Oral Presentation Skills Research Articles

OpenOPAF: An Open Source Multimodal System for Automated Feedback for Oral Presentations

Providing automated feedback that facilitates the practice and acquisition of oral presentation skills has been one of the notable applications of multimodal learning analytics (MmLA). However, the closedness and general unavailability of existing systems have reduced their potential impact and benefits. This work introduces OpenOPAF, an open-source system designed to provide automated multimodal feedback for oral presentations. By leveraging analytics to assess body language, gaze direction, voice volume, articulation speed, filled pauses, and the use of text in visual aids, it provides real-time, actionable information to presenters. Evaluations conducted on OpenOPAF show that it performs similarly, both technically and pedagogically, to existing closed solutions. This system targets practitioners who wish to use it as-is to provide feedback to novice presenters, developers seeking to adapt it for other learning contexts, and researchers interested in experimenting with new feature extraction algorithms and report mechanisms and studying the acquisition of oral presentation skills. This initiative aims to foster a community-driven approach to democratize access to sophisticated analytics tools for oral presentation skill development.

Impact of Lecture Method on Preparing Oral Presentations Among Undergraduate Nursing Students at Two Nursing Colleges of Shaheed Benazirabad District, Sindh

Background: Oral presentation skills (OPS) are vital for nursing students as they enhance communication between instructors and peers, fostering effective learning. Proficiency in OPS is a crucial indicator of learning success, enabling students to articulate significant insights and prepare for clinical practice where communication is paramount. Objective: This study aimed to evaluate the impact of lecture-based interventions on the oral PowerPoint presentation (OPP) skills of undergraduate nursing students. Methods: A quasi-experimental, nonequivalent posttest-only design was employed with 100 third-year Bachelor of Sciences in Nursing-Generic (BSNG) students from two institutions in Shaheed Benazirabad District, Sindh, Pakistan. Participants were divided into an experimental group (n=50) receiving a structured lecture intervention on OPP preparation, and a control group (n=50) with no specific training. The intervention covered topic selection, content organization, delivery techniques, and conclusions. Evaluations were conducted using a 15-item assessment scale, focusing on content, organization, delivery, and conclusion. Data analysis was performed using SPSS version 25. Results: The experimental group demonstrated superior performance in content clarity (80% good), organization (90% logical progression), and delivery (70% good eye contact) compared to the control group, which showed lower scores in these areas (30% good content clarity, 60% logical progression). Conclusion: Lecture-based interventions significantly improve OPP skills among nursing students, enhancing both content quality and delivery proficiency, thereby preparing students for effective communication in clinical settings.

Enhancing Academic Competence in Future Dentists: Leveraging English for Specific Purposes in Dental Education

The purpose of the article is to evaluate the impact of a specialized English for Specific Purposes (ESP) curriculum on the academic and linguistic development of second-year dental students. The article examines the effectiveness of an ESP curriculum tailored for second-year dental students at Donetsk National Medical University. Aimed at addressing the linguistic and professional needs unique to the dental field, the study juxtaposes the academic progression of students engaged in a specialized ESP curriculum against those following a standard English course. The research incorporates a controlled design with 26 participants, divided into an experimental group receiving the ESP curriculum and a control group continuing with conventional English education. The intervention spanned one academic semester, focusing on enhancing English language proficiency, dental vocabulary, and academic skills pertinent to dental studies. Pre- and post-assessment tools were employed to measure improvements in general English proficiency, dental-specific terminology knowledge, and core academic competencies such as reading and comprehending scientific literature, academic writing, and oral presentation skills. The results demonstrated significant advancements in the experimental group, notably in language proficiency and specialized vocabulary, compared to the control group. Qualitative feedback further highlighted increased confidence and engagement among ESP participants, underscoring the curriculum's relevance and applicability to their future professional endeavors.

Using podcasting to enhance EFL prospective teachers’ oral presentation skills

Using podcasting to enhance EFL prospective teachers’ oral presentation skills

Dr. Hasnaa Sabry Abdel-Hamid Ahmed Helwa: Using Critical Friend Groups Model for Developing EFL Oral Presentation Skills and Self-Esteem of Third Year English Section Students at Faculty of Education

Dr. Hasnaa Sabry Abdel-Hamid Ahmed Helwa: Using Critical Friend Groups Model for Developing EFL Oral Presentation Skills and Self-Esteem of Third Year English Section Students at Faculty of Education

Impact of YouTube on Non-verbal aspects of Pakistani ESL Learners’ Oral Presentation Skills

Impact of YouTube on Non-verbal aspects of Pakistani ESL Learners’ Oral Presentation Skills

The Student Grand Round: A Peer Teaching Initiative.

Introduction Oral presentation and public speaking skills are poorly emphasised in the medical school curriculum. The student grand round was created to tackle this deficiency by changing the way in which students are taught, from traditional lecture-based learning to interactive small-group peer-to-peer teaching. This approach encourages students to become responsible for their own learning, develop their public speaking and teaching skills, as well as identify and address gaps in their knowledge. Aims The primary aims of this study were to determine the understanding of students before and after peer teaching, including retention of concepts via quiz scores and confidence of students in giving SBAR (Situation, Background, Assessment, Recommendation) handovers. The secondary aim is to determine the place of student-led grand round teaching in the medical curriculum as a means of developing teaching skills and encouraging active learning. Methods A cohort of 21 third-year medical students from Leicester University attended a weekly peer teaching programme where students presented a case they had encountered during their clinical attachment. Peer teachers were required to research some background and pathophysiology regarding the topic and teach in an interactive manner and create discussion regarding the topic. The students then summarised the case and practised the skill of concise handovers using the SBAR format.Knowledge and understanding were assessed with an interactive quiz, and feedback via a survey was gathered before and after sessions. Each student engaged in case discussion and received input from a specialty registrar regarding their presentation skills, case knowledge, and SBAR handover. Results Individual and combined session analysis demonstrated a significant improvement in scores across understanding the topic and confidence in SBAR. Student recommendation for the session cumulatively was significant (p=0.02); however, comparison of medical student recommendations of individual sessions did not yield statistically significant results. There was a significant improvement in the overall quiz score (p=0.045), and average scores improved from 51% to 70% (p=0.043). There was a significant increase in the mean quiz result after the first two sessions (28-55% (p=0.002) and 56-85% (p=0.0001), respectively). Summary The student grand round is a promising teaching initiative that capitalises on peer teaching, a valuable learning theory that centres around students taking on the role of teachers to instruct their peers. Results from this study have shown that this method of collaborative teaching is effective in improving the understanding of medical topics, increases confidence in public speaking and precise handover skills, and therefore better prepares medical students for their career as future clinicians.

Insights on the Distribution of Nonverbal and Verbal Oral Presentation Skills in an Educational Institution

Insights on the Distribution of Nonverbal and Verbal Oral Presentation Skills in an Educational Institution

Constructively Aligned Instructional Design for Oral Presentations

In the paper "Constructively Aligned Instructional Design for Oral Presentations," the authors explore the implementation and outcomes of the 'General, Particular Specific' (GPS) model as a framework for curriculum instructional design for oral presentations within STEM education at an R1 Polytechnic University. Objective: This study aims to investigate the impact of the 'General, Particular Specific' (GPS) model on the enhancement of constructive alignment in curriculum instructional design for oral presentations in STEM education to improve students' oral communication skills and their effectiveness in technical communication. Theoretical Framework: Constructive alignment, curriculum-based Assessment, and curriculum and instructional design stand out, providing a solid basis for understanding the context of the investigation. The literature includes foundational texts on marketing management, center-based engineering research, Bloom's taxonomy of educational objectives, and the principles of enhancing teaching through constructive alignment. Additionally, it acknowledges the multifaceted nature of instructional design, emphasizing the widespread adoption of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), showcasing a structured, comprehensive approach to educational planning and execution. Method: The methodology adopted for this research comprises a qualitative study design, utilizing case study approaches within the Humanities and Social Science department at an R1 Polytechnic University. Data was collected through classroom observations, instructor interviews, and analysis of student presentation outcomes before and after implementing the GPS model. Results and Discussion: The results revealed significant improvements in students' abilities to think critically about content alignment with audience expectations and effectively communicate technical information. In the discussion section, these results are contextualized in light of the theoretical framework, underscoring the effectiveness of the GPS model in fostering clear, explicit instruction and scaffolding in oral presentation skills. The study acknowledges possible limitations, including its scope within a single institution and the need for broader empirical validation. Research Implications: This research's practical and theoretical implications are discussed, providing insights into how the results can be applied or influence practices in STEM education. These implications could encompass curriculum development, pedagogical strategies, and enhancing communication skills in STEM fields. Originality/Value: This study contributes to the literature by highlighting the originality of applying the GPS model within the context of oral presentation instruction, marking a significant shift from traditional, less structured approaches to a more scaffolded and constructively aligned methodology. The relevance and value of this research are evidenced by its potential to impact pedagogical practices, particularly in enhancing the oral presentation capabilities of STEM students, thereby addressing a critical gap in STEM education and communication training.

Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills

Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills

Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance

Abstract Despite the prevalence of emotion-centered studies in foreign language classrooms, there are scant studies focusing on one specific task, the oral presentation task. This research utilized questionnaires to measure 25 Chinese Business-English major sophomores’ Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) in a group oral presentation task. It aimed to unveil the relationships between FLCA/FLE and oral presentation performance, and to dig out factors affecting FLCA and FLE in oral presentations through self-reflective journals. It was reported that most participants generally enjoyed delivering oral presentations rather than felt anxious. Participants exhibited better performance in the content of their presentations as opposed to the delivery manner. Unlike the limited influence of FLE on oral presentations, FLCA showed significant negative correlations with overall presentation performance, particularly in participants’ vocal delivery, enthusiasm, and eye contact. Qualitative data revealed that participants’ FLCA and FLE in oral presentations were predominantly influenced by personal and peer-related factors. Based on the major findings, pedagogical suggestions were put forward to enhance learners’ oral presentation skills and promote academic oracy in higher education.

Assessment of Oral Presentation Skills in Teaching English for Specific Purposes

Delivering an oral presentation requires mastery of all four language competencies. It also involves a thorough understanding of different linguistic registers and varieties. This involves focusing on non-verbal signs and gestures, with the precise aim of informing or persuading the audience. Therefore, evaluating these complex oral presentation skills can be challenging, especially if clear evaluation criteria are not established and followed through during the entire educational process. Our study aims (1) to identify an extensive educational assessment tool for oral presentation skills, and (2) to test the validity of this tool among our students during formative evaluation sessions. Our study involves two groups of university undergraduate students learning English for Specific Purposes. They are from the Bucharest University of Economic Studies, Romania, and the Technical University of Sofia, Bulgaria. Looking at the assessment intention from a communicative approach, in this research we stress the importance of the congruence between three educational stages – teaching, learning, and evaluation.

Using Debate to Enhance Secondary Stage Students’ Oral Presentation Skills

Using Debate to Enhance Secondary Stage Students’ Oral Presentation Skills

Analysing Students’ Metacognitive Knowledge on Oral Presentation Assessment

Understanding students’ metacognitive knowledge is crucial for developing and validating an effective oral assessment method that accurately measures their proficiency. However, students face challenges particularly in communicative competence, as it often requires internal cognitive processes and strategies, which can be complex and difficult to adapt. Drawing upon this predicament, the present study aims to explore how students demonstrate their metacognitive knowledge through oral presentation assessment and aid in the composition of metacognitive strategies to facilitate effective oral presentation. A total of 85 bachelor’s degree students’ responses were qualitatively analysed by deploying the thematic analysis, whereby word lists and keywords were examined in context. Individually, the students were given metacognitive prompts after they had completed the first assessment, which was an individual in-class presentation. The responses provided an opportunity to explore the features that construct metacognitive strategies for effective presentations. Based on the responses, three features: 1) preparation, 2) self-monitoring, and 3) self-evaluation were identified according to the process of developing and delivering an oral presentation. After that, a framework of metacognitive strategies for effective oral presentations was developed based on the responses that were immersed in metacognitive knowledge responses. The practical oral assessment metacognitive strategies provide insights into how students reflect on their thinking, plan their learning strategies and assess their understanding and oral presentation skills. The infusion of these features into the existing process should also assist in identifying and addressing barriers to students’ language learning and proficiency. Consequently, it can lead to more personalized and effective language teaching approaches, supporting students’ overall cognitive and language development.

Overcoming Oral Presentation Anxiety: A Systematic Review of Tertiary ESL/EFL Students’ Challenges and Strategies

This systematic review addresses the widespread fear of oral presentations among ESL/EFL students at the tertiary level. Based on a comprehensive review of academic literature from 2016 to 2023, it identifies and summarises the factors contributing to such anxiety and evaluates effective intervention strategies to alleviate it. Key factors include environmental, psychological, language and resource challenges. Environmental constraints include the complexity of managing large classes and insufficient practice opportunities, while psychological elements include stress, motivation and nervousness. Linguistic challenges relate to aspects such as intonation and the influence of students’ mother tongue. In addition, the lack of authentic teaching materials and the limitations of the curriculum highlights resource-related problems. Various intervention strategies were highlighted, focusing on technology-enhanced teaching methods, assessment techniques and student-centred approaches. These strategies aim to promote oral presentation skills while reducing associated anxiety. Significantly, the educator’s role in creating a conducive learning environment and the need to integrate technology into modern educational environments was emphasised. While the findings offer valuable insights, they are often context-specific or regionally limited. Therefore, an all-encompassing solution remains elusive. The review highlights the urgency of addressing oral presentation anxiety as it affects students’ academic and career trajectories. It argues for a more nuanced, holistic approach that combines traditional and technologically advanced methods to meet student’s diverse needs and challenges in the globalised educational landscape of the 21st century.

Analysis of Peer and Self-Assessments Using the Many-facet Rasch Measurement Model and Student Opinions

The aim of this study is to analyze the peer and self-assessments of higher education students' oral presentation skills with the many-facet Rasch measurement model and to determine students' opinions on peer and self-assessment. In the study, convergent parallel method, one of the mixed-method research approaches, was used. The study group consisted of 11 university students studying at a state university in the 2022-2023 academic year. The FACETS program was used to analyze the data. The three facets identified in the study were the assessee (11 students), the assessor (11 students) and the items (16 items). Therefore, 11 participants scored (peer and self-assessment) on a 16-item assessment form. In addition, students' opinions on peer and self-assessment were obtained through three open-ended interview questions prepared by the researcher. According to the results of the study, it was determined that there was a statistically significant difference between the students in terms of their oral presentation skills, between the assessors in terms of their strictness/generosity in scoring, and between the criteria (items) in terms of the level of difficulty in realization. In addition, the participant opinions obtained from each interview question were analyzed through themes and sub-themes formed according to the general thoughts on peer and self-assessment, experiences, and whether the participants considered themselves as a reliable rater or not. In terms of practice, it can be suggested to provide detailed and enlightening information to students before peer and/or self-assessment in the classroom environment, and to give quick feedback to those who have not done the assessment appropriately. In addition, the reasons for the biases identified in peer and self-assessments in the current study can be investigated in future studies.

The Role of Time on Performance Assessment (Self, Peer and Teacher) in Higher Education: Rater Drift

This study aimed to investigate the change in teacher candidates' oral presentation skills over time through self, peer, and teacher assessments using the rater drift method. A longitudinal descriptive research model was used as a quantitative research approach to achieve this aim. The study group consisted of 47 teacher candidates receiving formation education at a state university in the Eastern Anatolia Region and an instructor teaching the course. An analytical rubric was used as a data collection tool to evaluate the candidates' oral presentation skills. The data collection process lasted six weeks in total. Since the performance evaluation process aimed to examine the change over time, the many-facet Rasch model was used. When the findings of the study were examined, it was determined that the rater behavior of teacher candidates had statistically significant differences at the group level over time. It was found that 26 out of 48 peer raters had rater drift in their evaluations. It was also found that the majority of rater drift over time was positive, meaning that evaluators became more generous over time. Another result obtained in the study was that teacher assessment did not show rater drift over time, with similar ratings for six weeks. The study’s findings were discussed with previous studies in the literature, and recommendations were made to researchers.

Presenting with Impact: Training Students' Oral Presentation Skills

Oral presentations have become pivotal in recent learning. Students must communicate their work or experiments to colleagues and lecturers through scientific protocols. In many cases, it was detected that students often experienced difficulties making oral presentations, resulting in irritation in critical and constructive class discussions. This service aims to conduct presenting with impact training to train students' oral presentations using lecture and discussion methods, exercises and peer-reviews, and oral presentations. Participants involved as many as 16 people. As a result, there was an increase in the participants' oral presentation skills in terms of content accuracy, effective communication, and clarity of speech. However, it still needs to improve various indicators to characterize oral presentation skills in various conditions. Presentation training should be a regular agenda to equip students with the latest oral presentation instruments to strengthen their professional skill profile as prospective teachers.

Effect of Metacognitive-Based Digital Graphic Organizer on Learners’ Oral Presentation Skill and Self-Regulation of Learning Awareness

Effect of Metacognitive-Based Digital Graphic Organizer on Learners’ Oral Presentation Skill and Self-Regulation of Learning Awareness

Students’ perceptions of personality traits, presentation skills, and audience factors in their online presentations

This study aims to investigate undergraduates’ perspectives toward personality traits, presentation skills, and audience factors based on their experiences in online oral presentations as assessment tasks during English language classes. It also examines the factors affecting online oral presentations and suggestions to overcome them. To achieve this purpose, an online questionnaire with 5 sections and 28 items was distributed to 90 university undergraduate students. The data were analyzed descriptively using SPSS (version 26). The results revealed that the undergraduates’ perceptions of online oral presentations depended on three essential factors. Personality traits included fears of failure in the oral presentation assessment resulting in students’ anxiety even when they were well prepared. Oral presentation skills included their concerns on grammar, vocabulary, pronunciation, and reading from notes during the oral presentation. The audience included feeling frightened to present in front of an audience and worried if their peers were better than them. To conclude, the important factors that students realized were the audience, personality traits, and presentation skills. Hence, suggestions that students had provided included having enough preparation and practice as well as receiving good support from lecturers. This study highlights the vital role of lecturers in preparing learners for online oral presentations and underscores the need for guiding effective preparation strategies such as practice sessions.