EXPLORING LINGUISTIC AND NON-LINGUISTIC DIFFICULTIES IN ORAL PRESENTATIONS AMONG ENGLISH-MAJORED STUDENTS

Pham Nhu Ngoc

Abstract


Oral presentations play an important role in English language learning; however, many students experience difficulties that affect their performance. This study investigated the primary linguistic and non-linguistic difficulties encountered by English-majored students during oral presentations. Guided by Sociocultural Theory and the Interaction Hypothesis, the study employed a quantitative research design. Data were collected from 180 English-majored students at Nam Can Tho University using a structured questionnaire and analyzed through descriptive statistics. The findings revealed that the most prominent linguistic difficulties included maintaining fluency, avoiding grammatical errors, and coping with limited vocabulary. In terms of non-linguistic difficulties, presentation anxiety, fear of making mistakes, and concerns about negative evaluation emerged as major challenges. The results indicate that students’ oral presentation performance is influenced by both linguistic competence and psychological factors. The study offers pedagogical implications for improving oral presentation instruction and supporting students’ speaking development in EFL contexts.

Keywords


oral presentations, linguistic difficulties, non-linguistic difficulties, English-majored students, sociocultural theory, interaction hypothesis

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i3.6790

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