EFL College Students' Perceptions of the Difficulties in Oral Presentation as a Form of Assessment (original) (raw)
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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.
Assessment of Oral Presentations: Effectiveness of Self-, Peer-, and Teacher Assessments
International Journal of Instruction, 2019
This study investigated the effectiveness of self-, peer-, and teacher assessments in assessing EFL students' oral presentations. It also examined consistencies and differences among these three methods of assessment. Students' attitudes towards self-assessment and peer assessment were also investigated. This study is a mixedmethods sequential explanatory research in which both quantitative and qualitative data were collected. Using an adapted rating scale, 60 Iranian students in four advanced English courses were requested to assess their oral presentations and the oral presentations of their peers. Four teachers used the same rating scale to assess all students' oral presentations. To obtain students' attitudes towards selfand peer assessments, a questionnaire was administered before and after the employment of the rating scale. Students who revealed changes in their attitudes were also interviewed. Although the results showed no significant differences in the three assessment methods, the analysis of the mean scores revealed that teachers employed the strictest scoring criteria while peer assessors used the most lax ones. While the results of peer-and teacher assessments appeared to be consistent, no consistencies were discovered in self-and peer-assessments and in self-and teacher assessments. This study highlights that EFL students' involvement in assessing their own and peers' oral presentations can enhance their motivation to learn.
Anatolian Journal of Education, 2023
Presentation skills are considered as the most vital proficiencies required in higher education. This research paper examined the difficulties of oral presentation EFL learners encountered, strategies used to make oral presentation well and the perceived role of lecturer in improving EFL learners' oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting frequencies and percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, this study also discovered that lecturer has to show learners videos of good speakers for enhancing their presentation skills and lecturer has to give learners freedom to choose their own topics that lower their anxiety. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners' oral presentation and assist learners to work their way out of anxiety.
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.
REiLA : Journal of Research and Innovation in Language
This study aims to explore the EFL students’ performance in oral presentation by categorize their level of mastery, and to reveal if there are any common problems during the performance. This descriptive quantitative study purposively invited 24 students as the samples from the third semester of English Study Program at Timor University. The data were based on students’ performance on 10 selected texts which recorded to measure their oral presentation after an internal workshop. The analysis and the scoring were based on Harris’ (1969) five components in scoring speaking and with Brown’s (2004) six oral proficiency scoring categories. However, this study focusing only on the pronunciation and fluency categories to be in line with the scoring rubric of competence in the 2021 Academic Regulation of Timor University. The results showed that the students have mastered the oral presentation because their average score is 82 based their right answer is 144/150. This average scores then an...
Internation Journal of Management and Applied Science, 2019
Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self-and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in or al presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation.
The purpose of this study is to identify the causes of oral presentation difficulties encountered by the students at a polytechnic in Sarawak. It also examines the differences in the causes of difficulties in academic oral presentation faced by the engineering and commerce students. The total number of respondents who participated in this study was 223. Questionnaires and interviews were used to collect data from the respondents. The information gathered from the questionnaires was then analysed using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test). The interviews were then transcribed and coded. Based on the results, the main cause of oral presentation difficulties faced by the students was lack of practice. Moreover, the researcher found there were significant differences between engineering and commerce students in the causes of oral presentation difficulties such as psychological factors, lack of practice and role of teacher(s). For example, the engineering students were less prepared than the commerce students when dealing with oral presentations probably because engineering students focused more on their engineering subjects that involved engineering projects, which needed much of their time and efforts. It is hoped that the findings of this study would enable the lecturers to have a better understanding of how to prepare and train the students well in oral presentation skills before they enter the working world.
Factors Leading to An Effective Oral Presentation in EFL Classrooms
One of the tasks which is of great importance for students, especially in advanced-level language classes, is the oral presentation. This paper was an attempt to identify what Iranian EFL language teachers and their students perceive as being important components of giving an oral presentation. It also investigated the similarities or differences between these two groups' perspectives. In order to conduct this study, 205 EFL teachers and their students were selected, using a random cluster sampling procedure, and given a questionnaire to complete. The analysis of the data revealed that the subjects believed that body language, manner of presentation, the speaker's style of presentation, feedback, voice quality, transfer of the message, use of other resources when presenting, and details of the presentation are the most important aspects of giving successful oral presentations.
Level of Agreement between Teacher Assessment and Self-assessment of Oral Presentation Skills
2017
The focus of this research is agreement between self- and teacher assessment through oral presentations and it confirms the expected results already familiar in the literature i.e. students, in general, assess themselves higher than teachers. Assessment rubric of 15 questions with a five-point Likert scale was used for both self- and teacher assessment was used. For the analysis, standard statistical techniques in MS Excel were used. The study shows that although the relationship between teacher assessment and self-assessment is weak, it is still statistically relevant and it shows significant difference, but when comparing teacher assessment results with self-assessment results for each teacher separately, some unexpected outcomes emerge. Out of five, only one teacher’s results confirm the well-known assumption – students assess themselves higher than teachers. However, all the others seem to be influenced by some factors and limitations that impose different results than the overall one.
2016
In the academic English courses, oral presentation can be considered as an integral part for developing the language proficiency of EFL 1 learners. English is taught as a foreign language in a developing country like Bangladesh and in the 21st century this language is given priority at almost every sector of this country. However, presenting a topic in English facing the audience in the class, especially classmates and teachers is a challenging issue, particularly for the students at tertiary level in Bangladesh. The current study analyses those distinctive challenges in oral presentation by systematic scrutiny of class presentation performance of a renowned Bangla-deshi university students. The researchers mainly highlighted some striking features in formal oral presentation following class observation, formal assessment in different presentation sessions and then tried to demonstrate the problems faced by the first semester students at undergraduate level. Some experts in the respective field were also interviewed to investigate the challenges deeply in oral presentation and find the possible solutions. It is expected that the particular guidelines provided in this study can be effective for the future presenters and prospective ELT practitioners to overcome those challenges, especially, in formal oral presentation.