oral presentation skills pdf

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ORAL PRESENTATION SKILLS - A PRACTICAL GUIDE

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International Journal of Learning and Teaching

Rizaldy Hanifa

The importance of being able to perform a good oral presentation is undeniably necessary for academician nowadays, including students of higher education. To show their capacity, the students need to be prepared in delivering their presentation. However, the current students' presentation skill is still far from the expectation. Therefore, this article aims at sharing several facts dealing with presentation skill in terms of preparations, problems faced during presentation, and the ways to cope with the problems. This study was conducted as a qualitative research with descriptive approach. Questionnaire and interview were distributed and performed to five respondents to gather the data needed. The findings show that preparation involving content mastery and practice are the keys to be successful in presentation. Meanwhile, the problems faced are highly related to the respondents' nervousness due to time limitation and audiences, which cause losing idea while performing. To overcome these, some strategies such as believing in their abilities, skipping less important points, and anticipating possible questions from the audiences were employed. Based on the research results, it is suggested that speaker should be trained to be more aware of the preparations and strategies needed for presentation since the main keys to the success of delivering good presentation are highly determined by knowing how to prepare well and being able to use the strategies more appropriately and frequently.

How to Practice Academic Medicine and Publish from Developing Countries?

An oral presentation is a form of communication, where you impart and then exchange information with your audience. This can be either one-way, a didactic, or two-way called a Socratic or a Dialectic presentation. There are many forms of oral presentation and you should find out where and when you are required to speak [1]. The National Training Laboratory in Maine, USA has suggested a ‘cone’ of learning or learning ‘pyramid’. In this, they have found that the most effective way of learning is through teaching others. Most students remembered only 10% of the material given in books but remembered 90% of the facts they learned when they had to teach others [2] (Fig. 38.1).

Journal of advances in linguistics

Conchi Hernández

ANNALS OF THE ORADEA UNIVERSITY. Fascicle of Management and Technological Engineering.

Ioana Horea

Peter Levrai , Averil Bolster

Oral Presentations are an important part of studying in an English-medium university environment and will be something many students face, whatever their field of study. Such presentations can be particularly challenging for non-native English speakers (NNES). Despite the importance of oral presentations as a form of academic discourse, they remain a relatively underresearched area and an area where there is limited targeted EAP presentation training materials. There is no clear conceptualization in the existing literature of which the authors are aware as to the key features that make a presentation academic. This paper aims to redress that issue with the aim of then evaluating the training materials currently available to help NNES develop their academic oral presentation skills.

Johannes Junge Ruhland

This worksheet is geared towards advanced undergraduate students majoring in literature, although much of it could be adapted for other disciplines and contexts. It provides guidance on crafting and delivering oral presentations, which are typically based on an article assigned by the instructor to the presenter and to be delivered to a class who has not read the article. The typical length of these presentations is 5 minutes, and presentations may include slideshows. Longer presentations have different parameters. This worksheet is paired with “Know Your Audience: Undergraduate Writing and Speaking.” For writing assignments, readers can refer to “How Do I Efficiently Write Essays in French?” This worksheet was first created in Fall 2021 and was last updated by its author in Summer 2023 with the valuable input and feedback of former students Marley Fortin, Merve Ozdemir, and Elizabeth Swanson.

Nafiseh Zarei

Success in oral pesentation skills contributes to students’ success in academic performance as well as their social life. It is important for teachers to know their students’ needs and social background in order to encourage them to share information relevant to their interests with their peers to improve their oral presentation skills. This study investigates the factors that affect oral presentation among undergraduates. This quantitative study used Likert scale questionnaire to collect data from 100 undergraduates at a private university in Malaysia (UNITAR International University). The data were analysed using Statistical Package for Social Sciences (SPSS) in the form of mean, standard deviation, and variance. The findings of the study showed four primary factors: confidence, nervousness, communication, and presentation skill that effect oral presentation among the undergraduate students. The results of the study demonstrated that the students were very nervous during presentat...

Australasian Journal of Paramedicine

Jamie Ranse

This article will not provide guidance on public speaking techniques or details on the use of presentation software programs commonly used at conferences.

Proceedings of CLaSIC 2014

John Wilson , Gavin Brooks

In many second language (L2) communication classes the majority of the class time is taken up by teacher-fronted, drill-oriented activities. Oral presentations are one example of a learner-centered, communicative activity that can be used to fix this problem. However, if not implemented correctly, the difficulty of the tasks involved in presenting in front of others can take away from the pedagogical benefits of using presentations in the classroom. Because of this, it is important that language teachers understand the skills involved in giving an effective presentation, and the potential difficulties oral presentations can cause for L2 learners. This paper focuses on one genre of oral presentations, the poster presentation, and examines the benefits of using poster presentations in the L2 classroom. It draws upon the practical experience the authors have gained from teaching and developing materials for presentation classes to provide a framework for how poster presentations can be used in the language classroom. By examining the tasks involved, and the pedagogical justification behind those tasks, it is hoped that this paper will encourage language teachers to use poster presentations in their classrooms in a way that benefits both the students and the teachers.

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