ENHANCING STUDENTS’ ENGLISH ORAL PRESENTATION SKILLS: DO SELF-CONFIDENCE, TEACHER FEEDBACK, AND ENGLISH PROFICIENCY MATTER
DOI:
https://doi.org/10.23969/jp.v10i4.38020Keywords:
students’ oral presentation, self confidence, teacher feedback, english proficiencyAbstract
Oral presentation skills are essential for English as a Foreign Language (EFL) education, as they equip learners with the ability to articulate ideas confidently and participate actively in academic discourse. These skills are increasingly recognized as a core component of communicative competence and a requirement for academic and professional success in global contexts. This study focus teacher feedback influence students' performance and confidence in English oral presentations, This study adopts a qualitative research design, particularly document analysis and semi-structured interviews, to explore how self-confidence, teacher feedback, and English proficiency affect students' oral presentation skills in EFL by applying semi structured interview as the data collection method . This study found that teacher feedback significantly reshaped preparation strategies, prompting students to create outlines for better organization, rehearse pacing with timers, and verify pronunciation online after targeted corrections. Pronunciation improved most from immediate error-spotting.
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