ESL POSTGRADUATE STUDENTS' SELF-PERCEIVED PERFORMANCE IN ORAL PRESENTATION: CASE OF MAHARAJA KRISHNAKUMARSINHJI BHAVNAGAR UNIVERSITY (original) (raw)

Esl Postgraduate Students’ Self-Perceived Performance in Oral Presentation: Case of Maharaja

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, selfand 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 r...

Stumbling blocks between presenter and audience: a study on contributing factors that hinder students to ace in ESL Oral Presentation / Muhd Syahir Abdul Rani and Nurul Farhani Che Ghani

2019

The purpose of this study is to examine the main contributing factors that hinder students to ace in ESL oral presentations. It also investigates whether there exists any significant difference between both genders and the correlation between audience behavior and the contributing factors which encompass language, content and delivery. A total of 144 undergraduate students from 3 different faculties, namely Accountancy, Applied Science and Computer and Mathematical Science, participated in the study. The data obtained were analyzed using SPSS software Version 20. The results of the analysis indicate that the main factor contributing to low marks in oral presentations is the students' fluency, followed by sentence structures in oral speeches, and pronunciation. Independent T-test was carried out and the results were compared based on genders. The results reveal that male students received significantly lower marks for "Relevance" and "effectiveness", thus reveals that male students are less effective and less relevant in the assessment. This study also discovers that there exists a moderate relationship between the method of delivery during oral presentation and the audience's behavior.

Investigating Thai EFL Undergraduates' Oral Presentation Performances and Experiences, Using Teacher and Student Self-Assessments

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.

Exploring Oral Presentation Performance: Level of Mastery and Common Problems of EFL Students from Selected University

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...

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.

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.

Analysis of Self-Assessment Effect on EFL Students’ Speaking Performance

Journal of Educational Study, 2022

Studies indicated that EFL students were often struggling in speaking due to their fear of making mistake. This becomes a problem as speaking is an essential skill needed to be able to communicate in the target language and become successful learners. This study was conducted with the aim of investigating the effect of self-assessment on EFL students’ speaking performance. It used library research with a method of document analysis by analyzing previous related studies and theories. The results indicated that self-assessment has positive effect on students’ speaking performance as it involves students in the process of evaluating their learning process, product or performance, and progress. The effects include identification of strengths and weaknesses, improvement of self-efficacy, and improvement of speaking performance. However, self-assessment needs to be implemented well by considering the assessment criteria and practices in order to achieve these positive effects.

Investigating EFL Learners' Perceptions towards the Difficulties in Oral Presentation at Kandahar University

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.

An Analysis of Spoken proficiency during Oral presentations of Pakistani ESL Undergraduate Students

Pakistan journal of humanities and social sciences, 2022

The spoken proficiency, considering the speaking skills in English of ESL learners, needs close attention. For the purpose of improving the speaking skills of students, oral presentation is the most common method used in academics to improve their spoken proficiency. The previous works are abundant with descriptions of ideal presentations. No specific study is seen on the oral presentation, its role in spoken proficiency, and the reasons behind it. This paper not only talks about the oral presentations of the language learners but also explores the needs of the learners, the reasons, factors, and possible solutions. For this purpose, the presentations of the twenty Undergraduate students of the BS English program at the University of Sargodha were recorded both in audio and video for analysis. However, the structured rubrics reflect all the important factors and components explained by (Dornyei & Scott, 1995) model for oral presentation skills. The results of the present study reveal a long list of the lacks and needs of the learners' presentation skills and speaking skills. The research opens a vast field for future research, more practical in nature, concerning the needs of the learners.

Association of the Psychological Factors Hampering Oral Skill of ESL Students at Graduate Level, At Bahawalpur, Pakistan

2016

The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This in...