Review of 'Giving Presentations'

Emese Pozdena, 2010

Due to the increase of international trade, business presentations have gained importance as means to convey business information and to promote sales. This empirical study examines business presentations through the eyes of three Hungarian expert presenters from different fields of business (Information technology, Finance / Accounting, Human Resources). The aim of the study is to give an insight into successful business presentations both for teachers of business English and for learners of presentation skills, including both pre­service and in­ service students. The research has revealed that business people give high priority to establishing confidence with their audience in order to achieve their business aim. It also concludes that business people invest time, energy and money in developing their PS; consequently, it gives a rationale for teachers of business English to focus on this emerging market demand, and develop and specialise accordingly. Furthermore, the study explores the possible advantages of merging business English courses with presentation skills courses and adding expert presenters' experience to be promoted to businesses. The thesis also offers mutually beneficial cooperation between tertiary educational presentation skills courses lacking authenticity and contextual business background and the business world searching for new employees.

This article aims to describe a course model for developing the oral presentation skills of language learners with higher levels of command of (English as) a foreign language. There is also a proposal for integration the course within the EGP course curriculum, outlining the mode of inclusion and the way it relates to the other elements of the syllabus. In the end of the article there is data about the piloting of the course with groups of university students at the New Bulgarian University and analysis of the results of applying the course methodology.

2015

Many university students in Japan have only a limited amount of exposure to spoken English prior to entering university. However, for these students to succeed in the university environment, and in their future jobs, it is necessary for them to be able to express their ideas clearly in spoken English. Oral presentations provide teachers with a learner-centered activity that can be used in the language classroom as an effective tool for improving their students’ communicative competence. However, one of the drawbacks of using presentations in the language classroom is that students often find oral presentations extremely challenging. If oral presentations are not set up correctly, the difficulty of the tasks involved in presenting in front of others can take away from the pedagogical benefits of using presentations in the classroom. Because of this it is important that the language teacher understands the skills involved in giving presentations, and the potential difficulties oral presentations can present for second language (L2) learners. This paper outlines some of the benefits of implementing oral presentations in the L2 classroom as well as some of the difficulties involved in using presentations in university language classes in Japan. It then lays out a framework for implementing presentations in the classroom in a way that is beneficial for both the participants and the practitioners. It is hoped that the pedagogical ideas outlined in this paper, can help teachers in English as a Foreign Language (EFL) classes effectively employ oral presentations as a means of improving their students’ English language abilities.

2024

This research examines how giving presentations in class helps undergraduate Linguistics students improve their speaking skills. In the past, Linguistics education focused mainly on theories and language analysis, but now there is a shift towards practical language use. Presentations are becoming a way for students to practice and enhance their speaking abilities. The research looks at presentations as the main factor and how well students speak as the result. It considers factors like how well students spoke before, how they were taught, and how they were evaluated. The hypothesis suggests that regular presentations will make students better speakers, especially when working in groups, which can improve coherence and management skills. Previous studies in various fields have used surveys, interviews, and long-term observations to see how presentations impact speaking skills. However, not much research has focused specifically on Linguistics students. This study aims to fill that gap by exploring how presentations benefit students studying Linguistics.

Stamford Journal of English, 2013

Cihan University-Erbil Journal of Humanities and Social Sciences

Believing in the importance of speaking skills as a main key to communicate, this paper examines the advantages of students' classroom presentations develop their speaking skills at Cihan University - Erbil. This study is a descriptive analytical pilot study involving 47 students from The Translation Department. It aims at investigating the outcomes of presentations. A 19-item questionnaire was given to students including three choices. In order to achieve the validity and reliability of the paper, interviews were conducted with four students. The results show that the presentations can develop students' different aspects of speaking skills.

Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca: Horticulture, 2010

The current paper sets forth the need for an increase of the concern for developing presentation skills of students of economics within foreign language courses. It explains the basics of oral presentation skills in general that apply across domains including those of “business” and “management”. It discusses the three main stages to an effective oral presentation: the preparation, the delivery, and the questions and answers that follow the delivery. The business presenter, like the academic presenter, has to go through the same processes of collecting, selecting, organizing, and illustrating his data, and has to keep in mind the purpose of his presentation, and the needs and interests of his audience. The ingredients of an effective business presentation are approximately the same as those of any other presentation. The purpose of this paper is to help students of economics, but it can be helpful to anyone aspiring to be an effective public speaker.

The purpose of this paper is to highlight the importance of oral presentation skills/public speaking for fresh graduates of all disciplines and emphasize developing online materials to cater the needs of the students on a large scale worldwide using the platform of technology in the field of English language teaching. An ESP course has been developed online in this study in the form of a blog called " English for Oral Presentation Skills " providing course view and outline, course objectives, learning outcomes and activities to be conducted by the teacher. The focus of this study is to provide students with language used in different stages of the presentation which include language for introduction, transitional language, language for conclusion and the language for Q & A session. It also includes general language implications to be considered while teaching English for oral presentation skills. It also highlights the information on different types of presentations and the structure of presentations. The overall course includes the assessment criteria as well, in order to make sure whether the students are able to present with proper language skills. Hence, this study is a successful attempt in providing large audience with the skills of public speaking using technology in language teaching.

B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY, 2018

The article deals with the problem of delivering presentations by law students. It is explained that the commonplace objective of the contemporary foreign language teaching has always been and still is the formation of communicative competence which includes public speaking skills which is best achieved through presentations. The article specifies an algorithm that should be taken into account when developing a presentation: the main idea of the presentation, the length of the presentation, the presentation structure, the interactivity of the presentation, the presentation visibility. In addition, the authors have recommended some psychological and methodological tips to prepare and make students' presentations perfect.