EXPLORING LINGUISTIC AND NON-LINGUISTIC DIFFICULTIES IN ORAL PRESENTATIONS AMONG ENGLISH-MAJORED STUDENTS

Authors

  • Pham Nhu Ngoc Faculty of Foreign Languages, Nam Can Tho University, Can Tho City, Vietnam

DOI:

https://doi.org/10.46827/ejel.v11i3.6790

Keywords:

oral presentations, linguistic difficulties, non-linguistic difficulties, English-majored students, sociocultural theory, interaction hypothesis

Abstract

Oral presentations play an important role in English language learning; however, many students experience difficulties that affect their performance. This study investigated the primary linguistic and non-linguistic difficulties encountered by English-majored students during oral presentations. Guided by Sociocultural Theory and the Interaction Hypothesis, the study employed a quantitative research design. Data were collected from 180 English-majored students at Nam Can Tho University using a structured questionnaire and analyzed through descriptive statistics. The findings revealed that the most prominent linguistic difficulties included maintaining fluency, avoiding grammatical errors, and coping with limited vocabulary. In terms of non-linguistic difficulties, presentation anxiety, fear of making mistakes, and concerns about negative evaluation emerged as major challenges. The results indicate that students’ oral presentation performance is influenced by both linguistic competence and psychological factors. The study offers pedagogical implications for improving oral presentation instruction and supporting students’ speaking development in EFL contexts.

Author Biography

  • Pham Nhu Ngoc, Faculty of Foreign Languages, Nam Can Tho University, Can Tho City, Vietnam
    Pham Nhu Ngoc is a senior student majoring in English at Nam Can Tho University, Vietnam. Throughout her academic journey, she has developed a keen scholarly interest in the challenges faced by foreign language learners, with a particular focus on the linguistic and non-linguistic barriers that hinder effective oral communication. Her undergraduate research reflects a deep commitment to understanding the real struggles students encounter in academic speaking environments and exploring practical strategies to overcome them. Driven by a passion for English language education, she aspires to contribute meaningfully to the improvement of language teaching and learning in the Vietnamese educational context.

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Published

2026-06-11

Issue

Vol. 11 No. 3 (2026)

Section

Articles

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