VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY DEPARTMENT OF POST-GRADUATE STUDIES NGUYỄN THỊ BÍCH VÂN INVESTIGATING HOW TO IMPROVE ORAL PRESENTATION SKILLS FOR THE SECOND - YEAR ENGLISH MAJORS OF THE DEPARTMENT OF FOREIGN LANGUAGES AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (TÌM HIỂU CÁCH CẢI THIỆN KĨ NĂNG THUYẾT TRÌNH CHO SINH VIÊN CHUYÊN ANH NĂM THỨ HAI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) M.A MINOR THESIS Field: Methodology Code: 601410 HANOI – 2009 VIETNAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY DEPARTMENT OF POST-GRADUATE STUDIES NGUYỄN THỊ BÍCH VÂN INVESTIGATING HOW TO IMPROVE ORAL PRESENTATION SKILLS FOR THE SECOND - YEAR ENGLISH MAJORS OF THE DEPARTMENT OF FOREIGN LANGUAGES AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION (TÌM HIỂU CÁCH CẢI THIỆN KĨ NĂNG THUYẾT TRÌNH CHO SINH VIÊN CHUYÊN ANH NĂM THỨ HAI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) M.A MINOR THESIS Field: English Methodology Code: 601410 Supervisor: TRẦN HIỀN LAN, MA HANOI – 2009 iv TABLE OF CONTENTS Page Acknowledgements………………………………………………………………………i Declaration……………………………………………………………………………….ii Abstract………………………………………………………………………………….iii Table of Contents……………………………………………………………………… iv PART 1: INTRODUCTION……………………………………………………1 Rationale:………………………………………………………………………………… Aims and objectives of the study: ……………………………………………………… Scope of the study:………………………………………………………………… …… Methods of the study: …………………………………………………………………… 5.Design of the study: …………………………………………………………………………3 PART 2: DEVELOPMENT…………………………………………………… CHAPTER I: LITERATURE REVIEW………………………………………5 1.1 Oral Communication…………………………………………………………………… 1.2 Oral Presentation…………………………………………………………………………6 1.2.1 Definitions and Characteristics……………………………………………………… 1.2.2 Oral Presentation Organization…………………………………………….……… 1.2.3 Teaching Oral Presentation Skills………………………………….………………….8 1.3 Prior Studies Related to Oral Presentations………………………………………… 10 CHAPTER II: PRACTICAL RESEARCH………………………………….12 2.1 Background of the study……………………………………………………………… 12 2.1.1 Description of the English course and its objectives in the department of foreign languages, HYUTE………………………………………………………………………… 12 2.1.2 The informants…………………………… 13 v 2.2 The Study……………………………………………………………………………… 14 2.2.1 The Research Questions………………………………………………………………14 2.2.2 Measurement Instruments……………………………………………………………14 2.2.3 Data Analysis ………………………………………………………………………….15 2.3 Presentation of Statistical Results……………………………………………… 15 2.3.1 Questionnaire for the Students……………………………………………………….15 2.3.1.1 Methodology…………………………………………………………………………15 2.3.1.2 Statistical results ……………………………………………………………………15 2.3.1.2.1 The students’ perceptions of the necessity of oral presentation skills……………15 2.3.1.2.2 The second- year students’ difficulties in learning presentation skills…… 17 2.3.1.2.3 Current methods used in teaching oral presentation skills to the second- year English majors……………………………………………………………………………… 21 2.3.1.2.4 The students’ evaluation of the teachers’ current methods………………………24 2.3.1.2.5 The students’ suggested solutions to improve the situations……………………… 24 2.3.2 Questionnaire for the teachers……………………………………………………… 28 2.3.2.1 Methodology…………………………………………………………………………28 2.3.2.2 Statistical results ……………………………………………………………………28 2.3.2.2.1 The teachers’ perceptions of the necessity of oral presentation skill…………… 29 2.3.2.2.2 The teachers’ opinion of presentation skills………………………………………29 2.3.2.2.3 The teachers’ difficulties in teaching presentation skills…………………………30 2.3.2.2.4 Current teaching methods applied for oral presentation skills…………… 32 CHAPTER THREE: FINDINGS AND RECOMMENDATION………… 35 2.1 Findings………………………………………………………………………………… 35 2.1.1 The students’ and teachers’ perceptions of the necessity of oral presentation skills…………………………………………………………………………………… 35 2.1.2 What the teachers know about presentation skills…………………………………….35 2.1.3 The teachers and the students’ difficulties in their teaching and learning of oral presentations………………………………………………………………………………… 36 vi 2.1.4 The methods the teachers are currently using in teaching presentation skills……… 36 2.1.5 The students’ evaluations of those methods………………………………………… 37 2.1.6 What the students think should be done for them to improve their oral presentation skills………………………………………………………………………………………… 37 2.2 Suggested techniques for improving oral presentation skills………………… 38 2.2.1 Suggestions for the teachers……………………………………………………………………38 2.2.2 Suggestions for the students…………………………………………………………… 42 2.2.3 Suggestions for the department……………………………………………………………… 44 PART 3: CONCLUSION…………………………………………………… 45 REFERENCES APPENDICES Appendix 1: The questionnaire for the students Appendix 2: The questionnaire for the teachers Appendix 3: The topics/sub-topics for the fourth term for HYUTE majors of English Appendix 4: Oral presentations- Teacher evaluation sheet Appendix 5: Oral presentations- Student evaluation sheet Appendix 6: Model language for oral presentations Appendix 7: Sample of model presentations PART1: INTRODUCTION Rationale: English has played an important role in dealing with international relations and in such fields as science and technology, business, commerce, and diplomacy This is the reason why there has always been a big need for learning English in Vietnam And these learners of English have various purposes of learning: some learn English for their future jobs; some learn it just for entertainment The English major learners also have serious attitudes towards learning English for their communications as well as oral presentations at work In reality, most students leaving college today lack the basic skills necessary for presenting information to a group Additionally, many college classes require presentations, but the students are often told to it without being shown how to it A history professor does not feel it is their job to show their students the basic skills of presenting a subject Furthermore, the students aren‟t given the right feedback to improve As a matter of fact, learning how to make presentations effective becomes one of the key institutional parts In Hung Yen University of Technology and Education, there are not any separate subjects on which the English majors‟ presenting skills are trained It is the teachers of English who teach them oral presentations skills For the teachers in the foreign language department there are some certain advantages of asking students to give presentations on the subject of their concern Firstly, it gives students a good opportunity to practice their speaking skill It also increases the students‟ confidence in using English Furthermore, it can be a good practice for those students who will actually need the skill in their future professional lives And lastly, it is an excellent generator of spontaneous discussion Being well aware of these advantages, all the teachers who teach English speaking skills regard presentation skills as their main focus in teaching English However, it cannot be denied that there exist a lot of problems concerning our students‟ presentation skills, the most typical of which is the fact that it is quite difficult to give successful presentations Having been teaching them for nearly four terms, I have recognized the main reasons for such difficulties Firstly, in comparison with other students of the same major, the students here have much lower level of English proficiency especially in poor pronunciation and poor vocabulary Secondly, due to their inexperience, the teaching staff also sees that they lack the basic techniques for teaching students how to give successful presentations Lastly, the teaching of English as a major has come into use not for long as a focus to supply the students with an appropriate syllabus which includes oral presentation In fact, to the English majors in here in general and the second- year English majors in particular, presentation skills are quite new and difficult This is the reason why I chose to conduct a research entitled: “Investigating How to Improve Oral Presentation Skills for the SecondYear English Majors of the Foreign Language Department at Hung Yen University of Technology and Education” and aimed at clarifying the problems the second- year students have encountered in the process of preparing and making oral presentations and suggesting some techniques for the teachers to get better improvements in both teaching and learning of presentations Aims and objectives of the study: The study is aimed at studying oral presentation difficulties encountered by both the secondyear major students of English and their teachers in the foreign language Department, Hung Yen University of Technology and Education, at finding some possible techniques for teaching oral presentations To help the students overcome such difficulties, the research will try to - investigate the students‟ as well as teachers‟ perceptions of what a good oral presentation is - identify students‟ and teachers‟ difficulties in their learning and teaching of oral presentations - investigate current methods the teachers use to teach presentation skills - give suggestions for both the teachers and the students on how to deal with their difficulties in their teaching and learning of oral presentations Scope of the study: Speaking activities are various However, this study only focuses on oral presentation skills for the second- year English majors at Hung Yen University of Technology and Education This study is said to be an overview of current situations of the second- year English majors when making oral presentations and an identification of the teachers‟ methods currently used for the second- year English majors in the foreign language department, and a suggestion for techniques for both the students and the teachers to improve their learning and teaching of speaking skills in general and presentation skills in particular Methods of the study: The study will be conducted using quantitative and qualitative methods with questionnaires for informants of 56 second- year majors of English randomly chosen from four classes and teachers at the University of Technology and education in Hung Yen and informal interviews with the informants and their teachers and personal observation will also be employed Design of the study: The study consists of three parts: Part 1, introduction, presents the rationale, the aims, the scope, the methods and the design of the study Part 2, development, consists of chapters + Chapter I - Literature Review – deals with the concepts relevant to the study: oral communication, presentation skills and prior studies related to presentation skills + Chapter II - Practical Research – provides an analysis on the current situation of teaching and learning oral presentation skill and reports the results of the survey research which was carried out at the beginning of the fourth term of the 2008- 2009 academic year at the foreign language department, UTEHY The report includes the followings:  research questions  informants  measurement instruments  data analysis  presentation of statistical results + Chapter III – Findings and recommendation – focuses on difficulties students and teachers faced in learning and teaching speaking skills in general and presentation skills in particular Additionally, it offers pedagogical suggestions for the students, the department and the teachers to improve their learning and teaching of oral presentation skills Part 3, conclusion, summarizes all the key issues as well as the limitations of the study and suggestions for further study KEY WORDS & ABBREVIATIONS Pair work; Group work; Preparation, Feedback The HYUTE: Hung Yen University of Technology and Education PART 2: DEVELOPMENT CHAPTER I: LITERATURE REVIEW In the investigation into ways to develop students‟ speaking ability in general and oral presentation skill in particular, the researcher needs to present the previous and current literature on oral presentations with the characteristics of oral presentation and then define oral communication and some aspects of oral presentations These issues are the focus of the chapter 1.1 Oral Communication Oral communication is a two- way process between the speaker and the listener( or listeners) and involves the productive skill of speaking and the receptive skill of understanding( or listening with understanding) ( Byrne, 1986) It is important to remember that “receptive” does not mean “passive” when both listening and reading, language users are actively involved in the process of interpreting and negotiating meanings To clarify what involves in an oral communication, it is necessary to discuss the differences in written and spoken language According to P Santry (1999), there are important differences between spoken and written language In speech we have a much greater freedom and informality of usage than it is accepted in writing We not speak in limited grammatical sentence structures or follow formal syntax as the way we when writing Moreover, in speech the colloquial forms are acceptable while they are not in writing We not write in the same way we speak because the two channels are not exactly interchangeable Byrne (1986) shares the same opinion by mentioning that “in contrast to the written language where sentences are usually carefully structured and linked together, speech is often characterized by incomplete and sometimes ungrammatical utterances and by frequent false starts and repetitions” Nunan (1989) provides a list of characteristics of successful oral communication As for him, successful oral communication should involve: (1) Comprehensible pronunciation of the target language B Giving oral presentations is new to us C We are low- motivated D It’s our teacher that fails to teach us what a good oral presentation should be  Others (Please list other reasons here)………………………………………… After giving you topics for presentation, your teachers often … A Helps with the main ideas for the topic Question B Helps you with words or structures related to the topics C Encourages you to discuss the topic in groups D Asks you to discuss the topic individually  Others (Please list other activities here) …………………………………………… What does you teacher to encourage you to speak? A Suggests interesting topics for discussion B Gives you a model video presentation Question C Helps to brainstorm main points for an outline D Uses group work or pair work  Others (Please list other actions here)………………………………………… If you make mistakes while presenting your topic, your teacher often … A gets angry and interrupts you by correcting them B Waits until you finish your presentations, points Question 10 out your mistakes, then corrects them for you C Lets you and your classmates correct them Others (Please list other actions here)………………………………………………… When you finish your presentation, your teacher often … A Asks for feedback on it from the rest of the Question 11 students B Gives her/ his own feedback on it C Does nothing D Both A & B What you think about your teacher’s teaching strategies of presentation skills? They are: A Very effective Question 12 B Rather effective C Little effective D Not effective at all What you think the teacher should to help you to give satisfactory presentations? (You can tick more than one) Question 13 A Give you more reading texts related to the topics B Give you more time to prepare C Give model language for your oral presentation D Show you a film or video on a model presentation  Others (Please list other opinions here)………………………………………… What you think you should to help yourself give effective presentation? (You can take more than one) A Improve our own knowledge of English, for example vocabulary, structures, grammar, Question 14 and pronunciation B Be well- prepared for our oral presentations C Be more self- confident  Others (Please list other opinions here)………………………………… What you think the department of foreign languages should to help you improve your presentation skill? (You can tick more than one) A Invest in well- equipped learning and teaching facilities, for example specialized lecture rooms being equipped with overhead projector, language Question 15 labs, etc B Organize English speaking clubs and contests more often C Pay for training courses on presentation skills  Others (Please list other opinions here)………………………………………… THIS IS THE END OF THE QUESTIONNAIRE APPENDIX THE QUESTIONNAIRE FOR THE TEACHERS This survey questionnaire is designed for our research into “Investigating How to Improve Oral Presentation Skills for the Second- Year English Majors of the Foreign Language Department at Hung Yen University of Technology and Education” Please tick the appropriate box (es) to respond to each statement or question and complete all of them as frankly and as accurately as you can Your answers will be of invaluable help in teaching oral presentations in English at our university Would you kindly return the completed questionnaire to me by 25th May, 2009? Thank you for your cooperation! Personal information  Gender: - Male - Female  Age: …………………………  Have you done an M.A course? And when? ……………………………………………………………………………  How long have you been teaching English? Options A B C D E Questions How necessary you think it is to introduce oral presentation skills in the speaking class? A Very necessary Question B Necessary C Quite necessary D Not necessary at all What you think is the reason for that necessity? A Making oral presentations is one of the requirements in the university’s syllabus for speaking B Speaking skill is well- practiced through doing oral presentations C It’s a good way to evaluate students’ ability in Question speaking D It is for the students to prepare for their professional ways of working in the future  Others (Please give other reasons of your own choice here)………………………………………… Have you been trained in presentation skills? A Yes, in English teaching- training courses B Yes, in English teaching workshops Question C Others D No, I have never been trained in presentation skills What you think about presentation skills? ( Tick all the statements you think are true to presentation skills) Question A are student- led activities B are to practice speaking and listening skills C can’t be effectively done without the help of visual aids like overhead projectors, blackboard, and illustrations D create fears and nerves to the majority of students How difficult you find it to introduce presentation skills to speaking classes? A Very difficult Question B Quite difficult C Very difficult D Easy 4) What you think is the reason(s) for that difficulty? (You can tick more than one) A I haven’t been trained in the skills before Question B I lack reference books C The students’ proficiency is low D The speaking syllabus is not appropriate enough for applying presenting skills E There is not appropriate classroom size for making presentation  Others (Please list other reasons here)………………………………………… After giving your students topics for presentation, you often …(You can tick more than one) A Help with the main ideas for the topic B Help with words or structures related to the topics Question C Let them discuss the topics in small groups D Do nothing  Others (Please list other activities here)………………………………………… What you to encourage your students to speak? Question A Suggest interesting topics for discussion 10 B Gives you a model video presentation C Help them brainstorm main points for an outline D Use group work or pair work  E Others (Please list other activities here ………………………………………………… If your students make mistakes while presenting the topic, you often …( You can tick more than one) Question A Get angry and interrupt them by correcting the mistakes B Don’t get angry but interrupt them to correct C Wait until they finish their presentations, point out their mistakes, and then correct the mistakes for them D Wait until they finish their presentations, point out their mistakes, and then encourage them to correct the mistakes by themselves  Others (Please list other activities here)………………………………………… THIS IS THE END OF THE QUESTIONNAIRE 11 APPENDIX TOPICS/SUBTOPICS FOR THE FOURTH TERM FOR HYUTE MAJORS OF ENGLISH Below is a list of the topics that we worked on in the fourth term for the second- year majors of English Topic 1: Time 1.“Time flies never comes back” Explain what the saying may teach people A successful man never wastes his time Topic 2: Journey If you want to run away from a broken heart, traveling isn’t the right solution Can we measure one’s knowledge by counting how many places he’s been to? Topic 3: Basics 1.Changing your routines sometimes can make your life less boring One of the disadvantages of modern life is that people have to suffer from a lot of stress Topic 4: Communication 1.Information available on the internet should be controlled Too many means of information are available today Topic 5: Style 1.Can your clothes tell others what sort of person you are? Fashion is what the young should be seriously aware of if they want to become famous Topic 6: Age There isn’t an age limit for love Age difference is not important to love People of the older generation are narrow-minded 12 APPENDIX STUDENT EVALUATION FORM Speaker: Topic: Assessor: Assess the speaker by awarding marks from (Needs to improve) to (Excellent) for each item in each category You may also add your own comments about any items you like Delivery Voice projection Eye contact Natural feel Clarity of speech Posture Gestures Comments ………… ………… ………… ………… ………… ………… ………… Sub- total: Content Introduction Clarity of idea Time for treatment Topic suitability Conclusion Timing ………… ………… ………… ………… ………… ………… Sub- total: Total: ………… ………… Questions to ask the speaker: Suggestions for the speaker: (P Santry (1999) 13 APPENDIX TEACHER EVALUATION FORM Group Number Date Topic _  Preparation o o _made sure all equipments in working condition o  _came to the class early to set up equipment _turned in assignment sheet Organization o o _logical development o _strong conclusion o  _clear introduction _typed and clear outline Content o _variety of resources o _amount of research conducted o     _originality Presentation o _held audiences' attention o _spoke with note cards o _Eye contact o _time control o _volume of voice o _effectiveness of visual aids Oral skills o _adapted the information for the audience (communicative English) o _clarity & fluency o _provided discussion questions or class activities o _involved the audience Overall Group Rating _ Teacher comments (P Santry (1999) 14 APPENDIX SUGGESTED MODELS LANGUAGE FOR AN ORAL PRESENTATION Stating the purpose - In my presentation, I’ll be proposing…/In my presentation today I’ll going to…/This morning I’d like to review…/The subject/topic of this presentation is… Outlining the development - I’ll be developing three main points… - First, I’ll give you…Second,…Lastly… - My presentation will be in two main part In the first part I’ll…and then I’ll… Signposting the route - I’ll begin by…/ let’s start with… - My next point is… - Now, turning to… - Now, what about…/ Let me now move on to… Using rhetorical questions - What is the explanation for this? / What can we about this?/ how will this affect us? Building arguments - To show a different argument: however, on the other hand, although, in spite of this - To show a consequence: therefore, so, consequently, because of this, not only…but also… Talking through options + Explaining options: - We have considered/looked at three options - One way to solve this problem is … Another is to… - There are two alternatives - The first option is to…What about the second option? - So, now let’s look at the third option, which is to… 15 + Introducing weaknesses and benefits: - What are the benefits? - There are, however, disadvantages? - No, what about the advantages? But there are some problems too - Now, I’d like to look at the benefits On the other hand… - There are certain advantages for…, however, a major drawback is… Emphasizing and highlighting key points - Clearly, obviously,… - What we are suggesting are … - What they propose is … Summarizing a section - Therefore,…/ That comes to…/ Consequently,…/ Above all,… Focusing the audience’s attention - As you know…/ As I’m sure you are aware … 10 Checking understanding - Is that clear? No? Yes? / Is that okay? - Does this make sense? - You understand?/ You understand that? - Everybody understand? / Does everybody understand? / So did everybody understand that? - You following? / Are you following here? - Are you with me? 11 Referring backwards and forwards - I mentioned earlier … - I’ll say more about this later - We’ll come back to this point later 12 Recommending and calling for action - My suggestion/ our proposal/ the recommendation … is to … - I’d like to suggest/ propose … 16 - So, what I would recommend is that … 13 Summarizing - To sum up/ summarize, …/ In conclusion/ summary, …/ Briefly, … 14 Signaling the end - That brings me to the end of my presentation/ that completes my presentation 15 Closing formalities + Closing: - Thank you for your attention/ Thank you for listening/ Thank you for joining me/ us + Inviting questions: - If there are any questions, I’ll my best to answer them - I would welcome any comment/ suggestions - You can ask questions at any time - Any questions before we move on? - Any questions or comments so far? - Lan, you have a question? Any other question, Mai/ - Any final questions/ + Giving your message more impact + Emphasizing - We strongly recommend … / … is far too dangerous 16 Clarifying questions: - So what you are asking is …, - If understand the question correctly, you would like to know … 17 Handling difficult questions - Could we talk about that later? / Could we talk about that on another occasion? 18 Agreeing to a request Q: - Could we see that slide again? A: - Yes, of course This is the diagram we looked at earlier 17 APPENDIX SAMPLES OF MODEL PRESENTATIONS Sample 1: Unit Too Old to Learn ? TEACHER: OK, everybody Let’s get started Today we’ve going to talk about the critical period in language learning But first, I’d like to ask you a question: How many of you have cried to learn a new language as a teenager or as an adult… Ah I see, quite a few of you Well, then I’m sure you agree that it’s much more difficult to learn a new language when we’re grown than it was to learn your first language as a child, right? But you know why it’s so much harder? Well, linguists believe it’s because of the critical period of language development The critical period is a theory that explains why it is easier for children to learn languages than for adults That’s I’d like to discuss today But first, I’d like to start by defining the critical period… and I’ll give you some examples of a critical period in animals in songbirds and cars Then, I’ll talk about evidence for a critical period for language learning in humans So what exactly is a critical period? The idea of a critical period comes from the study of animals We say that there’s a critical period- the only time- when the animal can learn a new skill Now, the critical period starts in the first weeks or months of an animal life During this time its brain is ready to learn new things However, when the animal gets older, the critical period ends, it cannot learn any more So there are skills that must be learned when the animal is young; if not, they can’t learn them as adults Now, I’m going to move on to some examples First, let’s take songbirds A songbird learns to sing the first few months after it’s a baby An adult bird cannot learn to sing So, if you remove the baby bird from its parents- so that it does not heat the song- the bird just won’t learn to sing when it’s older So there is a perfect example of a critical period Take other example- cats A kitten must learn to use its eyes in the first few weeks of its life At first, the cat can’t see well But over time, it begins to use its eyes However, if you remove all the light in the room so the cat grows up in the dark, if won’t be able to use its eye When 18 the cat is an adult, it won’t be able to see well So there is another critical period- when a cat must learn to see Part TEACHER: Now, let’s look at the critical period for learning languages in humans As you’ve probably noticed, children learn new languages much more easily and quickly than adults But we don’t really know why On theory is that there is a critical period for language learning The theory is that people’s brains change when they’re adolescents and that these changes make it more difficult for adult to learn a new language than for children Of course, adult can learn- many adult learn to speak a new language They may not speak it perfectly, but they speak it very well, well enough to use the new language for daily life So we’re not like adult songbirds, who can’t even learn a new song We can learn That said, however, there is evidence for a critical period for learning to speak with a native accent Somehow children can hear the children sounds better, and their mouth muscles can make the new sounds In many cases, a child will speak new language with no foreign accent at all But generally, adults who learn a new language after adolescents speak with a foreign accent They never learn to speak with a native accent, no matter how hard they try It can be very frustrating We may be able to hear the correct accent, but our mouths just can’t pronounce the sounds correctly Have you ever felt this way? So, unfortunately, this shows that there maybe a critical period when humans must learn to speak with a native accent So we can conclude that there is a critical period when both animals and humans can learn certain things For animals like birds and cats, they must learn to things when they are still young Humans, on the other hand, can still learn new things as adults, like languages, but it’s more difficult Adult humans have a critical period for learning new accents So, that’s all for now Let’s get into our discussion groups Does everyone have a copy of the handout? (Solorzano, H, Frazier, L, Rost, M, 2004: 136-138) ... UNIVERSITY OF TECHNOLOGY AND EDUCATION (TÌM HIỂU CÁCH CẢI THIỆN KĨ NĂNG THUYẾT TRÌNH CHO SINH VIÊN CHUYÊN ANH NĂM THỨ HAI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT HƯNG YÊN) M.A MINOR THESIS Field: English... either for marking or for subsequent classroom analysis He also adds that choosing topics is very important The topics chosen by the learner should be interesting, appropriate to their age and... content and program objectives Therefore, choosing the topics for oral presentation- oriented test is extremely important According to Underhill (1987: 47), the choice of the topic “should be relevant