observe students‟ group oral presentation

activities, to identify possible problems facing the students in the process of preparing oral presentations,

and to analyze the roles of teachers before and after these activities. The study is the combination of both

quantitative and qualitative methods. Using questionnaires and interviews to collect data, the researcher

tried to identify the main issues raised from students‟ group oral presentation activities used in English

language teaching classrooms. The study revealed that the student subjects were actually facing a number

of difficulties in the process of preparing and doing oral presentations. Teachers‟ role as being a

supporter, designer, and an instructor was not performed well. Also, there was a mismatch between

teacher‟s expectations and students‟ level of proficiency in English as well as between students‟ level and

teachers‟ marking criteria.

It is expected that the issues raised in this study be beneficial for the teachers as educators to help

their students to overcome the challenges especially in formal oral presentations so that students can

become more successful learners and speakers in their study path and work life. Also, the study will

hopefully prepare for prospective ELT practitioners or novice teachers to fulfill better roles in their

career.

Keywords. oral presentations, difficulties, teachers‟ roles, time management

List of abbreviations used in the paper

EFL: English as a foreign language

ELT: English Language Teaching

IUH: Industrial University of Ho Chi Minh City

FFL: Faculty of Foreign Language – a faculty of the Industrial University of Ho Chi Minh City

L2: second language or target language

1 INTRODUCTION

Soft skills are necessary for students to accommodate themselves into their social and work life. As

the importance of soft skills in general and oral presentation in particular has been widely realized, oral

presentation has been considered as included in quite a wide range of activities in ELT classes at many

colleges and universities throughout non-native English-speaking countries like Vietnam.

When society develops, working environment becomes more active and competitive, presentation

becomes an important skill that is required by most of employers because the skill contributes a good part

in making the job done more effectively. Presentation skill, hence, is essential for every employee in

general and for each newly graduated student in particular to be considered for recruitment. Student

presentations have widely been used in language teaching as a way to encourage students to involve in the

process of discovering knowledge. And presentation is expected to help enhance students‟ confidence and

all other solf skills. A student with confidence and good soft skills is seen to work more effectively and be

more successful at work and in life than those who do not possess these important features. In language

teaching, when traditional teaching has gradually replaced by more modern approaches, students come to

class not just to listen and take notes only. Classes are where students engage, evolve, take part in

activities and actively get the type of knowledge they want. Students come to class to present what they

have read, studied, researched in front of class and through interactive discussions with teachers and

classmates, students gain feedbacks and insight of the problems.

English has been taught and given priority at almost every sector in Vietnam, one of the developing

countries. Since many university students in Vietnam have little amount of exposure to spoken English