Public speaking / Class presentation

Introduction:
A presentation is a type of communication that can be used in a variety of situations, including
speaking to a group, addressing a meeting, and briefing a team. Public speaking is similar to
participating in class in that it requires you to share your views, ideas, and questions with the rest
of the class. Public speaking, on the other hand, is significantly different in other aspects. You
speak in front of the class rather than from your customary seat, which alters the psychology of
the scenario for most pupils. You'll also have time outside of class to prepare your presentation,
giving you extra time to think about it and suffer even more anxiety. Giving an oral presentation
in front of a class or other group of people is a unique type of contact that is widespread in
education. Students will almost certainly be asked to give a presentation in one of your classes at
some point, and public speaking may also be a part of your future profession. It's critical to
develop our communication abilities in this field. Public speaking is similar to participating in
class in that it requires you to share our views, ideas, and questions with the rest of the class.
Public speaking, on the other hand, is significantly different in other aspects. We speak in front
of the class rather than from our customary seat, which affects the psychology of the
circumstance for most students. We will also have time outside of class to prepare your
presentation, giving you extra time to think about it and suffer even more anxiety. For many
students at university level, especially freshmen, English language is always a huge barrier.
Formal oral presentations in English are even more difficult. In this country, first-year university
students are rarely exposed to a pleasant environment in which English is frequently utilized in
the classroom from an early age, particularly in schools and colleges. Rather than speaking
fluently in English, these students are more focused and familiar with the use of grammar. In
fact, English has been taught in a variety of methods and through a variety of mediums in
Bangladeshi education, which is split into numerous categories such as English version, Bengali
version, English medium, Madrasa (religious) education, and vocational training. Students learn
English in primary and secondary school only to pass public exams in which their teachers are
likewise concerned about passing marks and grades in English. As a result, in Bangladesh,
gaining fundamental abilities in a foreign language, such as English are neglected. When a
student enrolls in an educational institution that prioritizes English as a medium of instruction, it
takes time for him or her to adjust to the English-dominated environment. Freshers at tertiary
level also struggle to grasp the significance of English in academic life and its implications for
future job advancement. As a result, many undergraduate students find giving an oral
presentation in English on a specified topic terrifying. Proper instructions and practices for oral
presentation in English, on the other hand, can be useful in gradually overcoming these
problems. On the other side, it is considerably more difficult for a non-native speaker when the
medium of the presentation is in a foreign language and is evaluated as part of an academic
course. Again, a new presenter's oral presentation can be problematic due to a lack of sufficient
instruction regarding efficient presentation approaches. These obstacles faced by undergraduate
students at the tertiary level in formal presenting sessions were experienced by the researchers of
the current study. It is thought that university students learn the fundamentals of formal
presenting as part of their course requirements from the start of their higher education. Some
students take oral presentations seriously in terms of grades and marks, while others consider
them unneeded or unimportant in life. The truth is that we live in a world where clever
presentation is required in every industry. To meet the challenges of the twenty-first century and
to survive in this competitive world, an attractive presentation is highly prized everywhere. We
must look at the core source of this fear in the Bangladeshi context, as evidenced by various
researches on student anxiety about speaking English. For nearly 200 years, the British Empire
ruled Bangladesh, which was part of the Indian subcontinent. As a result, unlike any other
language, English has had a significant affected on Bengali culture and language. As a result,
there has developed a trend of not allowing anyone to make mistakes in the 'Master's' language.
In some ways, English can be regarded a political language, as it is powerful enough to dominate
any Bangladeshi classroom or office on any given day. This sensitive attitude toward the English
language, as well as the colonial legacy, have had an impact on English learning and instruction.
As a result, it is critical for freshmen to be prepared for oral presenting challenges from the
beginning of their educational careers.

Class presentation anxity at the university level:

The lack of exposure to a society and culture where speaking English is considered normal
causes anxiety among Bangladeshi students. On the other hand, English medium students are
trained and encouraged to participate in English language communication. Most essential, such
an environment is given for English medium students. Teachers of Bengali medium students, do
not grow up with the culture of speaking English, so their anxiety, worry, and discomfort are
naturally higher than those of English medium students. I have taken interviews between two
persons. Participation 1 told me that when Mrs. Sonia Akter entered in the university first she
was really nervous. She couldn’t perform well and couldn’t give good presentation as she
expected because she was very nervous in class. She though that so many students are sitting in
front of me and better than her. She also thought that she was from small town girl and had zero
expectation. She wouldn’t be as much capable like others. This insecurity and nervousness were
entered her performance. For this reason, she couldn’t speak well to teacher. After two or three
years spent in university faculty members, friends and classmates cope up with her fair and now
she is so much comfortable with in presentation time and feeling normal to communicate with
faculty members, friends and classmates. Then second participant (Mr Nafees Ahnaf) told me he
was way much comfortable when he entered in university first. His school and college were
Rajuk uttara model school and college. He was good enough in presentation because he has been
doing this since he was young in school and college life. In school and college level, he was
doing debate and public speaking and training was given from school and college because don’t
fall in uncomfortable situation in university level. Prior to independence, the English medium
curriculum was incorporated into the Bangladeshi educational system. The number of English
medium students has continuously grown, and it now outnumbers all other cities combined in
megacities like Dhaka and Chittagong. This mismatch has a significant impact on Bengali
medium students' learning.
Due to lack of social, cultural and psychological support
The English language is currently the most widely used medium of communication, as well as a
bridge across socio-cultural components. According to sociologists, we live in a culturally based
society. In his article, Brown (2000) states that language is a component of culture, and culture is
a part of language. Language and culture are clearly associated with the language learning
process, according to Williams and Alptekin (2002). Because language acquisition is an
interactive process, it is preferable to include socio-cultural factors with the language learning
process. Although English is taught as a required topic in Bangladesh from primary to higher
school, most students are not exposed to the benefits of speaking English properly. Shyness,
trouble with pronunciation, and improper vocabulary and grammatical usage are the key
variables affecting learners' oral communication (Khan, H.R., 2007). I have given an interview
about lack of social, cultural and psychological between two persons. First participant told me as
social factor when she came to Dhaka from small town and she saw that most of the students in
reputed university are smart and they were communicating with friends and faculty members
smartly. Their cultural environment didn’t match her cultural environment and huge difference
from small town. Since the culture was different, she was shocked when she entered in university
level. As psychological causes, she felt always afraid that she couldn’t mix with friends and
faculty member using second language English. She also felt that she’s not good enough in
speaking English like others. She didn’t come from English medium school. But students who
sat in front of her, they came from English medium background and they can communicate with
classmate without any hesitation. She also felt that her English pronunciation is not good like
them. For this reason, if she communicates with others students for introduce, she felt that she
will be the laughing stock of everyone. On the other hand, second participant had given different
argument about this topic. He said that one person judges another person easily. Students who
come from outside Dhaka their accent is poor. As psychological factor students whom are weak
they are always disappointed that they can’t do well in presentation time. Students are always
thinking that is anyone judge me if I do wrong anything.
I've said that teachers use a variety of tools in the classroom to encourage children to speak
English. Cue cards presentations, movie clips, audio clips, group discussion/pair work, self-
introducing, describing own incident of the students, and other similar activities can enable
tertiary level students open up in the classroom setting and joyfully perform in class.

Possible ways out of fear of public speaking at the university level

Anxiety over public speaking is a widespread anxiety. It might range from mild anxiety to
crippling fear and panic. Many individuals who suffer from this phobia avoid public speaking
altogether or suffer through it with trembling hands and a quavering voice. You may overcome
your fear with planning and effort. Giving a class presentation is one of the most difficult aspects
of university level for many students. Trying to recall your points and stay on topic while
standing in front of everyone is difficult enough. Some even compare their fear of public
speaking to their fear of death!
Consider what makes us most nervous about giving a presentation; once we've identified that
issue, we'll be able to isolate it and work through it. Talk to a friend about the anxiety that behind
our aversion to public speaking—and remember, it's probably not what we expected. There are
additional strategies to organize our presentation so that we feel at ease in front of the class.
Remove any tricky data or details that we might forget or fumble over, or just put them in our
slides if they're necessary. Many people benefit from starting the presentation with a personal
story or example. You can explain it just like you would if you were conversing with a friend
since it's comfortable turf. Also, don't get too caught up with memorizing every single sentence
in the correct order; you'll be more likely to make mistakes and become flustered. Many people
benefit from beginning a presentation with a personal story or example. We can transmit it as
easily as if we were speaking with a buddy since it's familiar material. Also, don't get too caught
up with memorizing every single sentence in the correct order; otherwise, we'll be more likely to
make mistakes and become flustered. I have given an interview between two students whom are
given this question’s answer how to improve public speaking/ class presentation in university.
First participant told me that every student should focus on pronunciation. First way is group
discussion that will make more confidence in presentation time. Second way is “get rid of the
fear and practice more and more”. Another hand, second participant has given same argument.
Mr Nafeez told me that if student come from Bangla medium every student should sit in front of
mirror and talk something about any topic. Then have to practice more and more and make more
confidence in mind. So, I think these are possible ways out of fear of public speaking at the
university level.

Conclusion:
University education is highly valued and closely linked to professional life, the importance of
learning and improving formal 'oral presentation' abilities in any area cannot be overstated.
Academic courses are primarily developed to serve the needs of students in terms of developing
competent and proved to be valuable. As a result, if academics take oral presenting concerns
seriously and practice them appropriately, future world leaders will be more confident. It might
be a difficult issue for non-native speakers, such as newcomers at Bangladeshi universities, at
first; but, if adequate grooming sessions can be planned from the first semester at the
undergraduate level, it can be rewarding as well. Students' motivation, sense of autonomy, and
communicative abilities can all be improved by holding seminars and workshops on 'oral
presentations' on a regular basis. Finally, it is hoped that the results of this study would be
valuable for all those involved in these concerns to put into practice in their own situations,
particularly in classrooms.

Reference:
1. Apple, M. (2011).The Big Five personality traits and foreign language speaking confidence
among Japanese EFL students. Retrieved from Proquest Disserta- tions and Theses database.
(UMI No. 3457819).
2.