VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA RESEARCH PROPOSAL

A STUDY ON THE DIFFICULTIES IN ENGLISH

PRESENTATION SKILLS FACED BY K65 ENGLISH-
MAJORED STUDENTS AT VNUA AND SOME
SUGGESTED SOLUTIONS
(NGHIÊN CỨU VỀ KHÓ KHĂN TRONG VIỆC THUYẾT
TRÌNH TIẾNG ANH CỦA SINH VIÊN K65 NGÀNH
NGÔN NGỮ ANH Ở VNUA VÀ GỢI Ý MỘT SỐ GIẢI
PHÁP)

Student: Nguyễn Thị Kim Chi

Major: English Linguistics
Supervisor: Phạm Thị Hạnh

Hanoi – 2022
Part 1: INTRODUCTION
1.1. Rationale for the study
In today's global world, the importance of English cannot be dismissed or
overlooked because English is the most widely spoken worldwide language.
Communication is one of the most important parts of a language. As a result, the English
language is also a significant instrument in communication. For many years, English has
been the most widely known and valued language on the planet. In other words, English
becomes an efficient tool for communicating with people all over the world.
Furthermore, as English has become a worldwide language, studying English has
become increasingly vital, not just for graduates seeking for career, but also for kids who
are still in school. Many colleges and institutions are emphasizing the importance of
studying and developing presenting skills. Students are also encouraged to read more
English texts and look for opportunities to improve their presentation skills to keep up
with the changing world. Teachers also urge students to participate in English presenting
skills. Direct presenting with native speakers encourage students to become more
energetic, active, and social with others who share their interests. As a consequence,
students obtain important experiences and learn more useful things during their studies
and extracurricular activities.
Even before becoming an employee in the workplace, students must be able to speak
well in English to begin interviews, with the ultimate goal of receiving good praise from
the company. As a result, good English presentation skills will give you an advantage in
job interviews.
As an English student of English linguistics at VNUA. From the first year, I saw that
myself, my classmates, and many other students struggled with presentations. Many
students lack presenting skills and confidence, which are required for effective
presentations. They know the topic and concept for the article but don't know how to
speak or communicate it, serialize the tale in the speech, letting the audience lose interest,
not focused on the presentation, and even that hasn't finished half of the presentation.
Listeners' queries might be upsetting or humiliating at times
That is why I picked this topic; presenting abilities are vital for VNUA students. My
research “A Study on The Difficulties In English Presentation Skills Faced By K65
English-Majored Students At VNUA And Some Suggested Solutions”
1.2. Aims and objectives of the study
The ultimate aim of the study is to help English Linguistics at VNUA to enhance their
English presentation skills.
The study has the following objectives:
 To identify what difficulties in English presentation skills were encountered by
students of K65 English Linguistics at VNUA.
 To suggest some possible solutions to these problems to assist students in
improving their English presentation skills.
1.3. Research questions
In this study, the researcher aims to find out answer to the following questions:
 What are the common difficulties in English presentation faced by students of
K65 English Linguistics at Vietnam National University of Agriculture?
 What are the suggested solutions to these difficulties?
1.4. Scope of the study
- This research examines problems in English presenting skills for second-year
English Linguistics students at Vietnam National University of Agriculture within
the scope of this study for 4 months (18/01/2022-20/06/2022).
- Other skills, such as listening, speaking, reading, and writing, are not included in
this study.
- Furthermore, due to the sheer number of students at VNUA, as well as a lack of
time, resources, and my knowledge, this study does not investigate the difficulties
in presentation skills of first-year, third-year, or final-year English Linguistics or
non-English major students at Vietnam National University of Agriculture.
- The participants in this study were 116 students of second-year English
Linguistics from Vietnam National University of Agriculture included classes:
K65ENGA, K65ENGB, K65ENGC, K65ENGD, K65ENGE. They get the
opportunity to deliver lectures on the course such as Phonetics, Lexicology,
Intercultural Communication, or Materials Evaluation (depending on the number
of participants registered for the course and the number of topics in the course,
groups of two, three, or five individuals are commonly formed. That is up to the
instructor to distribute fairly.)
1.5. Design of the study
 - Chapter 1: Introduction
The introduction gives the rationale, the aims of the study, research questions (in
form of questions), the scope of the study, the significance of the study, and the
organization/design of the study
- Chapter 2: The theoretical basis
The theoretical basis review shows up the background literature relevant directly to
the study being discussed.
- Chapter 3: Research findings and discussion
Research findings and discussion include the results from the study, suggestions
and discussion from the survey questionnaire.
- Chapter 4: Recommendations and suggestions
The research gives the recommendations and suggested techniques for improving
English Presentation skills of second-year English major students at Vietnam
National University of Agriculture.
- Chapter 5: Conclusion
Part 2: LITERATURE REVIEW
2.1. Review of the previous studies
2.1.1. Studies in Vietnam
The research “Difficulties in English presentation skills of first-year English major
students at Thuongmai University and some suggested solutions” by (Oanh, 2020)
Thuongmai University, Ha Noi, Vietnam, show that many problems and difficulties that
students in various fields face when making presentations in English are mentioned quite
clearly and clarified, and suggest some possible solutions to these problems to help
students improve presentation skills in English.
In “Kỹ năng thuyết trình tiếng Anh của sinh viên năm thứ ba ngôn ngữ Anh tại Học
viện Nông nghiệp Việt Nam - English Presentation Skills of third-year English-majored
Students At VNUA” by (Lê Thị Hồng Lam, 2021). The authors conducted this study to
fully understand the performance of students' presenting skills and, as a result, to discover
some ways to help them raise their presentation skills. The current position of presenting
skills of 72 third-year English-majored students at Vietnam National University of
Agriculture is evaluated using structured questionnaires, in-depth interviews, and
observation in this study. Furthermore, the authors refer to (Hieke, 1985) and (Brown,
2007) assessment indicators of English speaking ability, which include the following
criteria: pronunciation ability, vocabulary use, grammatical accuracy, fluency, and
coherence in expression; and (Powell, 2011) & (Jeremy Comfort, 1996) elements that
comprise an effective presentation.
In addition, “A study on the extra- activities on improving the first-year English
majored students’ oral presentation skill at Hai Phong Management and Technology
University” by (Thu, 2021). This study provided extra-curricular activities to first-year
English majors at Hai Phong Management and Technology University to develop their
oral presentation skills and prepare them for the fundamental understanding of oral
presenting competence. The method employed Informal interviews and survey
questionnaires were organized for first-year English majors to determine their
recognition, attitudes about the subject, and the challenges they have when practicing
English oral presenting skills.
2.1.2. Studies aboard
The study “Presentation Difficulties Experienced by Students of English
Department of Unswagati” by Tiara Widyastuti and Ratna Andhika Mahaputri (2015) of
this research, the majority of students offer good criteria while making presentations in
the classroom, and they can deliver the presentations properly. The difficulties that the
students face when presenting the material are as follows: the students bring notes when
presenting the material, they frequently fidget, jiggle, or sway when delivering the
presentation, the student stiff when delivering the presentation and it makes the
presentation tedious, and they end the presentation with an inspiration deficit.
Brenda Hayden Sheets and Lou Tillson’s (2001) “Strategies to Improve Students’
Presentation Skills” at Murray State University, outline a few main causes for many
students' incapacity to make presentations successfully, and explain five training
programs meant to assist students to achieve skills in the field of oral presentation
delivery.
2.2. Review of theoretical background (depends on what the study is about)
2.2.1. Presentation
Presentation is an activity in which someone shows, describes, or explains
something to a group of people. When some people hear the phrase presentation skills,
there is only one thing that comes to our mind that is a person standing in front of the
projector and running through the Powerpoint slides. But, what about the presentation
skills of a chef, a dancer, what about the teacher, they too need proper presentation skills.
(Ratna Andhika Mahaputri, 2015)
The Oxford Dictionary of English defines presentation as “a meeting at which
something, especially a new product or idea, or piece of work, is shown to a group of
people”
The Cambridge Dictionary of English defines “presentation” mean that a talk giving
information about something.
2.2.2. Presentation skills
Presentation skills in any profession is an art of getting the attention of the audience
and enthralling them with ideas or performance (Ratna Andhika Mahaputri, 2015)
Presentation skills, as well as the technical skill for creating presentations, are
closely related to working with a text, search and systematization skills - skills that are
formed in the courses of the language preparation of students (Dimitrina Branekova,
2018)
Many writers define presenting skills as a collection of qualities that enable an
individual to communicate with the audience, relay messages, engage the audience in the
presentation and read and comprehend the listeners' mindsets. These abilities improve the
way presenters deliver their messages and increase your persuasive power.
2.2.3. The important roles of English presentation skills
The audience would then be more receptive to the message which is being
communicated (Swathi, 2015). Having good presenting skills resembles your personality,
how well you are aware to present yourself in various situations, and tackling your
audience effectively and efficiently. Good communication and presentation skills give a
perfect start to your career, rather your professional career starts with an interview which
requires both skills. (George, 2020)
So, presentation skills are one of the most important skillsets for students in higher
education institutions. The fundamental reason for emphasizing presenting skills in
higher education is to assist students to establish professionalism in the classroom,
boosting their ability to convey material in a professional manner, especially for second-
year English Linguistics students at Vietnam National University of Agriculture.
2.2.4. Components of English presentation skills
 Many elements contribute to excellent presentation abilities, including the
following criteria: pronunciation ability, vocabulary utilization, grammatical accuracy,
and fluency in expression (Lê Thị Hồng Lam, 2021):
A: Non-linguistic components
 Contents: ideas, information, facts, figures
 Structure: how to arrange information according to the purpose of presentation,
division of time
 Non-verbal communication: eyes, posture, gestures, audience interaction
 Visual aids
B: Language for presentations: fluency, coherence, pronunciation accuracy,
grammar, loudness, speed.
Part 3: METHODOLOGY
3.1. Research methodology
The survey method is applied in the study. The questionnaires are designed to help the
researcher to collect information easily as well as summarize and analyze the data.
3.2. Research setting/context
This research setting included classes from the Vietnam National University of
Agriculture's second-year English Linguistics students: K65ENGA, K65ENGB,
K65ENGC, K65ENGD, and K65ENGE (116 students).
Time: Semester II, the academic year 2021-2022.
3.3. Data collection
3.3.1. Data collecting instruments
Data collected by the researcher through surveys:
The study includes survey questionnaires for second-year English Faculty students at
Vietnam National University of Agriculture, including K65ENGA, K65ENGB,
K65ENGC, K65ENGD, K65ENGE.
A survey questionnaire is a data collection method that has been implemented for
the students who have been surveyed. The questionnaires are constructed so that the
researcher can readily discover information as well as summarize and evaluate the data.
This method is more convenient, takes less time, is less expensive, and students can
easily respond to it. A survey questionnaire can also assist you to locate the information
you need for your study and give valuable solutions.
 3.3.2. Data collecting procedures
The data collection procedure is divided into 2 major steps:
Step 1: Design the questionnaire
The researcher begins researching and for participants in this step. The questions must be
brief, concise, and simple for designing questions participants to understand. It includes
questions about common presentation mistakes, the factors that cause them, and solutions
to improve. After designing the questionnaire, the researcher sends it to the supervisor for
feedback. Following that, the researcher creates a complete questionnaire.
Step 2: Delivering questionnaires
Seeking assistance from teachers, monitors of classes, friends who are English majors,
particularly second-year students. The researcher asks them to pay attention and seriously
answer the questions in their own words to obtain the most objective results. The
questionnaire is administered via the Google form application system.
3.4. Data analyze
After collecting the research data, the researcher begins analyzing the data in Excel.
The researcher codes the variables imports the database and then generates descriptive
statistics in tables and graphs, from which I assess the results and form the primary
conclusions to answer the two research questions.

SURVEY QUESTIONS
Follow on (Oanh, 2020)

Part 4. TIMELINE
No. Things to do Time Expected outcomes
1. Preparing research proposal 18/1/2022 - Submit a research proposal to
28/01/2022 the instructor.
2. Edit and submit completed BA 14/02/2022 - Submit completed BA
proposal thesis 17/02/2022 proposal thesis to the
department.
3. The theoretical basis 21/02/2022 - Complete theoretical basis
28/02/2022
4. Design the questionnaire 01/03/2022- Complete questionnaire design
 09/03/2022 and on Google form (link)
5. Deliver of questionnaires 10/03/2022- Send to classes and collect the
16/03/2022 results for a week
6. Data analyze 17/03/2022- Synthesize, analyze and
19/03/2022 process data
7. Discussion from the survey 20/03/2022- Summarize from survey and
questionnaires 25/03/2022 conclusion of chapter 3
8. Gives the recommendations and 26/03/2022- Provide recommendations and
suggested techniques for 04/04/2022 suggested techniques for
improving improvement.
9. Conclusion of chapter 5 05/04/2022- Complete conclusion
10/04/2022
10. Complete graduation thesis 11/04/2022- Complete graduation thesis
15/04/2022
11. Submit graduation thesis at the 16/05/2022- Submit graduation thesis at the
faculty office 20/05/2022 faculty office
12. Edit the graduation thesis 20/05/2022- Complete a revised study
according to the teacher’s 22/06/2022 under the guidance of the
comments and submit the teacher
completed version

Part 5: REFERENCES
Brenda Hayden Sheets, L. T. (n.d.). Strategies To Improve Students’ Presentation Skills.
Retrieved 02 23, 2022, from westga.edu:
https://www.westga.edu/~bquest/2007/presentation7.pdf
Brown, H. D. (2007). Teaching by Principle: An Interactive Approach to Language Pedagogy
New York. Longman, Allyn & Bacon Publisher.
Dimitrina Branekova, A. K. (2018, 06). Presentation and communication skills in the academic
preparation of students of pedagogy. Retrieved 02 06, 2022, from ResearchGate:
https://www.researchgate.net/publication/326882916_Presentation_and_communication_
skills_in_the_academic_preparation_of_students_of_pedagogy
George, L. (2020, 05). Presentation Skills: Importance, Elements and Tips. Retrieved 02 15,
2022, from issuu:
https://issuu.com/leongeorge1999/docs/presentation_skills__importance_elements_and_ti
ps
Hieke, A. E. (1985). A Componential Approach to Oral Fluency Evaluation . The Modern
Language Journal, 69(2), pp. 135-142.
Huyền, N. T. (2008). Oral Presentation Skills of The Third-Year Students Of English
Department At The College Of Foreign Languages, Danang University-Statement And
Suggestions. Retrieved 02 23, 2022, from Tài liệu miễn phí:
https://tailieumienphi.vn/doc/ki-nang-thuyet-trinh-bang-tieng-anh-cua-sinh-vien-nam-
thu-ba-khoa-tieng-anh-7b2ttq.html
Jeremy Comfort, D. U. (1996). Effective Presentations. Oxford University Press, USA.
Lê Thị Hồng Lam, N. T. (2021, 11). Kỹ Năng Thuyết Trình Tiếng Anh Của Sinh Viên Năm Ba
Ngôn Ngữ Anh Tại Học Viện Nông Nghiệp Việt Nam. TẠP CHÍ THIẾT BỊ GIÁO DỤC
(Journal of Education Equipment), pp. 57-59.
Oanh, B. T. (2020, 12 04). Difficulties in English presentation skills of first year English major
students at Thuongmai University and some suggested solutions. Retrieved 01 25, 2022,
from 123doc: https://123docz.net//document/7737356-difficulties-in-english-
presentation-skills-of-first-year-english-major-students-at-thuongmai-university-and-
some-suggested-solutions.htm
Powell, M. (2011). Presenting in English, how to give successful presentation. Heinle ELT
Publisher.
Presentation. (n.d.). Retrieved 02 2022, from Cambridge Dictionary:
https://dictionary.cambridge.org/dictionary/english/presentation
Presentation. (n.d.). Retrieved 01 16, 2022, from Oxford learners Dictionaries:
https://www.oxfordlearnersdictionaries.com/definition/english/presentation?
q=presentation
Ratna Andhika Mahaputri, T. W. (2015, 08). Presentation Difficulties Experienced by Students
of English Department of Unswagati. Retrieved from ResearchGate:
https://www.researchgate.net/publication/331709946_Presentation_Difficulties_Experien
ced_by_Students_of_English_Department_of_Unswagati
Swathi, T. (2015, 05). The Importance of Effective Presentation for Organizational Success.
Retrieved 02 28, 2022, from ResearchGate:
https://www.researchgate.net/publication/345156216_The_Importance_of_Effective_Pre
sentation_for_Organizational_Success
Thu, N. T. (2021). A study on the extra- activities on improving the first-year English majored
students’ oral presentation skills at Hai Phong. Retrieved 02 23, 2022, from 123doc:
https://123docz.net/document/8219545-a-study-on-the-extra-activities-on-improving-the-
first-year-english-majored-students.htm

Part 6: Approved by supervisor(s)

......., date …month…year…….. ......., date… month…year……..

Supervisor Student
(Signature and full name) (Signature and full name)

Certified by Department of Professional English