No Phrases Used in Introduction and Closing Stages of Presentations by First-Year TESL Students
Abstract
The study aimed to investigate the language-grammar competence of first-year TESL students during interactive presentations, particularly in the introduction and closing stages. The study involved 15 participants, and a qualitative method was used to analyse the presentations' recordings. The findings showed that students struggled with using appropriate phrases in their presentations, particularly in the introduction and closing stages. This was attributed to poor language proficiency and a lack of exposure to presentation phrases. The students' use of simple sentences in the introduction demonstrated a lack of proficiency in expressing comprehensive ideas, while their lack of compound-complex sentences in their presentations reflected poor proficiency. However, the study also found that incorporating interactive presentations improved concept retention and student engagement, particularly due to the use of appropriate phrases in the closing remarks. The study suggests that presentation skills instruction should include teaching on the use and importance of presentation phrases in language and linguistic features.
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