The Threats to the Execution of the English Presentation Task for University Students

Abstract

English presentation tasks for university students are designed to enhance communication skills, boost confidence, and improve language proficiency. These tasks involve researching topic, organizing content, and delivering it effectively to an audience. However, not all students can deliver it confidently. The purpose of the study was to find out what elements affect EFL learners' comprehension of the materials when English presenting assignments are implemented. To triangulate the data for this qualitative descriptive study, interviews and classroom observations were used. The researcher employed methods such as data reduction, data display, and conclusion drafting in order to analyze the data. The findings demonstrated that giving students English presenting assignments improved their comprehension of the subject matter. To put it another way, the tasks helped students understand the topic better. However, the assignment's ability to completely improve comprehension was limited by impediments such students' worry, psychological hurdles, time limits, and procrastination. Furthermore, students stated that although the assignment was helpful, these challenges frequently affected their confidence and participation in the presentations.