Students’ perceptions of personality traits, presentation skills, and audience factors in their online presentations (original) (raw)
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Oral Presentations in EFL Classes Online: The Process of Preparation
INTED2023 Proceedings, 2023
Since presentation preparation is seen as a skill necessary in both academic and future employment contexts, university students are expected to dedicate time and attention to foster this skill. In this study, Lithuanian students studying English as a foreign language (EFL) at Vytautas Magnus University (VMU) were given almost three months to prepare for their online presentation, which had to have both a speaking part and slides that would be demonstrated while speaking. This project, carried out by the students, lasted almost the whole semester and had to be done all those months gradually, as certain aspects of presentations were introduced, clarified and practiced in the classes of the course they attended. By using an online questionnaire, the study aimed to find out whether and how these students prepared for their presentations in advance, whether they invested their time in them by seeing presentation preparation as a process and how ready they felt about giving those presentations in an online class, because their EFL classes were delivered online during the coronavirus pandemic. Since most of earlier research in the EFL context had focused on the process approach to writing, the present study located itself in a quite underexplored area by adopting the same approach to presentation preparation. The findings revealed that not all the students understood the importance of preparation for presentations and did not see the process approach as necessary. Even though they were given a lot of time, in fact, much more time than they actually needed, a substantial amount of them did not use it efficiently and effectively. Around a third of all the students involved in the study had not started doing anything for their presentations when a week or less was left until the actual presentation. In addition, the students evaluated their online presentation skills well, even though almost a half of them had not practiced giving a presentation on the platform they would need to do it in their English class. On the one hand, it seemed that tentative deadlines that they needed to observe themselves in the presentation preparation process did not help much without the teacher overseeing them, but on the other hand, the majority of the students employed the process approach to a greater or lesser extent.
Exploring Communication Strategies and Fear of Oral Presentation among Undergraduates
International Journal of Academic Research in Business & Social Science, 2022
Communication strategies are basically ways utilised by students to manage their interactions in a target language learnt. Fear of oral presentations is still common among students due to many reasons. In order to cope with such fear when communicating in English, communication strategies (CS) are employed by students to assist them in communicating in the most effective way they feel they could. This preliminary study on CS and fear of oral presentations are conducted to investigate how CS influences oral presentations and how factors leading them to fear oral presentations influence their oral presentations. A survey was done on 51 undergraduates of a public university. Data was analysed using the SPSS and reported in a form of mean values. Findings on participants' use of communication strategies in influencing their oral presentations revealed that most participants were inclined to use more strategies involving human factor in influencing how they would present orally. Furthermore, findings on fear of oral presentation in influencing their oral presentations indicated the highest concern on evaluation marks and nervousness in reflecting how they would perform oral presentations. These findings could reflect the need for the university to guide students on communication strategies available to them so that they could be employed by students to communicate more effectively in public.
Effective oral presentation among undergraduates
2019
Success in oral pesentation skills contributes to students’ success in academic performance as well as their social life. It is important for teachers to know their students’ needs and social background in order to encourage them to share information relevant to their interests with their peers to improve their oral presentation skills. This study investigates the factors that affect oral presentation among undergraduates. This quantitative study used Likert scale questionnaire to collect data from 100 undergraduates at a private university in Malaysia (UNITAR International University). The data were analysed using Statistical Package for Social Sciences (SPSS) in the form of mean, standard deviation, and variance. The findings of the study showed four primary factors: confidence, nervousness, communication, and presentation skill that effect oral presentation among the undergraduate students. The results of the study demonstrated that the students were very nervous during presentat...
EFL College Students' Perceptions of the Difficulties in Oral Presentation as a Form of Assessment
Oral presentation skills are considered one of the most important proficiencies needed for higher education and future careers. Thus, the present study is interested in eliciting English as a Foreign Language (EFL) college students' perceptions of the difficulties they face in oral presentation as a form of assessment. Participants were 500 female EFL college students from different grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education (CBE) in Kuwait City, Kuwait. A five-point Likert Scale questionnaire was used and divided into three main sections: personal traits, oral presentation skills, and instructor and audience. Independent variables measured were students' ages, year at college, Grade Point Average (GPA), and nationality. In addition, a structured interview to solicit instructors' opinions was carried out. Results showed students' perceptions of the difficulties they experienced at a medium level (M=3.10). However, significant differences in the results were found when students' nationalities and GPAs were taken into account.
Research Article, 2021
This study examined the interplay among self-confidence, teacher feedback, and English proficiency in terms of developing students' English oral presentation competence. The study involved learners in the fields of Sciences and Technology, and Humanities and Social Science (N=390; 75% female; 26% male). It looked at how presentation courses, which are structured to include various stages of presentation preparation as well as teacher feedback over the course of a semester (12 weeks), can help Thai EFL students improve their self-confidence and oral presenting skills. The collected data consisted of students' presentation scores, results of an English proficiency test, and survey data concerning students' self-confidence and teacher feedback regarding students' presentation performances. The data analyses involved descriptive statistics, exploratory factor analysis (EFA), independent t-tests, one-way ANOVA, multiplelinear regression, and mediation analysis. The results revealed 1) two underlying factors regarding self-confidence, are situational and potential confidence and communication confidence, and one underlying factor regarding teacher feedback, named perceived teacher feedback practice and 2) English proficiency as the only significant predictor of students' presentation performance. Although it may seem intuitive that English proficiency scores are a strong predictor, this study indicates that students' self-confidence and instructor evaluation have no direct link to students' English presentation performance, which was perhaps unanticipated. The small effects of self-confidence and instructor feedback are likely due to the large number of low-level students in the study. Additionally, variables such as student gender and field of study did not make significant differences. This study contributes to the development of research in the area of oral presentations in English. Aunque puede parecer intuitivo que los puntajes de dominio del inglés son un fuerte predictor, este estudio indica que la autoconfianza de los estudiantes y la evaluación del instructor no tienen un vínculo directo con el desempeño en las presentaciones en inglés de los estudiantes, lo cual quizás no fue anticipado. Los pequeños efectos de la confianza en uno mismo y la retroalimentación del instructor probablemente se deban a la gran cantidad de estudiantes de bajo nivel en el estudio. Además, variables como el sexo del alumno y el campo de estudio no presentaron diferencias significativas. Este estudio contribuye al desarrollo de la investigación en el área de presentaciones orales en inglés. This is an open-access article distributed under the terms of a Creative Commons Attibution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
Presenting in the Present: Public Speaking in Online Courses
2020
During the 21st century, colleges have increasingly leveraged online-based courses as a means of instruction, and although public speaking ability is among employers' most in-demand skills for college graduates, there exists a scarcity of research measuring students' public speaking skill development in online courses. Even fewer studies measure public speaking skill development in online courses compared to the same skill development in classroom-based versions of the same courses taught by the same instructors. Given this background, the current study used analysis of variance with repeated measures to determine whether face-to-face Business Communication students' presentation skills improved more than, less than, or the same as those of online Business Communication students. This design enabled measurement of the dependent variable of presentation skill improvement, in groups of students separated by the independent variable of course delivery format—classroom or on...
Students’ Perception of the Presentation Activities in Online Speaking Class
EduLine: Journal of Education and Learning Innovation
The objectives of this research were to find out the benefits of presentation activities in online speaking classes. Data were collected using a questionnaire that collected a five-point Likert scale to gauge the students’ perception use of presentation activities in online speaking classes. The population of this research was eleventh-grade students of senior high school 4 Sidrap academic year 2021//2022 through random sampling technique and XI IPA 1 was selected as the sample of this research. The research finding showed that the utilization of presentation activities gave some benefits to the students as follows: easy understanding of the material; increased students’ motivation; focus deeper on learning; and Increased collaboration. It could be concluded that the utilization of presentation activities in online speaking class benefited the students in the eleventh grade of SMAN 4 Sidrap.
The Objective of this present study was to identify the undergraduate students' attitude in delivering oral presentation in English. It was also to point out the extent of the relationship between undergraduates' attitude and their oral performance scores in English oral presentation. A questionnaire was administered to 242 undergraduate students (aged 17-25). Descriptive analysis and Person product-moment correlation test were employed in the present study. The results of this study revealed that students have a slightly positive attitude pertaining to oral presentation in English and there was no significant correlation between undergraduates' attitude and their oral performance scores in English oral presentation.
2016
The current study embarked upon the issue of English oral presentation and the students‟ attitude. It aimed to identify the students‟ attitude in delivering oral presentations and to see if there is any statistical correlation between students‟ attitude and their scores in English oral presentations. This study was conducted with 242 students in Universiti Malaysia Pahang (UMP). The most important findings indicated that students hold a positive attitude towards English oral presentations. Furthermore, the study revealed a weak positive correlation between the students‟ attitude and their scores in oral presentations in English. The qualitative approach concerns the issue of difficulties experienced by the students from delivering oral presentation. The qualitative data found six themes that are 1) Anxiety, 2) Low English proficiency, 3) Lack of support from classmates, 4) Lack of practical training, 5) Lack of teachers‟ feedback in assessing students‟ presentations and 6) pair-work...
THAITESOL Journal, 2021
This study aimed to 1) measure and identify students' strengths and weaknesses in oral presentation skills, 2) examine students' perceptions of rating their presentation performances, and 3) investigate students' attitudes towards their oral presentation experiences. The participants were 47 Thai third-year undergraduate students in the English for International Communication Program. Research instruments were the teacher assessment form and a student self-assessment questionnaire, including a scoring rubric and self-reflection questions. Means, standard deviations, and Paired Sample T-Test were used to analyze oral presentation performance levels from self-and teacher assessments. Coding and categorizing were also used to analyze responses from self-reflection questions. As a result, the overall level of oral presentation performance was at a high level. Based on the teacher assessment, students' most outstanding performance was expressing an in-depth understanding of the topics and creative and professional design of visual aids. Dealing with questions was the least outstanding performance but remained at the high level. Regarding the students' self-assessment, they appeared to be most confident in expressing an in-depth understanding of the topics that was ranked at a high level. However, pronunciation, vocabulary, and grammar were ranked at the medium level. In addition, students' reflection revealed students' positive attitudes towards their presentation experiences, showing their efforts to practice and prepare the presentation, solve problems related to setting and environment, affective factors, and working memory while delivering presentations. This study suggested that regular training and practice of self-assessment rubric and self-reflection would complement teacher assessments to improve students' oral presentation and continuously promote lifelong learning.