Oral fluency is one of the most salient markers of proficiency in a second language
an indication of good speaking (Rossiter, Derwing, Manimtim, & Thomson, 2010).
Pronunciation and fluency are two barriers to speaking effectively (Vani, 2016). Also, Beatty and Friedland (1990) found that one reason some students feel speaking anxiety is a lack of fluency in the target language. However, it is not possible to emphasize speaking fluency and accuracy in an English speaking/presentation course at the same time (Wang, 2014). Language teachers should know how to create conditions in which students can develop their fluency (Chambers, 1997). Goh (2007) proposed three types of speaking activities that can help learners improve their speaking fluency:
information-gap tasks, problem-solving tasks, and social monologues. Information-gap tasks help learners use English to exchange information. Problem-solving tasks help learners collaborate to solve problems using English. Social monologues offer learners opportunities to speak English on the given topics. It is imperative to help students improve their oral fluency at the beginning of the speaking/presentation training.
Moreover, Wang (2014) mentioned that repetitive tasks and practice should be implemented to develop fluent spoken language. Repetitive tasks can not only lower learners’ cognitive load and speaking anxiety but also decrease learners’ mistakes when speaking (Wang, 2014).
Presentation Skills Training
Developing oral presentation skills is essential in higher education (Van, Gulikers, Biemans & Mulder, 2015). Having knowledge of effective presentations and obtaining experience delivering presentations in English are vital for students’ communication proficiency (Simona, 2015). Al-Issa and Al-Qubtan, (2010) found many advantages to learning oral presentation skills: (1) integrating four language skills; (2) practicing speaking; (3) making decisions about choosing topics; (4) acquiring knowledge through
Van Ginkel, Gulikers, Biemans, and Mulder (2015) proposed seven principles for establishing an effective presentation skills course and for increasing oral presentation competency in higher education. These principles are put under three dimensions: (1) instruction; (2) learning activities; and (3) assessment strategy as follows (p. 68):
Instruction:
(1) Ensure that the learning objectives are communicated explicitly and formulated in relation to the rubrics of oral presentation assessment.
(2) Ensure that the learning tasks and presentation assignments are relevant to students’ language proficiency levels.
Learning activities:
(3) Provide models for students to observe.
(4) Provide opportunities and platforms for students to practice their oral presentations and to conquer their communication apprehension.
Assessment strategy:
(5) Ensure that feedback is constructive, explicit, and contextual.
(6) Encourage students to get involved in the formative assessment process to record their learning process and to develop their attitudes toward presenting.
(7) Facilitate self-assessment using videotaping and learning journals.
Van and Becker (2016) provided helpful techniques for practicing oral presentation skills, including non-verbal delivery. The techniques they provided to address non-verbal delivery include: eye contact, rate of speech, volume, facial expression, posture, and pause for giving emphasis. Van and Becker (2016) also described the advantages of applying visual aids in making a presentation appealing.
Using strong visual aids will help learners engage their audience in their presentations.
Pecha Kucha is a helpful technique to improve students’ fluency (Christianson &
Murugaiah, 2016). Pecha Kucha is a presentation style whose name stems from the Japanese for the art of concise presentations. It enhances students’ oral presentation skills by promoting a simple, concise concept: “tell a story with twenty slides at twenty seconds per slide” (Johnson, 2012, p.9). Lucas and Rawlins (2015) elaborated that Pecha Kucha is a concise, story-based, and visually stimulating presentation technique whose rigid structure enables students to concentrate on the key points involved in the presentation. Levin and Peterson (2013) conducted an MBA marketing course using the Pecha Kucha style presentation and found that “the Pecha Kucha structure forces students to create a narrow-focused presentation without over- or underemphasizing certain sections” (p. 61). Pecha Kucha presentation embeds storytelling arcs with visual images, enhancing the audience’s attention and reinforcing the speaker’s recall of information (Lucas & Rawlins, 2015; Mabuan, 2017; Murugaiah, 2016; Robinson, 2015). Edwards (2010) highlighted the key principles of presenting in the Pecha Kucha format: (1) limiting text; (2) avoiding bullet points; (3) using high quality images; and (4) demonstrating consistency across slides (as cited in Lucas & Rawlins, 2015).
Johnson (2012) implemented Pecha Kucha to his “Professional Presentations” class and found that students were forced to deliver the key points and make their audience more engaged in their presentations without depending on bullet points and texts. As a result, students had to practice emphasizing key points with pictures within the time limit.
Although most students felt the highly structured presentation style was constrained, they did see that the Pecha Kucha format has greater flexibility for delivering speeches (Christianson & Payne, 2011; Lucas & Rawlins, 2015). Some students mentioned that the Pecha Kucha format helps them conquer speaking anxiety because they only had to focus on expressing themselves concisely in each slide rather than conveying their
because it could improve their retention and comprehension of materials. However, Murugaiah (2016) stated that students with low proficiency levels found the Pecha Kucha format challenging and needed more individual support from teachers. As Pecha Kucha is quite different from traditional presentation, sufficient guidance and practice to prepare this presentation style is necessary. Oral presentations can be differentiated according to different learner levels (Murugaiah, 2016).
To become familiar with the content and presentation techniques, it is essential to incorporate repetitive practice and rehearsals into an English speaking/presentation course. Repetitive practice and rehearsals can increase students’ familiarity with the content of their presentations so their confidence is raised and speaking anxiety is reduced (Liao, 2014; Simona, 2015).
The current action research aimed to reduce students’ speaking anxiety and enhance their speaking/presentation skills. Therefore, the literature reviewed above concerning the sources of speaking anxiety and ways to deal with it was drawn upon to create an anxiety-reducing learning environment while the literature related to training of speaking and presentation skills was consulted in designing an English speaking/presentation course described in Chapter 3.