Literature Review
Huang et al. uses an interview process in order to find out the specific language skills are the most problematic for ESL students (Huang, Cunningham, & Finn, 2010). By interviewing three different classroom teachers, it is suggested that ESL students have challenges in English speaking, reading, academic listening, and writing skills. “Specifically, understanding classroom tasks, giving oral presentations in content classes, and being able to communicate a problem” (68) are considered the most challenging aspects for ESL students. This study suggests that teachers can help ESL students improve their academic English skills in the school setting. In order to properly assist ESL students, teachers need to be taught skills in order to help these individuals overcome the challenges these students face.
Masaki (2003) took a behind-the-scenes look at three Japanese ESL undergraduate students and the steps they took to accomplish academic presentations during their yearlong studies in Canada. “Methods for data collection reflected a qualitative case study approach and included audio-recorded observations of project work, in-depth interviews, and students’ journals and papers” (337). The steps these students took to prepare for their academic presentations consisted of negotiating task definitions and teacher expectations, collaborative dialogue, and sharing experiences. Rehearsing and peer coaching was also used for preparations when it came to academic presentations. This study found that ESL students who rehearsed and used peer coaching had less challenges than ESL students who did not. In addition, students who considered the teachers’ expectations showed more success with the outcome of their presentation. The results of this study suggest that preparation for oral presentations for ESL students is necessary. The time ESL students spent on presentation preparation directly correlated with their grade. It also correlated with how relaxed they were to give the presentation. Overall, ESL students should spend a significant amount of time practicing and understanding the teachers’ expectations for the oral presentations (337).
Truong & Neomy (2007) investigated how group planning affected an ESL student’s oral presentation. The study was conducted with 17 EFL students in Vietnam. Two leaders out of the group were selected to give a presentation. The data was obtained from teacher observation and audio recordings. “The study found that group planning dealt with the content rather than the language of presentations” (104). In other words, group planning impacted idea formulation and not language ability. However, the groups that did increase language ability were groups composed of mixed proficiency learners. This suggests that ESL students can learn more about language structure when placed in a group of mixed proficiency learners. Thus, group planning can have an impact on an ESL student’s oral presentation skills.
Pathan discusses how effective oral communication skills help ESL students improve their academic performance (Pathan, 2013). Effective oral communication skills also help ESL students by enhancing “their subsequent professional competence, increase their employment options, and improve their own personal effectiveness” (395). However, ESL students generally face a number of linguistic problems that hamper their ability to communicate properly. This study aimed to find major linguistic barriers ESL students face in regards to oral communication. The data was obtained through oral presentations and audio texts. The results showed “that unfamiliarity with the sound system of English, inadequate range of vocabulary, inability to form certain grammatical constructions and failure to use different word classes according to the demand of the sentence are the main barriers of oral communication” (395). These are problems that are generally not discussed in regards to ESL students. A high percentage of ESL students can read and comprehend written English. However, these individuals may have difficulties when it comes to speaking the language. This is a problem that is currently overlooked. Given the structure of the educational system, ESL students may be unnoticed by teachers at the high school and university level. This is due to their proficiency in writing English. However, these students have more difficulties in classes that require oral presentations. In these classes, ESL students do not go unnoticed. The study suggests that problems with oral communication amongst ESL students should be given more emphasis and treated.
Yang investigated the challenges that ESL students face during their engagement in oral presentations (Yang, 2010). The study consisted of five Chinese ESL students in a Canadian university. The sources used to collect data included: class observations, interviews, group discussions, and field notes. Data showed that these students employed more peer-peer dialogues in order to clarify required tasks. However, when it comes to oral presentations, these five students faced several challenges. This was due to their unfamiliarity with certain communication modes. These students chose to present their information through a case analysis instead of engaging the class in discussion. This was one of the requirements for the presentation. Over time, however, these individuals were better able to follow instructions regarding oral presentations. Thus, this study suggests that after repeated attempts, ESL students overcome the challenges that are associated with oral presentations (Yang, 2010).
Hendrix discusses rhetoric-based teaching strategies that can be used to assist ESL students with oral and written competencies. Due to the fact that most universities require oral performance as a course requirement, “Many ESL students enter the public speaking classroom (and courses with oral performance units) with heightened levels of anxiety regarding the expectation of speaking before the class” (Hendrix, 2000). This article discusses different instructional strategies that can help an ESL student when it comes to understanding audience analysis and adaptation. First, students interviewing each other about random topics can help these individuals receive feedback concerning their ideas on certain topics. In addition, “The interview process can also be used to discover the likely sources of listener motivation which can be woven into the students’ presentation” (Hendrix, 2000). Second, researching traditions and values of the residing country can help ESL students create a common ground with the audience. Next, students can learn from the other students in the classroom. Encouraging peer interaction has been shown to assist ESL students with the presentation process. Lastly, providing ESL students with various examples of speeches can help assist them with the structure and thoughts behind public presentations in the foreign country. These examples can be videos or in written format (Hendrix, 2000).
Saito examined the effects of peer assessment and training on oral presentation in EFL classrooms (Saito, 2008). The study consisted of two different groups: control group and a treatment group. In the first study, the treatment group was given an extra 40-minutes to prepare for their presentation. However, during these 40-minutes, these individuals were not receiving any additional help from the teachers. The results showed that there were no differences between the control group and the treatment group in regards to oral performance. In the next study, the treatment group were given 40-extra minutes to prepare for their oral presentation. However, the teacher did offer assistance to the individuals in the treatment group. The results of this study showed that there was a difference between the controlled and treatment group when it came to oral performance. The ESL students who did receive teacher assistance prior to their presentation were more prepared and successful with their oral presentation. Thus, this study suggests that ESL not only need more preparation time in order to be successful with their oral presentation, they also need more teacher assistance in order to perform at the same standards as their English speaking counterparts (Saito, 2008).
Hill & Storey (2003) describes how an online course can be developed in order to assist ESL students improve their oral presentation skills. “This course aims to allow learners to prepare their presentations out of class and then practice these skills in class with peer and teacher feedback” (Hill, 2003). The online course is both interactive as well as informative. It helps ESL students work on their oral presentation skills in both academic and professional contexts. The course also encourages critical thinking and gives the students feedback on their answers. The course allows students to monitor their progress by the use of checklists and quizzes. Evaluations come from teacher comments and student questionnaires. It is anticipated that ESL students will receive a tremendous amount of assistance through the use of online courses. With proper feedback, these individuals will gain the correction and skills needed in order to properly give an oral presentation (Hill, 2003). This article suggests the implantation of these online courses can help ESL students acquire the skills necessary in order to succeed in the academic and professional English-speaking world.
References
Hendrix, K. (2000). Assessment and Skill Development for ESL Students in Mainstream Communication Classes Requiring Oral Presentations. JACA: Journal Of The Association For Communication Administration, 29(2), 196-212. Retrieved from http://eric.ed.gov/?id=EJ622771.
Hill, M. (2003). SpeakEasy: online support for oral presentation skills. ELT Journal, 57(4), 370-376. http://dx.doi.org/10.1093/elt/57.4.370
Huang, J., Cunningham, J., & Finn, A. (2010). Teacher Perceptions of ESOL Students' Greatest Challenges in Academic English Skills: A K-12 Perspective. International Journal Of Applied Educational Studies, 8(1), 68. Retrieved from https://www.questia.com/library/journal/1G1-238271126/teacher-perceptions-of-esol-students-greatest-challenges.
Kobayashi, M. (2003). The Role of Peer Support in ESL Students' Accomplishment of Oral Academic Tasks: Canadian Modern Language Review: Vol 59, No 3. Canadian Modern Language Review. Retrieved from http://www.utpjournals.press/doi/abs/10.3138/cmlr.59.3.337.
Pathan, A. (2013). Major Linguistic Barriers of Oral Communication in English as Perceived by the Tertiary level ESL Students. Connection.ebscohost.com. Retrieved 24 April 2016, from http://connection.ebscohost.com/c/articles/88797332/major-linguistic-barriers-oral-communication-english-as-perceived-by-tertiary-level-esl-students.
Saito, H. (2008). EFL classroom peer assessment: Training effects on rating and commenting. Language Testing, 25(4), 553-581. http://dx.doi.org/10.1177/0265532208094276.
Tuan, T. & Neomy, S. (2007). Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. RELC Journal, 38(1), 104-124. http://dx.doi.org/10.1177/0033688206076162.
Yang, L. (2010). Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university. Connection.ebscohost.com. Retrieved 24 April 2016, from http://connection.ebscohost.com/c/articles/51250814/doing-group-presentation-negotiations-challenges-experienced-by-five-chinese-esl-students-commerce-canadian-university.
Appendix
Survey
The following survey was conducted through the medium of Facebook. The target will be high school students in Saudi Arabia. Each participant was asked to answer all 13 multiple-choice questions. Based on the received responses, the before mentioned analysis was made. Most questions were answered without any additional questions to me. However, the last question proved to be the most difficult. Some even asked me to clarify each of the three possible replies.
On a scale from 1-10, 10 being the most, how confident are you to give presentations in English?
1 2 3 4 5 6 7 8 9 10
On a scale from 1-10, 10 being the most, how confident are you to give presentations in your native language?
1 2 3 4 5 6 7 8 9 10
On a scale from 1-10, 10 being the most, how nervous are you when you give oral presentations in English?
1 2 3 4 5 6 7 8 9 10
How many oral presentations have you given in English?
0 1 2 3 4 5 6 7 8 9 10+
How many hours do you spend preparing for oral presentations in English?
1-3 3-6 6+
Do teachers help you with oral presentations in the classroom?
Yes Sometimes No
Do you find it helpful when teachers help with oral presentations in the classroom?
Yes Sometimes No Don’t know
Do teachers encourage peer interactions prior to oral presentations?
Yes Sometimes No
Do you find it helpful when teachers encourage peer interactions prior to oral presentations?
Yes Sometimes No Don’t know
How many group presentations have you given in English?
0 1 2 3 4 5 6 7 8 9 10+
How many other students were in the group presentation?
1 2 3 4 5+ Not applicable
Do you find it helpful to give group presentations?
Yes Sometimes No
Does working in a group help you develop the language skills needed in order to give a proper presentation?
Yes Sometimes No Don’t know
Do you think online courses that focus on oral presentation skills would be beneficial for you?
Yes No
If given access, would you use an online course to help with oral presentation skills?
Yes No
Which of the following do you find helpful when it comes to oral presentation and developing the skills needed in order to properly communicate your presentation? Circle all that apply.
