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Investigating how to improve oral presentation skills for the second-year English major of the Department of foreign language at Hung Yen University of Technology and Education = Tìm hiểu cách cải thiện kĩ năng thuyết trình cho sinh viên chuyên Anh năm thứ hai trường Đại học Sư phạm Kĩ thuật Hưng Yên. M.A Thesis Linguistics: 60 14 10
PART 1: INTRODUCTION……………………………………………… ……1
1. Rationale:…………………………………………………………………………………..1
2. Aims and objectives of the study: ………………………………………………………..2
3. Scope of the study:………………………………………………………………… …… 2
4. Methods of the study: …………………………………………………………………….. 3
5.Design of the study: …………………………………………………………………………3
PART 2: DEVELOPMENT……………………………………………… …… 5
CHAPTER I: LITERATURE REVIEW………………………………… ……5
1.1. Oral Communication……………………………………………………………………..5
1.2. Oral Presentation…………………………………………………………………………6
1.2.1. Definitions and Characteristics………………………………………………………..6
1.2.2. Oral Presentation Organization…………………………………………….………....7
1.2.3. Teaching Oral Presentation Skills………………………………….………………….8
1.3. Prior Studies Related to Oral Presentations…………………………………………..10
CHAPTER II: PRACTICAL RESEARCH………………………………….12
2.1. Background of the study………………………………………………………………..12
2.1.1. Description of the English course and its objectives in the department of foreign
languages, HYUTE…………………………………………………………………………..12
2.1.2. The informants……………………………...................................................................13
2.2. The Study………………………………………………………………………………...14
2.2.1. The Research Questions………………………………………………………………14
2.2.2. Measurement Instruments……………………………………………………………14
2.2.3. Data Analysis ………………………………………………………………………….15
2.3. Presentation of Statistical Results………………………………………………...........15
2.3.1. Questionnaire for the Students……………………………………………………….15
2.3.1.1. Methodology…………………………………………………………………………15
2.3.1.2. Statistical results ……………………………………………………………………15
2.3.1.2.1. The students’ perceptions of the necessity of oral presentation skills……………15
2.3.1.2.2. The second- year students’ difficulties in learning presentation skills……...........17
2.3.1.2.3. Current methods used in teaching oral presentation skills to the second- year
English majors………………………………………………………………………………..21
2.3.1.2.4. The students’ evaluation of the teachers’ current methods………………………24
2.3.1.2.5. The students’ suggested solutions to improve the situations………………………...24
2.3.2. Questionnaire for the teachers………………………………………………………..28
2.3.2.1. Methodology…………………………………………………………………………28
2.3.2.2. Statistical results ……………………………………………………………………28
2.3.2.2.1. The teachers’ perceptions of the necessity of oral presentation skill……………..29
2.3.2.2.2. The teachers’ opinion of presentation skills………………………………………29
2.3.2.2.3. The teachers’ difficulties in teaching presentation skills…………………………30
2.3.2.2.4. Current teaching methods applied for oral presentation skills……………...........32
CHAPTER THREE: FINDINGS AND RECOMMENDATION…………...35
2.1. Findings…………………………………………………………………………………..35
2.1.1. The students’ and teachers’ perceptions of the necessity of oral presentation
skills……………………………………………………………………………………...........35
2.1.2. What the teachers know about presentation skills…………………………………….35
2.1.3. The teachers and the students’ difficulties in their teaching and learning of oral
presentations…………………………………………………………………………………..36
2.1.4. The methods the teachers are currently using in teaching presentation skills………..36
2.1.5. The students’ evaluations of those methods…………………………………………...37
2.1.6. What the students think should be done for them to improve their oral presentation
skills…………………………………………………………………………………………...37
2.2. Suggested techniques for improving oral presentation skills…………………...........38
2.2.1. Suggestions for the teachers……………………………………………………………………38
2.2.2. Suggestions for the students……………………………………………………………...........42
2.2.3. Suggestions for the department………………………………………………………………..44
PART 3: CONCLUSION………………………………………………… …...45
REFERENCES
APPENDICES
Appendix 1: The questionnaire for the students
Appendix 2: The questionnaire for the teachers
Appendix 3: The topics/sub-topics for the fourth term for HYUTE majors of English
Appendix 4: Oral presentations- Teacher evaluation sheet
Appendix 5: Oral presentations- Student evaluation sheet
Appendix 6: Model language for oral presentations
Appendix 7: Sample of model presentations
PART1: INTRODUCTION
1. Rationale:
English has played an important role in dealing with international relations and in such fields
as science and technology, business, commerce, and diplomacy. This is the reason why there
has always been a big need for learning English in Vietnam. And these learners of English
have various purposes of learning: some learn English for their future jobs; some learn it just
for entertainment. The English major learners also have serious attitudes towards learning
English for their communications as well as oral presentations at work. In reality, most
students leaving college today lack the basic skills necessary for presenting information to a
group. Additionally, many college classes require presentations, but the students are often told
to do it without being shown how to do it. A history professor does not feel it is their job to
show their students the basic skills of presenting a subject. Furthermore, the students aren‟t
given the right feedback to improve. As a matter of fact, learning how to make presentations
effective becomes one of the key institutional parts.
In Hung Yen University of Technology and Education, there are not any separate subjects on
which the English majors‟ presenting skills are trained. It is the teachers of English who teach
them oral presentations skills. For the teachers in the foreign language department there are
some certain advantages of asking students to give presentations on the subject of their
concern. Firstly, it gives students a good opportunity to practice their speaking skill. It also
increases the students‟ confidence in using English. Furthermore, it can be a good practice for
those students who will actually need the skill in their future professional lives. And lastly, it
is an excellent generator of spontaneous discussion. Being well aware of these advantages, all
the teachers who teach English speaking skills regard presentation skills as their main focus in
teaching English. However, it cannot be denied that there exist a lot of problems concerning
our students‟ presentation skills, the most typical of which is the fact that it is quite difficult to
give successful presentations. Having been teaching them for nearly four terms, I have
recognized the main reasons for such difficulties. Firstly, in comparison with other students of
the same major, the students here have much lower level of English proficiency especially in
poor pronunciation and poor vocabulary. Secondly, due to their inexperience, the teaching
staff also sees that they lack the basic techniques for teaching students how to give successful
presentations. Lastly, the teaching of English as a major has come into use not for long as a
focus to supply the students with an appropriate syllabus which includes oral presentation. In
fact, to the English majors in here in general and the second- year English majors in particular,
presentation skills are quite new and difficult. This is the reason why I chose to conduct a
research entitled: “Investigating How to Improve Oral Presentation Skills for the SecondYear English Majors of the Foreign Language Department at Hung Yen University of
Technology and Education” and aimed at clarifying the problems the second- year students
have encountered in the process of preparing and making oral presentations and suggesting
some techniques for the teachers to get better improvements in both teaching and learning of
presentations.
2. Aims and objectives of the study:
The study is aimed at studying oral presentation difficulties encountered by both the secondyear major students of English and their teachers in the foreign language Department, Hung
Yen University of Technology and Education, at finding some possible techniques for
teaching oral presentations. To Giúp the students overcome such difficulties, the research will
try to
- investigate the students‟ as well as teachers‟ perceptions of what a good oral
presentation is.
- identify students‟ and teachers‟ difficulties in their learning and teaching of oral
presentations.
- investigate current methods the teachers use to teach presentation skills.
- give suggestions for both the teachers and the students on how to deal with their
difficulties in their teaching and learning of oral presentations.
3. Scope of the study:
Speaking activities are various. However, this study only focuses on oral presentation skills
for the second- year English majors at Hung Yen University of Technology and Education.
This study is said to be an overview of current situations of the second- year English majors
PART 3: CONCLUSION
The learning and teaching of oral presentation skills have been a challenge for both the
teachers and the students of the foreign language department, HYUTE so far. That is also the
reason why the researcher conducted this thesis with the hope to find out the oral presentation
difficulties perceived by the teachers and the second- year majors. Basing on the findings, the
study has offered some suggestion to Giúp improve the oral presentation skills for the students
and the effective oral presentation teaching methods for the teachers.
To achieve this aim, the researcher employed survey research with the participation of 56
second- year English majors and 8 teachers who have experienced teaching oral presentation
skills at the department of foreign languages, UTEHY. Specifically, she studied the issues: (1)
the students‟ and teachers‟ perceptions of the necessity of oral presentation skills, (2) how
much the teachers know about the skills, (3) difficulties they encountered, (4) the teaching
methods the teachers used, (5) the students‟ evaluations of those methods and (6) what the
students think should be done to improve their oral presentation giving. The major findings of
the study are as follows:
Firstly, both the teachers and the students agreed upon the fact that the skills of making
effective oral presentations are really essential not only for them to improve their
speaking abilities but also for them to practice their future work challenges which
require them to give presentations on particular working field.
However, a lot of difficulties arose in their process of both learning and teaching the
skills, the major causes of which were shown in the students‟ low English proficiency
and shyness and the teachers‟ inappropriate methods of not making the students create
something of their own like structures, ideas, or mistakes correction.
Basing on the findings, the thesis is concluded with several suggestions for the learners, the
teachers, and the institution to Giúp the learners overcome their difficulties. For the teachers,
they need to apply techniques of topic discussion, giving adequate feedback, group work, and
teaching the necessary skills for making oral presentations. For the department, conducting
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Investigating how to improve oral presentation skills for the second-year English major of the Department of foreign language at Hung Yen University of Technology and Education = Tìm hiểu cách cải thiện kĩ năng thuyết trình cho sinh viên chuyên Anh năm thứ hai trường Đại học Sư phạm Kĩ thuật Hưng Yên. M.A Thesis Linguistics: 60 14 10
PART 1: INTRODUCTION……………………………………………… ……1
1. Rationale:…………………………………………………………………………………..1
2. Aims and objectives of the study: ………………………………………………………..2
3. Scope of the study:………………………………………………………………… …… 2
4. Methods of the study: …………………………………………………………………….. 3
5.Design of the study: …………………………………………………………………………3
PART 2: DEVELOPMENT……………………………………………… …… 5
CHAPTER I: LITERATURE REVIEW………………………………… ……5
1.1. Oral Communication……………………………………………………………………..5
1.2. Oral Presentation…………………………………………………………………………6
1.2.1. Definitions and Characteristics………………………………………………………..6
1.2.2. Oral Presentation Organization…………………………………………….………....7
1.2.3. Teaching Oral Presentation Skills………………………………….………………….8
1.3. Prior Studies Related to Oral Presentations…………………………………………..10
CHAPTER II: PRACTICAL RESEARCH………………………………….12
2.1. Background of the study………………………………………………………………..12
2.1.1. Description of the English course and its objectives in the department of foreign
languages, HYUTE…………………………………………………………………………..12
2.1.2. The informants……………………………...................................................................13
2.2. The Study………………………………………………………………………………...14
2.2.1. The Research Questions………………………………………………………………14
2.2.2. Measurement Instruments……………………………………………………………14
2.2.3. Data Analysis ………………………………………………………………………….15
2.3. Presentation of Statistical Results………………………………………………...........15
2.3.1. Questionnaire for the Students……………………………………………………….15
2.3.1.1. Methodology…………………………………………………………………………15
2.3.1.2. Statistical results ……………………………………………………………………15
2.3.1.2.1. The students’ perceptions of the necessity of oral presentation skills……………15
2.3.1.2.2. The second- year students’ difficulties in learning presentation skills……...........17
2.3.1.2.3. Current methods used in teaching oral presentation skills to the second- year
English majors………………………………………………………………………………..21
2.3.1.2.4. The students’ evaluation of the teachers’ current methods………………………24
2.3.1.2.5. The students’ suggested solutions to improve the situations………………………...24
2.3.2. Questionnaire for the teachers………………………………………………………..28
2.3.2.1. Methodology…………………………………………………………………………28
2.3.2.2. Statistical results ……………………………………………………………………28
2.3.2.2.1. The teachers’ perceptions of the necessity of oral presentation skill……………..29
2.3.2.2.2. The teachers’ opinion of presentation skills………………………………………29
2.3.2.2.3. The teachers’ difficulties in teaching presentation skills…………………………30
2.3.2.2.4. Current teaching methods applied for oral presentation skills……………...........32
CHAPTER THREE: FINDINGS AND RECOMMENDATION…………...35
2.1. Findings…………………………………………………………………………………..35
2.1.1. The students’ and teachers’ perceptions of the necessity of oral presentation
skills……………………………………………………………………………………...........35
2.1.2. What the teachers know about presentation skills…………………………………….35
2.1.3. The teachers and the students’ difficulties in their teaching and learning of oral
presentations…………………………………………………………………………………..36
2.1.4. The methods the teachers are currently using in teaching presentation skills………..36
2.1.5. The students’ evaluations of those methods…………………………………………...37
2.1.6. What the students think should be done for them to improve their oral presentation
skills…………………………………………………………………………………………...37
2.2. Suggested techniques for improving oral presentation skills…………………...........38
2.2.1. Suggestions for the teachers……………………………………………………………………38
2.2.2. Suggestions for the students……………………………………………………………...........42
2.2.3. Suggestions for the department………………………………………………………………..44
PART 3: CONCLUSION………………………………………………… …...45
REFERENCES
APPENDICES
Appendix 1: The questionnaire for the students
Appendix 2: The questionnaire for the teachers
Appendix 3: The topics/sub-topics for the fourth term for HYUTE majors of English
Appendix 4: Oral presentations- Teacher evaluation sheet
Appendix 5: Oral presentations- Student evaluation sheet
Appendix 6: Model language for oral presentations
Appendix 7: Sample of model presentations
PART1: INTRODUCTION
1. Rationale:
English has played an important role in dealing with international relations and in such fields
as science and technology, business, commerce, and diplomacy. This is the reason why there
has always been a big need for learning English in Vietnam. And these learners of English
have various purposes of learning: some learn English for their future jobs; some learn it just
for entertainment. The English major learners also have serious attitudes towards learning
English for their communications as well as oral presentations at work. In reality, most
students leaving college today lack the basic skills necessary for presenting information to a
group. Additionally, many college classes require presentations, but the students are often told
to do it without being shown how to do it. A history professor does not feel it is their job to
show their students the basic skills of presenting a subject. Furthermore, the students aren‟t
given the right feedback to improve. As a matter of fact, learning how to make presentations
effective becomes one of the key institutional parts.
In Hung Yen University of Technology and Education, there are not any separate subjects on
which the English majors‟ presenting skills are trained. It is the teachers of English who teach
them oral presentations skills. For the teachers in the foreign language department there are
some certain advantages of asking students to give presentations on the subject of their
concern. Firstly, it gives students a good opportunity to practice their speaking skill. It also
increases the students‟ confidence in using English. Furthermore, it can be a good practice for
those students who will actually need the skill in their future professional lives. And lastly, it
is an excellent generator of spontaneous discussion. Being well aware of these advantages, all
the teachers who teach English speaking skills regard presentation skills as their main focus in
teaching English. However, it cannot be denied that there exist a lot of problems concerning
our students‟ presentation skills, the most typical of which is the fact that it is quite difficult to
give successful presentations. Having been teaching them for nearly four terms, I have
recognized the main reasons for such difficulties. Firstly, in comparison with other students of
the same major, the students here have much lower level of English proficiency especially in
poor pronunciation and poor vocabulary. Secondly, due to their inexperience, the teaching
staff also sees that they lack the basic techniques for teaching students how to give successful
presentations. Lastly, the teaching of English as a major has come into use not for long as a
focus to supply the students with an appropriate syllabus which includes oral presentation. In
fact, to the English majors in here in general and the second- year English majors in particular,
presentation skills are quite new and difficult. This is the reason why I chose to conduct a
research entitled: “Investigating How to Improve Oral Presentation Skills for the SecondYear English Majors of the Foreign Language Department at Hung Yen University of
Technology and Education” and aimed at clarifying the problems the second- year students
have encountered in the process of preparing and making oral presentations and suggesting
some techniques for the teachers to get better improvements in both teaching and learning of
presentations.
2. Aims and objectives of the study:
The study is aimed at studying oral presentation difficulties encountered by both the secondyear major students of English and their teachers in the foreign language Department, Hung
Yen University of Technology and Education, at finding some possible techniques for
teaching oral presentations. To Giúp the students overcome such difficulties, the research will
try to
- investigate the students‟ as well as teachers‟ perceptions of what a good oral
presentation is.
- identify students‟ and teachers‟ difficulties in their learning and teaching of oral
presentations.
- investigate current methods the teachers use to teach presentation skills.
- give suggestions for both the teachers and the students on how to deal with their
difficulties in their teaching and learning of oral presentations.
3. Scope of the study:
Speaking activities are various. However, this study only focuses on oral presentation skills
for the second- year English majors at Hung Yen University of Technology and Education.
This study is said to be an overview of current situations of the second- year English majors
PART 3: CONCLUSION
The learning and teaching of oral presentation skills have been a challenge for both the
teachers and the students of the foreign language department, HYUTE so far. That is also the
reason why the researcher conducted this thesis with the hope to find out the oral presentation
difficulties perceived by the teachers and the second- year majors. Basing on the findings, the
study has offered some suggestion to Giúp improve the oral presentation skills for the students
and the effective oral presentation teaching methods for the teachers.
To achieve this aim, the researcher employed survey research with the participation of 56
second- year English majors and 8 teachers who have experienced teaching oral presentation
skills at the department of foreign languages, UTEHY. Specifically, she studied the issues: (1)
the students‟ and teachers‟ perceptions of the necessity of oral presentation skills, (2) how
much the teachers know about the skills, (3) difficulties they encountered, (4) the teaching
methods the teachers used, (5) the students‟ evaluations of those methods and (6) what the
students think should be done to improve their oral presentation giving. The major findings of
the study are as follows:
Firstly, both the teachers and the students agreed upon the fact that the skills of making
effective oral presentations are really essential not only for them to improve their
speaking abilities but also for them to practice their future work challenges which
require them to give presentations on particular working field.
However, a lot of difficulties arose in their process of both learning and teaching the
skills, the major causes of which were shown in the students‟ low English proficiency
and shyness and the teachers‟ inappropriate methods of not making the students create
something of their own like structures, ideas, or mistakes correction.
Basing on the findings, the thesis is concluded with several suggestions for the learners, the
teachers, and the institution to Giúp the learners overcome their difficulties. For the teachers,
they need to apply techniques of topic discussion, giving adequate feedback, group work, and
teaching the necessary skills for making oral presentations. For the department, conducting
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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