AN INVESTIGATION INTO VIETNAMESE EFL STUDENTS’ PERCEPTIONS OF THE ROLE OF PRESENTATION ACTIVITIES IN ENHANCING PEER INTERACTION

Abstract

This study investigates Vietnamese EFL students’ perceptions of the role of presentation activities in enhancing peer interaction. Adopting a qualitative research design, the study involved semi-structured interviews with eight EFL students from a university in the Mekong Delta, Vietnam. The findings indicate that students perceive presentations as a means to facilitate meaningful peer engagement by enabling the exchange of ideas, peer feedback, and collaborative knowledge construction. Additionally, presentations were reported to reduce communication anxiety and strengthen public speaking skills. Students also emphasized the importance of collaborative learning environments in promoting participation during presentations. The study contributes to a deeper understanding of how presentation activities can be effectively implemented in EFL contexts and underscores the critical roles of both teachers and peers in adjusting tasks to maximize peer interaction.