An Analysis of Factors Influencing the English-Speaking Abilities for Oral Presentation of Second-Year Students in the Faculty of Education, Mahachulalongkornrajavidyalaya University
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This research investigates factors influencing English-speaking abilities for oral presentation among second-year students in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The objectives of the study were: (1) to study the factors influencing the oral presentation skills in English of second-year students, and (2) to propose practical guidelines for improving English-speaking abilities for oral presentation. A mixed-methods research design was employed. Quantitative data were collected from 50 Bachelor of Arts students using a 15-item questionnaire, and qualitative data were collected through in-depth interviews with five lecturers responsible for teaching English in the Faculty of Education. The quantitative data were analyzed through frequency, percentage, mean, and standard deviation, while the qualitative data were examined through content analysis.
The findings revealed that the overall level of factors influencing students’ oral presentation abilities in English was high (x̄ = 47.42, SD = 16.883). Students experienced moderate-level difficulties related to anxiety, confidence, vocabulary, pronunciation, time management, and creating visual aids. The highest-rated influencing factor was students’ understanding of the presentation topic. Qualitative results supported the quantitative findings, indicating that psychological stress, limited language exposure, and insufficient practice negatively affected students’ presentation performance. Lecturers emphasized linguistic development, increased practice opportunities, teacher encouragement, and supportive classroom environments as essential solutions.
The study proposed practical guidelines focusing on speaking practice, rehearsal before presentations, vocabulary and pronunciation development, visual aid training, time management, and motivational classroom support. These guidelines are expected to improve students’ confidence, reduce anxiety, and enhance English oral presentation competence for academic and professional success.
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