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ACKNOWDGEMENT
This paper would be an ideal rather than a real work without the support and
encouragement from those people to whom we would like to express our deep gratitude.
First and foremost, we wish to give our parents a sincere "thank you" for being our great
and reliable source of encouragement. But for their strongly mental support, we have not opened
Faithfully, we would like to show our great respect to our supervisor Ms. Nguyen Thanh
Huong for her advices. With profound knowledge and precious experience in teaching English
skills, she has given us useful and straight-forwarded comments on our progress.
And lastly, we want to thank all the members of class 6A15 for helping in questionnaire
pilot and encouraging us as well as English major sophomores at Hanoi University for helping us
in investigation.
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STRATEGIES USED FOR PRESENTATION DELIVERY
Contents
Abstract .......................................................................................................................................3
I. INTRODUCTION ...................................................................................................................4
1. .............................................................................................................................................
2. .............................................................................................................................................
3. .............................................................................................................................................
1. Students’ attitude toward the Importance of Presentation Delivery and Their Frequency
3. Students evaluation on factors affecting presentation delivery and tips used to improve
V. CONCLUSION ......................................................................................................................
References ...................................................................................................................................
Appendix .....................................................................................................................................
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ABSTRACT
delivery is not easily achieved quickly thus students still have difficulty in delivering
presentation. Due to this reason, this research is conducted in order to investigate English-
majored sophomore's attitude toward presentation delivery, common mistakes and causes of
some factors affecting presentation delivery. Second-year students from Hanoi University's
English Department were invited to join the survey and answer the questionnaire. The research
has revealed that the majority of participants is aware of the importance of presentation delivery
as well as the influence of some elements in speechmaking. Nevertheless, they still have some
difficulties in delivering the speech. Thus, from the review of literature and findings of this
study, some effective strategies are provided to help students improve presentation skills.
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I. INTRODUCTION
As Sellnow (2003) claimed an effective delivery can make presentation more fascinating.
In fact, more than 55% the meaning listener grasp is essentially derived from delivery (Grice &
Skinner, 1998). Therefore, mastering delivery skills is really important and useful for students
who want have an effective speech. Nonetheless, studies about the strategies to own a good
delivery have not been carefully carried out in Vietnam. Because the value of these strategies as
well as useful tips for delivering a presentation, a well-planned research needs to be conducted.
In this project, the second-year English majors' attitudes towards delivering a presentation, their
common mistakes as well as the reasons for making these mistakes when delivering are
examined. The main purpose is to investigate factors affecting presentation delivery and tips
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III. METHODOLOGY
To collect the data, a questionnaire (shown in Appendix) was considered as the most
suitable method as it was a straightforward and economical way to gather figures for analysis.
The questionnaire consists of three main parts. The first part concentrates on students’ attitude
towards delivering a presentation. The second part concentrates on finding out students’ common
mistakes and the reasons cause these ones when presenting a speech. Lastly, the final part
attempts to figure out the student evaluations on the factors affecting the presentation and
The subjects were the sophomore of English Department, Hanoi University and the
Before the actual survey took place, a pilot survey was trialed by a group of second –
year English majors with the purpose of amending any error before it was carried out. After
consultations, the official survey was conducted at Hanoi University in April, 2017. The
participants were in different classes thus it took one week for the researchers to deliver the
questionnaire sheets. Among 120 questionnaires sent out, of which 100 were considered valid as
The data analysis procedure followed the survey. Questionnaire were counted and the end
results were gather, and those respective counts represent the idea of the participants.
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Strongly important
Important
Less important
48%
No important
43%
Pie chart 1.1 has visualized the data collected from the questionnaire evaluating the
The great proportion of the participated students (48%) thought delivering a presentation is
strongly important. Besides, 43% of the participants considered presentation delivery important.
The number of participants thought that presentation delivery was “less important” accounted for
to receive such a large number of students who thought presentation delivery is “important” or
“strongly important”, the result disclosing that almost of investigated students are aware of the
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Not at all
25%
Only 1 time
2-3 times
More than 3 times
57%
Pie chart 1.2 shows an investigation on how often students practice before delivering
their presentation. As can be seen from the illustration, making up the biggest proportion of the
chart, over half of the students, 57% to be precise, practice 2-3 times before delivering a
presentation. Meanwhile, exact a quarter (25%) of respondents indicated that they just practice
only 1 time prior to the day of delivery and 4% of participants confessed not to have any
rehearsal before giving their presentation. Though these two groups are in the minority, the 25%
and 4% figure do raise a concern as less than one time of practicing is considered to be not well-
prepared which, definitely influences the effectiveness of the presentation. Only 14% of
investigated students have a good preparation with more than three times of practicing for the
real delivery. That number, however, is considered to be to relatively modest to our expectation
that there would be more students to have such a proper preparation. These below figures have
revealed that though the majority of the English major sophomores do practice presenting before
their presentation delivery, their preparation is a bit negligent as the number of times they take to
1 (Nervous)
2
3
4 (Confident)
56%
Pie chart 1.3 illustrates students’ feeling when they deliver their presentation. As can be
seen from the illustration, over half of the students, or 56% to be precise, felt slightly nervous
while just only 2% gave the answer “confident”. One quarter of respondents indicated that they
feel nervous when delivering their presentation, and just one-sixth cited they were slightly
confident. Nelson at al., (2008) have noted, even some experienced presenters also feel nervous
when presenting and recognize that “some nervousness is natural” (p.20). Thus, there is no doubt
that the majority of students (81%) was nervous and slightly nervous when presenting.
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1(Easy)
34% 2
3
4 (Difficult)
54%
Pie chart 1.4 shows the number of children responding how difficult (or easy) their
presentation brings when they deliver the speech. It can be seen from the chart that no student
thought that presentation delivery is easy for them and one-third considered the presentation
delivery to be slightly easy. Meanwhile, just only 12% indicated that it was difficult for students
to present. There are 54 students (54%) responding that the presentation seemed to be slightly
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Bar chart 2.1 figures out students’ common mistakes when delivering a presentation. As
reported in this bar chart, the kind of mistake that students faced most was filler words such as
“um” or “like” accounted for 71%. The symptom of filler words, according to Steven D.Cohen
(2016), was consequence of verbalizing your thought process. When students are thinking
verbally, they use filler words to keep their presentation uninterrupted. As stated by the
respondents, filler words lead to serious drawback. Many investigated second-year students
claimed that filler words distract audience’s ability from understanding particular message or a
certain idea that the speakers are trying to convey in their talk; therefore, these aforementioned
words certainly become a substantial communication barrier to the presenters. Also, of all 100
students investigated, about 48% (equivalent to 48 students) stated they usually encounter
uncontrolled bodily action. Following are “speaking incoherently” and “ignoring audience”
which accounted for 35 and 27 votes respectively. Nearly one tenth of the surveyed students (10
students to be precise) agreed that “asking too much slides” to be a flaw when they present.
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Fortunately, only 4% of the participants confirmed that they make mistakes by “using slangs” on
report to encounter mistakes while having the speech. The above statistics can be seen as a good
signal that most of second-year English language majors are already aware of their common
weaknesses, or in other word, they already self- identify probable weak points which might
50% 47%
40%
32%
30%
24%
20%
10%
3%
0%
Fear of Many Poor Failed lack of other
failure audience preparation technique confidence
application
Bar chart 2.2 presents the causes of making mistakes when students delivering a
presentation. The answer from respondents was starling since 63% of them reported “fear of
failure” is the main culprit that leads to aforementioned flaws in delivering a speech. In fact,
which, the presenters are usually in pressure and they were in such a panic state. It is obvious
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that when students have fear of failure, they find it hard to think and fail to produce the most
appropriate words to convey their message, as a result, they will end up use filler words
unconsciously in thought process. Nelson (2009) showed that even experienced presenters also
worry of failure when presenting. Following are other two subjective reasons, i.e., “Poor
preparation “and “lack of confidence” which account for 55 and 47 votes respectively. It can be
drawn from here that a significant number of students are already aware of the decisive role of
their well- prepared groundwork and positive state of mind in their presentation’s fruitfulness.
Besides, nearly one third of the students (32 students to be exact) claimed that the failed
technique application would cause them problems while 24 students blamed it on the number of
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Small
Elements No effect Big effect
effect
Volume 10 55 35
Pitch 2 23 75
Vocal behavior Rate 2 30 68
Pauses 3 27 70
Pronunciation 0 25 75
Physical appearance 20 34 46
Nonverbal communication Gesture 5 31 64
Movement 7 29 64
Eye contact 0 22 78
Facial expression 2 22 76
Visual aid (Object, Handouts, Slides, etc) 3 30 67
Psychology 0 30 70
3. Students’ evaluation on factors affecting presentation delivery and tips used to improve
their speech.
The table represents 12 different factors affecting presentation delivery by the three main
elements which include “vocal behavior”, “nonverbal communication”, “visual aids” and
“psychology”. From the data collected in table 1, researchers can clearly notice that the majority
of investigated students assessed all these mentioned factors have certain effect to the success of
their presentation. Thus, it can be seen that most respondents perceived twelve factors play an
According to the data collected from this survey, “pitch” and “pronunciation” that are
two factors in vocal behavior received the highest approbation with about three fourths of
students, or 75% to be precise. This result can perhaps be explained by the fact that the best
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public presenters use their normal pitch in full range (Nelson at al., 2008). Moreover, according
to Sellnow, mispronounced words can negatively affect speakers’ credibility and intelligibility
(2003). In “vocal behavior”, just “volume” received the smallest percent of participants choosing
big effect (35%). Nevertheless, most of students indicated that volume still have certain
influence on their speech delivery because over a half of them agreed with the choice of small
effect.
effect. This result showed that there are still some students who do not recognize the influence of
nonverbal communication in presentation delivery even though Shellnow supposed that effective
delivery means effective use of nonverbal elements (2003). Although not large number (20%)
responded “physical appearance” has no effect, this data does raise a concern because personal
appearance plays an important role in speechmaking. Lucas claimed that listeners always look at
presenters before hearing them (1992). In addition, “eye contact” and “facial expression” were
considered as having the most beneficial effect, with 78% and 76% of the students choosing “big
effect”. According to Grice and Skinner, the most important factor of nonverbal cues is speaker’s
face when they present, and their eyes contain more information than any other facial features
(1998).
Finally, the last two elements which are “visual aids” and “psychology” also received
high praise from the students, with 67% and 70% of students choosing “big effect”. Especially,
no respondents denied the influence of “psychology” and only 3% indicated “visual aids” have
“no effect” on the success of presentation delivery that indicated students see the importance of
these elements.
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Very
Tips Never Rarely Often
often
Use microphone 85 15 0 0
Speak with low and high voice tone 5 17 44 34
Make sure that your speed easy to follow 5 24 32 39
Using pause for purpose 0 20 60 20
Look up a dictionary to check the word you
3 12 28 57
have doubts about the pronunciation
Wearing clothing that is typical for your
3 24 43 20
audience and comfortable for you
Practice in front of mirror 53 34 17 0
Move around occasionally, not standing still
10 30 31 29
from the beginning to the end
Spanning the entire audience 10 39 31 15
Keeping your facial expression consistent with
0 20 55 25
the ideas
Avoiding read slides to the audience 10 45 40 14
Looking audience members in the eyes 15 45 30 13
Table 3.2 represents 12 strategies for delivering presentation and shows sophomores’
frequency of using these tips when they present a speech in English Department, Hanoi
University. On overall, in this table, the respondents’ frequency of using each tip is various and
different. It can be seen that some strategies had clear contradistinction in two columns “never”
and “very often”. Firstly, the majority of surveyed students admitted that they have never used
microphones when presenting and no one “often” or “very often” used this method.
Nevertheless, according to Jaffe (2008), microphones that were useful allowed speakers with
ordinary voices to “project their words over greater distances” (p.250). An outstanding number
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in the column “often” is 60% that means sixty students often “use pauses for purpose” and one
fifths chose “very often”. These positive statistics indicates most of English sophomores at Hanoi
University used this tip frequently in their presentation. It is understandable because as Grice and
Skinner (1998) claimed pauses or silences are an important element to allow the audience time to
reflect upon something speaker have just said or to heighten suspense about something intended
to be expressed.
According to the table, more than a half of 100 surveyed students (53%) confessed that they had
never practiced in front of the mirror and about one thirds (34%) chose “rarely”. However, this
tip is an effective method bringing many benefits related to speakers’ body language. As Lucas
(1992), if presenters practice their speech in front of a mirror, they can control the eye contact
and distracting mannerisms. In addition, ideally, the speaker should delivery 80 to 90 percent or
more of their speech alone without looking at notes (Nelson at al., (2008). “Span the entire
audience”, “Do not read slides to the audience” and “Look audience members in the eyes” have
some statistics that are quite equivalent. In detail, one tenth (10%) “never” used two tips which
are “Spanning the entire audience” and “Avoiding read slides to the audience”. The number of
students who “very often” use these three tips is not much (13 to 15 percent). This result seems
to be understandable because all three tips are related to eye contact skill. Lucas (1992) stated
“Talk to your audience, not to your visual aid” (p.272), in other words, “avoiding read slides to
the audience” helps speak span the entire audience. Moreover, looking audiences in the eye can
not only reduce the anxiety but also perceive listeners’ smile and nods that make presenters more
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V. CONCLUSION
In summary, this paper research has attempted to provide an overview of second - year
successful presentation in English Department at Hanoi University. This research showed that
most of students acknowledged the importance of presentation delivery. Besides, second – year
English majors highly appreciated the influence of some elements on the presentation delivery
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(vocal behavior, nonverbal communication, visual aids and psychology). However, they still had
some mistakes such as filler words, uncontrolled bodily action or speaking incoherently. To
solve the problems, most of students tried to use strategies like using pause for purpose, wearing
clothing that is typical for the audience and comfortable and move around occasionally as
presenting. Nevertheless, using microphone or spanning the entire audience was not noticed by
many students despite their usefulness. This research is conducted in hope that students,
especially students in English Department of Hanoi University would pay more attention to
presentation skill, understand the role of factors affecting their speech and then they could find
Appendix
Questionnaire
Dear participants, we are students at English department, Hanoi university. This survey is
about presentation delivery and the common mistakes they /have to encounter when presenting
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their speech. All information will be kept confidential and used for research purpose only so
o Not at all
o Only 1 time
o 2 – 3 times
o Strongly important
o Important
o Less important
o No important
Nervous 1 2 3 4 Confident
Easy 1 2 3 4 Difficult
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o Ignoring audience
o Speaking incoherently
o Using slangs
o Others: …………………
o Fear of failure
o Many audiences
o Poor preparation
o Lack of confident
o Others: …………………….......................
No Small Big
Elements
effect effect effect
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Volume
Pitch
Pauses
Pronunciation
Physical appearance
Gesture
Nonverbal communication
Movement
Eye contact
Facial expression
Very
Tips Never Rarely Often
often
Use microphone
Speak with low and high voice tone
Make sure that your speed easy to follow
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the ideas
Avoiding read slides to the audience
Looking audience members in the eyes
22