EXPLORING THE IMPACT OF SPEAKING PROFICENCY ON ORAL PRESENTATIONS AMONG JUNIOR ENGLISH MAJOR UNIVERSITY STUDENTS AT A UNIVERSITY IN THE MEKONG DELTA

Abstract

This study investigates the impact of speaking proficiency on the oral presentation performance of junior English major university students at a university in the Mekong Delta, Vietnam. Since English proficiency is increasingly vital in global and academic contexts, this research addresses a gap in understanding how speaking skills influence presentation outcomes in a region facing unique educational challenges. Using a mixed-methods approach, data were collected from 74 junior English majors through a structured questionnaire and supplemented by semi-structured interviews with 10 students. The study examines four key components of speaking proficiency - fluency, pronunciation, grammar, and vocabulary - and their effects on presentation clarity, logical organization, confidence, effectiveness, time management, and audience engagement. Qualitative and quantitative findings reveal that proficient speaking ensures clear, cohesive, and confident deliveries, while deficiencies - like mispronunciations or vocabulary gaps - disrupt audience’s understanding and presenter’s assurance. Preparation and experience further amplify proficiency’s impact, with students reporting significant improvement over time. The findings confirm that speaking proficiency significantly shapes oral presentation performance, offering implications for students, educators, and policymakers. Students are encouraged to prioritize pronunciation and vocabulary, while educators should adopt communicative teaching strategies to address fluency and clarity. Universities and policymakers are urged to invest in targeted language programs to enhance regional competitiveness. This study fills a research gap by focusing on the Mekong Delta’s junior English majors, providing a foundation for future explorations of linguistic and non-linguistic factors in presentation success.