Communication helps people understand one another and helps to remove misunderstandings. Communication bridges the gap between people to transfer information. Communication can be formal or informal. An oral presentation is one form of communication that people do to get their message across. Some are natural-born speakers, while others need help to become better at communication. There are many reasons why people fear public speaking. Some presenters have low self-esteem and feel that their lack of grammar skills will get in the way. Some are apprehensive about presenting in front of an audience because they feel adequate in terms of knowledge. They are afraid that their message will not get conveyed or they will get misunderstood. While these types of fear can be true, some manage to overcome the fear, while some remain apprehensive. This quantitative research is done to investigate the prevalence of oral presentation among learners of English as a second language. The instrument used is a survey. 56 respondents were purposively chosen to answer the survey. The survey has three main sections. Section A has items on the demographic profile. Section B has eight items on External factors and Section C includes seven items on internal factors. Findings in this study show that presenters feared oral presentations from internal and external factors. Generally, speakers’ feeling of inadequacy has added to their fear of oral presentation. Findings have interesting pedagogical implications for the teaching and learning of oral presentations.

/pdf/fear-of-oral-presentation-trait-or-state-anxiety-238tdw04.pdf

Fear of Oral Presentation: Trait or State Anxiety?

Oral presentation has become a crucial task at the tertiary level regardless of the discipline of study. The engineering, science or management disciplines are no exception as delivering an oral presentation in a content subject class is a common sight nowadays, be it individual or group presentations. However, many students face difficulties when carrying out this task as they experience speaking apprehension. This study investigated anxiety-related problems experienced by engineering students in delivering oral presentations in English in their content subject classes. A total of 125 undergraduate students from a public university participated in the study. They were given a set of questionnaire to find out anxiety-related problems they faced when giving oral presentations. Based on responses gathered, 15 students who claimed to have experienced a high level of anxiety were identified. Consent was sought from these students and their lecturers to observe them doing an actual oral presentation in one of their content subject classes. Observation sessions were carried out to see any clear evidence of anxiety symptom occurrences. This was followed up by a semi-structured interview with the 15 students. Findings revealed that anxiety was evident among the students observed. Several factors were identified which include the type of presentation done, the language used and lack or last-minute preparation. The symptoms observed fall under the categories of bodily, expressive, verbal and emotional reactions. This study has brought about a number of implications concerning content subject curriculum, English language teaching, and soft skills trainingOral presentation has become a crucial task at the tertiary level regardless of the discipline of study. The engineering, science or management disciplines are no exception as delivering an oral presentation in a content subject class is a common sight nowadays, be it individual or group presentations. However, many students face difficulties when carrying out this task as they experience speaking apprehension. This study investigated anxiety-related problems experienced by engineering students in delivering oral presentations in English in their content subject classes. A total of 125 undergraduate students from a public university participated in the study. They were given a set of questionnaire to find out anxiety-related problems they faced when giving oral presentations. Based on responses gathered, 15 students who claimed to have experienced a high level of anxiety were identified. Consent was sought from these students and their lecturers to observe them doing an actual oral presentation in one of their content subject classes. Observation sessions were carried out to see any clear evidence of anxiety symptom occurrences. This was followed up by a semi-structured interview with the 15 students. Findings revealed that anxiety was evident among the students observed. Several factors were identified which include the type of presentation done, the language used and lack or last-minute preparation. The symptoms observed fall under the categories of bodily, expressive, verbal and emotional reactions. This study has brought about a number of implications concerning content subject curriculum, English language teaching, and soft skills training.

/pdf/speaking-apprehension-evidence-from-oral-presentations-in-ql9hro722i.pdf

Speaking Apprehension: Evidence from Oral Presentations in Content Subject Classes

Oral Presentation: Is there a Relationship between Fear of Negative Evaluation and Cause of Fear?

Regardless of age, students often experience anxiety in oral presentations. This quantitative study investigates the perceptions of students towards anxiety in oral presentation in a tertiary educational context. It aims to examine students’ perceptions of anxiety in oral presentations and the factors affecting anxiety in oral presentation. A total of three hundred and two students taking Bachelor in Teaching English as a Second Language (BTESL) in Management and Science University, Malaysia participated in this study by answering an adapted questionnaire with two sections: demographic and anxiety in oral presentation. The items under anxiety in oral presentation revealed students’ perceptions towards anxiety in oral presentation and factors affecting anxiety in oral presentation. Collected data were analyzed through Statistical Package for Social Sciences (SPSS). Results showed that the respondents perceived anxiety in oral presentation to be negative. Moreover, there were six factors affecting anxiety in oral presentation which were preparation, number of presentations, teacher’s feedback, audience’s attention, self-confidence and make mistakes. Thus, the results concluded that the students perceived anxiety in oral presentation to be negative and perceived that the major factor affecting their anxiety was preparation.

/pdf/management-and-science-university-btesl-students-perceptions-2tr98mz26z.pdf

Management and Science University BTESL Students' Perceptions towards Anxiety in Oral Presentation

The Effects of Mother Tongue Interference among ESL Learners’ Speaking Skills

This study aims to investigate the factors affecting oral presentation skills of undergraduate-learners of English that influence their academic performance which potentially can affect professional career. The study has used quantitative instrument as questionnaire partially adopted from McCroskey (1982) for data collection among 100 undergraduate-participants on factors affecting oral communication skills at one Public Sector University. Purposive sampling method was used since participants were selected on specific criteria of only first year engineering undergraduates. The data were analysed through SPSS, v.20 for obtaining percentage, mean, median, standard deviation, and standard error of mean to be measured. The findings revealed that oral presentation skills as the most problematic for engineering undergraduates. The results also revealed that the several factors affected engineering undergraduates’ oral presentations.

/pdf/an-investigation-of-anxiety-factors-during-english-oral-4b8zlbax9w.pdf

An Investigation of Anxiety Factors During English Oral Presentation Skills of Engineering Undergraduates in Pakistan

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An Investigation of Anxiety Factors During English Oral Presentation Skills of Engineering Undergraduates in Pakistan