1. INVESTIGATING NON-MAJORED STUDENTS‘ PROBLEMS IN PROMOTING AUTONOMOUS LEARNING IN ORAL PRESENTATIONS 1 pechakucha Nguyen Thi Tu & Bach Linh Trang Nguyen Thi Tu & Bach Linh Trang

2.  The Foreign Languages Section  21 lecturers  the first & second year non- majored students of 15 departments  EGP & ESP 2 BACKGROUND

3. LITERATURE REVIEW  Learner autonomy: Holec (1981)  Learner autonomy & language learning: Little (1990); Lee (2011)  Learner autonomy in oral presentations: Gupta (2008); Emden and Becker (2004); Ali Said Al-Issa (2005)  Problems in students' oral presentations: Woodrow (2006), Zhou (2009), Tanveer (2007) 3

4. LEARNER AUTONOMY “To take charge of one’s own learning is to have, and to hold, the responsibility for all decisions concerning all aspects of this learning”  determining the objectives  defining the contents and progressions  selecting methods and techniques to be used  monitoring the procedure of acquisition properly speaking  evaluating what has been acquired Holec (1981:3) 4 self- awareness self- reflection self-study

5. 5 Oral presentations Learner autonomy Ali Said Al-Issa (2005) Gupta (2008) Emden & Becker (2004) Ali Said Al-Issa (2005) Gupta (2008) Emden & Becker (2004)

6. 6 language proficiency linguistic less controlled interaction sociocultural anxiety; shyness,… psychological To language learners

7. PechaKucha 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images advance automatically and you talk along to the images. Hoelscher, K. (2012) 7 pechakucha To promote language learners’ presentations technology-based approach to promote learner autonomy Benson (2001:107)

8. 20 students from 3 departments 8 7 Information Technology natural sciences 4 Vietnamese Study Social sciences 9 Primary Education Particular group The participants

9. AIMS & RESEARCH QUESTIONS  To investigate the non-majored students' problems in promoting autonomous learning in oral presentations 1.What are the problems non-majored students encounter in promoting learner autonomy in delivering oral presentations? 2. What are pedagogical implications to language teaching and learning in enhancing learner autonomy? 9

10. METHOD  Observation with  A Questionnaire to obtain students' views on their problems  Interviews of 3 students randomly picked up from 3 groups to get more information concerned their specific problems. 10

11. RESULTS & DISCUSSION 11 Pre-presentationWhile-presentationPost-presentation - Time set up for each part - Way to present - Information selection -Clear pronunciation -Fluent speaking -Content delivery - Dealing with audience’s feedback

12. RESULTS & DISCUSSION 12 IT students Pre-presentationWhile-presentationPost-presentation - Topic choice - Way to present - Information selection Correct & appropriate use of grammar structures Dealing with audience’s feedback Interviewee had hard time to prepare a brief and informative one Observation: lots of grammar mistakes recorded Interviewee expressed concern in how to deliver the content to the fullest using proper language Observation: presenters seem to underestimate the Q&A part and see this as an extra but not an important one

13. RESULTS & DISCUSSION 13 Vietnamese Studies students Pre-presentationWhile- presentation Post- presentation -Way to present -Setting up time for each part of the presentation properly -Outline - Time management -Deal with questions from classmates (not be able to understand the Qs & answer a;;) Observation: presenters had difficulties in making the software and the speech go hand in hand, not in the habit of doing this before Observation: presenters worked under time pressure and many even ran out of time Interviewee had to keep an eye on her watch during presentation

14. RESULTS & DISCUSSION 14 Primary Education students Pre- presentation While-presentationPost-presentation - Clear pronunciation - Vocabulary use in the right context - Fluent speaking Guessing audience’s questions Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation Observation: fluent speakers outnumbered by the others, in some cases presenters said what they learnt by heart; learn new words by translation Observation: presenters struggled to give responses, proving that they did not expect particular queries raised by the listeners Interviewees: showed concern about the complexity of the questions and the unwillingness to answer them.

15. 15 Teacher An organizer A consultant A supporter -Guidelines -Topic -Theme resources -Question-answer session holding -Evaluation -Guidelines -Topic -Theme resources -Question-answer session holding -Evaluation

16. 16 A subject in university/ college syllabus/ curriculum experience skills confidence competence Careful preparation Cultural differences

17. 17 Evaluation Students Teachers

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