Cogent Education
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TEFL trainees’ attitude to and selfefficacy beliefs of academic oral
presentation
Abate Demissie Gedamu & Tesfaye Habtemariam Gezahegn
To cite this article: Abate Demissie Gedamu & Tesfaye Habtemariam Gezahegn (2023)
TEFL trainees’ attitude to and self-efficacy beliefs of academic oral presentation, Cogent
Education, 10:1, 2163087, DOI: 10.1080/2331186X.2022.2163087
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Gedamu & Gezahegn, Cogent Education (2023), 10: 2163087
https://doi.org/10.1080/2331186X.2022.2163087
TEACHER EDUCATION & DEVELOPMENT | RESEARCH ARTICLE
TEFL trainees’ attitude to and self-efficacy beliefs
of academic oral presentation
Abate Demissie Gedamu1* and Tesfaye Habtemariam Gezahegn1
Received: 25 August 2022
Accepted: 22 December 2022
*Corresponding author: Abate
Demissie Gedamu, College of
Social Sciences and Humanities,
Department of English Language &
Literature, Arba Minch University,
Arba Minch, Ethiopia E-mail:
abachad22@gmail.com
Reviewing editor:
Shijing Xu, Faculty of Education,
University of Windsor, Windsor,
Canada
Additional information is available at
the end of the article
Abate Demissie Gedamu
Abstract: An oral presentation is an essential skill for successful academic and
professional careers. Trainees’ attitudes and self-efficacy beliefs about oral presentation play significant roles in their oral presentation development in a foreign
language context. Accordingly, this study aimed to explore TEFL trainees’ attitudes to
and self-efficacy beliefs of oral presentation and the association between the two
variables. A concurrent mixed-methods design was adopted to address the research
questions. A systematic random sampling technique was employed to select 150 M.
A. trainees at post course works from four public universities in Ethiopia. However,
only 123 (82%) filled out and returned attitude and self–efficacy beliefs scale
questionnaires. Besides, five trainees were randomly selected for retrospective
interviews. Mean scores, standard deviation, Pearson product-moment correlation,
ANOVA and Post hoc methods were utilized to analyze quantitative data, while
thematic verbal descriptions were employed to analyze the qualitative data. The
questionnaires and interviews showed that TEFL trainees had highly favorable
attitudes toward oral presentation. Although the results from the questionnaire
indicated the trainees had high self-efficacy beliefs towards oral presentation, the
interview revealed they had middling confidence in an oral presentation due to their
poor English language proficiency, as English is a foreign language to them.
ABOUT THE AUTHORS
PUBLIC INTEREST STATEMENT
Abate Demissie Gedamu has received his M.A
and Ph.D. in TEFL from Addis Ababa University,
Ethiopia. He has taught English at various levels
and institutions for more than 25 years. Currently,
he has been teaching and supervising M.A
students and PhD candidates who are con-ducting
their theses/dissertation at Arba Minch University.
Besides, he has numerous publications on
reputable journals. He has keen in conducting
research related to language teaching, assessment, feedback, thesis supervision, ICT in education, etc.
Tesfaye Habtemariam Gezahegn obtained his
M. Ed. from the affiliated College of St. Mark and
St. John, Exeter University, UK, and his PhD in
TEFL from Addis Ababa University, Ethiopia. He is
an Associate Professor in TEFL at Arba Minch
University. He has also been supervising M.A and
Ph.D. students in TEFL and conducting studies on
diverse topics in ELT and ICT in education for
more than 22 years.
English language has been serving as a medium
of instruction from junior secondary school to
tertiary education in Ethiopia. Since it is a foreign
language, students do not have opportunity to
interact with outside of classrooms. As
a consequence, most of them have poor English
language proficiency. At university education, we
observed the students showing fear and anxiety
of making oral presentation in front of a crowd.
To this effect, we explored TEFL trainees’ attitudes to and self-efficacy beliefs of oral presentation with the hope of working to encourage and
nurture our trainees’ oral presentations. The
results displayed TEFL trainees had highly favorable attitudes toward oral presentation. Besides,
the results obtained from the questionnaire
indicated the trainees had high self-efficacy
beliefs while the interview results disclosed
moderate confidence in an oral presentation. We
forwarded our recommendations to the concerned stakeholders to alleviate the problems.
© 2023 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 4.0 license.
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Moreover, a positive and significant moderate correlation was found between
the trainees’ attitudes to and self-efficacy beliefs of oral presentations.
Subjects: Language & Linguistics;; Language & Education;; Language Teaching & Learning;
Keywords: attitude; academic presentation; attitude to oral
presentation; oral presentation; self-efficacy beliefs
1. Introduction
Oral presentation has become a critical skill in university education and workplaces. This is
important for the success of academic and professional careers. The ability to present
information orally, clearly and fluently in different professional contexts is an essential skill that
higher education students should attain (Dunbar et al., 2006; Zivkovic, 2014). According to
Zivkovic (2014), the oral presentation includes seminar and small group discussions, debates,
role plays, group and individual oral presentations, projects and thesis/dissertation mock and
viva as an integral part of the curriculum.
The inclusion of oral presentations into the curriculum could create opportunities for
students in many ways. First, it allows them to gain new insights into various issues while they
gather data for their presentations (Ekmekçi, 2018). Besides, it promotes students’ autonomy,
team spirit and creativity. Specific to teacher education, the development of oral presentation
skills plays a significant role in the academic and professional life of teacher trainees. Among
these, for instance, it allows them to practice speaking, create paces for the trainees with
different learning styles, explore presentation topics in-depth for better understanding and
provide them with independent and critical learning (Brooks & Wilson, 2014; Munby, 2011). In
addition, effective presentation is also linked to high-quality teaching as it relates to the
potential for effective message communication (Brooks & Wilson, 2014; Tsang, 2020).
Furthermore, the effectiveness of the presentation was associated with perceived teacher
competence and student achievement (Mabuan, 2017). Consequently, an oral presentation
can provide the trainee teachers with the skills mentioned above, particularly in English as a
foreign language context where the trainees have low English proficiency.
Studies indicated that oral presentation skills had become a necessity in higher education.
As a result, educational institutions have included it in their curricula to serve numerous
purposes. These include developing the confidence of the students to speak before an
audience, the opportunity to practice specific presentation skills and communicate information
to fellow class members, having ownership of classroom subject matter and sharing
information from personal experience (Amirian & Tavakoli, 2016; Girard et al., 2011; Tsang,
2020). Understanding the values of an oral presentation to the academic and professional
careers of teachers, higher education institutions have also incorporated it into their curricula
(Gedamu, 2016; Tsang, 2020; Zivkovic, 2014). Accordingly, the learning and teaching
activities involved oral presentations in various settings.
Despite the importance of oral presentation, studies show that students attempted to avoid
oral presentations as they could not present their ideas evidently and efficiently due to their
limited English proficiency (Fitriani, 2019; Panggabean & Wardhono, 2017), lack of confidence
to perform a presentation in English (Juhana, 2012), limited opportunities to practice English
(Aljumah, 2011; Sawir, 2005), negative self-efficacy (Muyan & Tunaz, 2017), speaking anxiety
(Öztürk & Gürbüz, 2014) and fear of presenting their ideas to the crowd (Kheryadi & Hilmiyati,
2021). These imply that limited English proficiency, low self-efficacy beliefs of oral
presentation, an unfavorable attitude of students and other unspecified reasons seem to affect
their oral presentation.
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Therefore, trainees’ attitudes to and self-efficacy beliefs about oral presentation in English
as a foreign language context, in particular, can significantly determine the students’ levels of
oral presentation (Harris et al., 2016; Tahaineh & Danna, 2013). Consequently, higher
education institu-tions in foreign language contexts give more attention to oral presentation
and trainees’ attitudes to and self-efficacy beliefs about oral presentation to improve related
practices.
Attitude has an impulse that stimulates behavior and shapes behavior in a specific direction
and is related to learning L2 (Tahaineh & Danna, 2013). Attitude is generally a hypothetical
construct used to explain the direction and persistence of human behavior (Ajzen, 2007; Hogg
& Vaughan, 2009). Specific to language, an attitude is a set of beliefs that the learner holds
towards the language and its learning that influence learners’ success or failure of learning the
language (Thompson, 2021). The attitude consisted of emotional, cognitive and behavioral
components. The emotional dimension relates to feelings or emotions, whereas the cognitive
one associates with beliefs, thoughts and attributes associated with an attitude object (Ajzen,
2007). The beha-vioral component is the behavior of the attitudinal object (Ajzen, 2008).
Understanding students’ attitudes helps TEFL teacher educators work toward improving
their trainees’ attitudes to a particular academic subject, thus increasing their desire to learn
better (Tahaineh & Danna, 2013). Therefore, it appears crucial to explore Trainees’ attitudes
to the oral presentation as it plays an essential role as an obstacle or facilitator. For example,
Ekmekçi (2018) conducted a study on first-year EFL students offering them an oral
presentation for a semester and the result showed a positive attitude toward the oral
presentation. In addition, other studies have found that students have positive attitudes toward
oral presentations (Benraghda et al., 2015; Gedamu, 2016; Karimkhanlooei, 2017; Toomnan
& Intaraprasert, 2015). Amelia (2022) also explored the attitudes of EFL students in Indonesia
toward oral presentations with an open-ended questionnaire. The result of the study displayed
that students confirmed that oral presentation was valuable and developed their presentation
skills, although it was challenging due to insuffi-cient practice. In contrast, studies have shown
that university students have a negative attitude toward oral presentations (Benraghda et al.,
2015; Zivkovic, 2014).
The other variable of the study is learners’ oral presentation self-efficacy. According to
Bandura, 1977), self-efficacy is a belief in a person’s abilities to organize and execute the
plans of action required to produce given results. Self-efficacy beliefs determine how
individuals feel, think, motivate and behave (Bandura, 1977). There can be many sources of
self-efficacy, including mastering experiences, proxy (vicarious) experiences, social
persuasion and emotional states (Bandura, 1977). Sources may contribute to learners’ high or
low levels of self-efficacy. Mastery experiences are the direct past experiences of learners,
whereas proxy experiences are group or peer-related (Woolfolk et al., 2003). Social
persuasion originates from specific performance feed-back (Woolfolk et al., 2003), whereas
emotional one comes from people’s mental and emotional states (Gallagher-Brett & Broady,
2012).
Tucker and McCarthy (2001) suggested that classroom practice might enhance the
effectiveness of student presentations. In the same vein, other studies also indicated that the
students had significantly high speaking self-efficacy beliefs in public gatherings (Demirel et
al., 2020; Paradewari, 2017) steadily in their studies in higher education. Most of the studies
reviewed above were conducted in contexts where the English language is either a native or
second language in which the students have better English language proficiency than in a
foreign lan-guage context. In a foreign language context, students have limited English
language proficiency and thus they may not have a favorable attitude to and self-efficacy
beliefs to an oral presenta-tion. To this effect, the findings of studies in a native or second
language context may not apply to a foreign language context.
Both attitudes and self-efficacy are crucial predictors of human behaviors (Ajzen, 2007;
Eagly &
Chaiken, 2007; MacFarlane & Woolfson, 2013), particularly when students have to perform
tasks
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for a crowd. For this purpose, teacher educators must consider the prior psychological
requirement of their trainees that may guarantee effective presentation (Amirian & Tavakoli,
2016). However, only a few studies have sprung up with the self-efficacy and attitude of oral
presentation as concepts and the role of confidence in oral academic presentations. Dwyer
and Fus (2002) investigated the relationship between public speaking self-efficacy and
communicating attitudes. The result showed that the two variables were inversely related. The
result implies that studies on the association between the two variables still need to be
conclusive and require further investiga-tions. Consequently, it was critical to examine TEFL
trainees’ attitudes to and self-efficacy beliefs of oral presentation. In addition, studies of the
association between the two variables are few and far between.
Though the oral presentation is essential and is conducted frequently at universities at all
levels, there is a need for more empirical works related to attitudes to and self-efficacy beliefs
of oral presentation in the EFL context. As a result, this study sought to examine the attitudes
and beliefs of self-efficacy in the oral presentation of TEFL trainees at selected public
universities in Ethiopia. Predominantly, this study aimed to address the following research
questions:
(i) What attitude do TEFL trainees have toward oral presentation?
(ii) What levels of oral presentation self-efficacy beliefs do TEFL trainees have?
(iii) Is there an association between TEFL trainees’ attitudes to and self-efficacy beliefs of oral
presentation?
TEFL teacher educators need to obtain empirical evidence concerning their trainees’ status of
attitudes to and self-efficacy beliefs about oral presentations to encourage, support and
nurture their trainees’ attitudes toward and self-efficacy beliefs about oral presentations.
Therefore, the findings of this study are relevant because they offer a baseline of the status of
the trainees’ attitudes to and self-efficacy beliefs of oral presentation, upon which TEFL
teacher educators encourage, support and nurture the trainees to ensure their oral
presentation.
2. Research methodology
This section describes the research design, sample and sampling procedures, data collection
tools, methods of data analysis and issues of ethical consideration.
2.1. Research design
The purpose of this study was to explore TEFL trainees’ attitudes to and self-efficacy beliefs of
oral presentation and the association between these two variables at selected public
universities in Ethiopia in the 2021/22 academic year. A parallel mixed-methods design was
adopted to address the research questions of this study. The mixed-methods design
integrates qualitative and quan-titative data collection simultaneously without affecting each
other (Creswell, 2009). The combi-nation and use of qualitative and quantitative data provided
a better understanding of the research problem under study.
Principally, the qualitative data enabled us to obtain insights into and trace changes in the
students’ attitudes to and self-efficacy beliefs about oral presentation. Besides, multiple
approaches to the social inquiry can provide the best understanding of the research problem
under study and improve the validity and credibility of the results rather than a single approach
(Saldana, 2011). Therefore, questionnaires and interviews were employed to study the
trainees’ attitudes to and self-efficacy beliefs about the oral presentation. Although the
qualitative and quantitative data were analyzed separately, the results were integrated into the
discussion section for interpretation.
2.2. Participants of the study
The focus of this study was second-year summer and regular graduate trainees who have
finished the 24-credit hour course in teaching English as a foreign language (TEFL) at four
selected public
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universities in Ethiopia. The total population was around 630 trainees conducting M.A. thesis
in the 2021/22 academic year at Arba Minch (n = 130), Wolayeta Sodo (n = 130), Dilla (n =
130) and Hawassa (n = 240) Universities. The sample size determination formula, n = z2
p.qN/ e2 (N-1) + z2 pq, (Kothari, 2004) was applied to estimate the sample size. In the
formula, “n” is the sample size; “e” is the standard error margin (0.05); “z” is the standard
value of the desired confidence level (95%, which is 1.96); “p” is the desired sample
proportion (0.15), “N” is the population size and “q” is 1—p (1–0.15 = 0.85). Hence, the
sample size was found to be 150 trainees in total for this study.
The next was = how the sample was taken from the population. The total population (630)
divided by the sample size (150) gave 4, which is the n th value. Therefore, a systematic
random sampling technique considering every fourth trainee from the sample frame (lists) was
used. Consequently, the number of trainees selected from Arba Minch, Wolayeta Sodo and
Dilla Universities was 30 from each, whereas the number of trainees selected from Hawassa
University was 60. However, only 123 (82%) trainees appropriately filled out and returned the
questionnaires.
The final issue was the selection of trainees for semi-structured interviews. Five trainees
were randomly selected for the interviews. Accordingly, two interviewees were selected from
Hawassa University, while one was considered from each of the other universities.
2.3. Data collection tools
Questionnaires and semi-structured interviews were employed to measure the trainees’
attitudes toward oral presentation and self-efficacy beliefs. The tools are described and
presented in the subsections that follow.
2.3.1. Oral presentation self-efficacy questionnaire
The questionnaire was aimed to elicit data from TEFL trainees about the oral presentation
self– efficacy beliefs (OPSEB). Wattananan and Tepsuriwong (2015) formatted the items in
the form of a 5-point Likert scale ranging from strongly agree (5) to strongly disagree (1). The
scale constituted 20 items with three subscales for measuring the different aspects of oral
presentation self–efficacy beliefs. The subscales include language, delivery and organization
components of the verbal presentation self–efficacy beliefs. It was adopted (Wattananan &
Tepsuriwong, 2015) and served the purpose of the current study. The internal consistency of
the tool at the scale level was .81 in Cronbach Alpha. The subscales had consistency values
of .77 for the language efficacy and .80 and
.88 for the delivery and organization subscales, respectively. The Amharic version of the oral
presentation self–efficacy beliefs had a .83 Cronbach Alpha value for the scale. In contrast,
the subscales had consistency values of .81 for language efficacy and .79 and .84 for the
delivery and organization subscales, respectively. Therefore, the tool was reliable and suitable
for measuring the construct it was supposed to measure.
We scored the item scales labeled as “strongly disagree”, “disagree,” “undecided,” “agree,”
and
“ strongly agree” with values of 1,2,3,4 and 5 for positively phrased responses, respectively. In
contrast, the negatively worded items were scored reversely to decide the scale mean value.
2.3.2. Oral presentation attitude questionnaire
The purpose of the oral presentation attitude questionnaire was to generate data concerning
the TEFL trainees’ attitudes toward the oral presentation in the EFL context. The
questionnaire was adopted from (Karimkhanlooei, 2017) and constituted 11 items on a fivepoint Likert scale ranging from strongly agree (5) to strongly disagree (1). The original
questionnaire had a Cronbach Alpha value of 0.89. Simultaneously, the Amharic version has
an internal consistency value of 0.91. The result showed that the tool is reliable and measures
the constructs it was supposed to determine.
Similar to the self-efficacy scale, the positively phrased items were scored with values of
1,2,3,4 and 5, to the responses “strongly disagree”, “disagree,” “undecided,” “agree,” and “
strongly
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agree”, respectively. In contrast, the negatively worded items were scored reversely to obtain
the mean value of the scale.
2.3.3. Semi-structured interviews
Both attitude and self-efficacy are dynamic and can change over time due to learning,
experiences and contexts. Retrospective semi-structured interviews were conducted to
capture the status and changes in the trainees’ attitudes and self-efficacy beliefs about oral
presentation. The interview data allowed the trainees to recall their entire moves during the
course works and thesis writing. In addition, they stated changes in their attitude to and selfefficacy beliefs about oral presentation.
The interviews were conducted in the Amharic language, the official or working language of
the
Federal Democratic Republic of Ethiopia. The audio-recorded interviews were translated into
English and later transcribed. Two experts checked the accuracy of the translation.
The interview protocol had two major parts. The first part was concerned with attitude to the
oral presentation. The issues addressed in this part encompassed trainees feeling about the
oral presentation, whether they liked it or not, whether oral presentation was useful, whether
the trainees feel they had a good or poor oral presentation and why and why not questions to
each of the points mentioned. The second part was about the trainees’ oral presentation selfefficacy, which requested their confidence concerning language, delivery and organizational
components of oral presentation.
2.4. Methods of data analysis
An attitude scale, self–efficacy beliefs questionnaire and semi-structured interviews were used
to collect data from the study participants. Descriptive and inferential statistics were applied to
analyze the quantitative data collected through questionnaires, while verbal descriptions were
employed to analyze the qualitative data obtained through interviews.
Before using descriptive and inferential statistics, the data collected were checked against
some basic assumptions of statistical tools used to analyze the data. The distribution of the
scores of the quantitative data at items and scale levels showed a normal distribution since
the skewness and kurtosis values were between +1.5 and −1.5. Besides, the scores had no
significant extreme outlier that may influence the mean scores for data analysis. Moreover, the
Levene statistic test of homogeneity variance for the subscales of the self-efficacy belief
showed no significant differences [df (2, 366) = .062, p > .05]. Furthermore, the normality
probability plots (Normal Q-Q Plots) showed straight lines that inform normal distributions for
the two variables of attitudes toward and self-efficacy belief of oral presentation. Thus,
descriptive and inferential statistics presented below were applied as tools for data analysis.
Mean values, standard deviation, Pearson product-moment correlation, ANOVA and Post
hoc methods were applied to analyze the quantitative data obtained through questionnaires.
Specifically, standard deviation and mean scores at an item level and item aggregate mean
values were employed to address attitudes toward oral presentation. Concerning the selfefficacy beliefs of the oral presentation of the trainees, standard deviation and mean scores at
subscale levels were used. Since mean values alone could not distinguish whether there were
statistically sig-nificant differences among the mean values of the self-efficacy beliefs
dimensions, the ANOVA test was employed. Finally, the Tukey HSD test analysis was run to
compare the mean scores. In addition, Pearson product-moment correlation was utilized to
examine the association between attitudes to and self-efficacy beliefs of oral presentation of
the trainees. Finally, a five percent (α = 0.05) significance level was employed throughout the
study.
Wattananan and Wattananan and Tepsuriwong’s (2015) and Magulod’s (2019) mean
scores categorizations were employed to decide the levels of attitudes and self-efficacy beliefs
the trainees had toward oral presentation. The mean scores were interpreted as indicated
below:
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1.00–1.80 (very low)
1.81–2.60 (low)
2.61–3.40 (Moderate)
3.41–4.20 (high)
4.21–5.00 (very high)
Concerning qualitative data analysis, interview transcriptions for the emerged themes were
exam-ined about views of attitudes to and self-efficacy beliefs of oral presentations. The
themes related to status and changes in the interviewees’ attitudes to an oral presentation
concerning feelings, beliefs and behavior were categorized and analyzed thematically through
verbal descriptions. Similarly, the themes related to status and changes in the interviewees’
language, delivery and organizational components of oral presentation self-efficacy beliefs
were sorted and analyzed through verbal descriptions.
2.5. Ethical considerations
We secured Ethical clearance from the College of Social Sciences and Humanities (CSSH)
ethical approval committee. The letter approved that all ethical issues required to carry out a
study and undergo data collection were appropriate. Besides, the CSSH Research
Coordination Office of the University also offered us letters requesting the cooperation of the
selected universities for data collection.
Upon arrival at the study sites, we clarified the purpose of the study and requested the
selected trainees for their willing to respond to the survey and interviews. We also assured
them that the information they provided be kept confidential. Besides, we informed them we
would not disclose their personal information without their will. Having obtained the agreement
and permission of the participants, we distributed the questionnaire. We also conducted semistructured interviews with the selected trainees.
3. Results and discussion
This study aimed to examine TEFL trainees’ attitudes to and self-efficacy beliefs about oral
presentation and the association between attitudes to and self-efficacy beliefs about oral presentation. To address the objectives of this study, a concurrent mixed-methods design that
combined qualitative and quantitative data was adopted. To this effect, questionnaires and
semi-structured interviews were used with selected participants. Finally, the analyses are
presented below.
3.1. Questionnaire data analysis
The quantitative data collected through questionnaires were presented and analyzed in this
subsection, as indicated below.
3.1.1. TEFL trainees’ attitudes to oral presentation
Mean values and standard deviations were applied to analyze and decide TEFL trainees’
attitudes toward oral presentation. The analysis is presented in Table 1, as indicated below.
Table 1 shows the TEFL trainees’ attitudes to oral presentation rated mean values and
standard deviation for items and scale. The mean value of the scale is 3.65, with the standard
deviation being .32. It seems that students’ ratings of attitude to an oral presentation do not
differ considerably among themselves and fall in the direction and around the mean value of
the scale, implying homogeneity in ratings of the students. Accordingly, the trainees rated oral
pre-sentation as necessary (x = 4.60, SD = .63), helpful (x = 4.50, SD = .63), improves
confidence (x = 4.38, SD = .83) and exciting skills (x = 4.36, SD = .68). Besides, the trainees
stated that they enjoy the oral presentation (x = 3.94, SD = .85), like doing an oral
presentation (x = 3.85, SD = .93)
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Table 1. Mean and standard deviation values for TEFL trainees’ attitudes to
an oral presentation
No
TEFL trainees’
attitudes to an oral
presentation
Items
Mean
Std. Dev.
1
I feel oral presentation is
4.50
.63
2
a valuable skill
I think I have difficulties
3.18
1.22
3
with oral presentations
Good oral presentation
4.64
.63
4
skills are important
Oral presentations are
4.36
.68
5
interesting
I think I have good oral
3.58
.83
6
presentation skills
I enjoy doing an oral
3.94
.85
7
presentation
I like doing an oral
3.85
.93
8
presentation
I feel nervous when doing
2.86
1.21
9
an oral presentation
The oral presentation is
2.81
1.07
10
too easy
I dislike oral
2.08
1.11
11
presentations
Oral presentations
4.38
.83
improve my confidence
Grand mean
3.65
.32
and they feel they had good oral presentation skills (x = 3.58, SD = .83) although they had
difficulties of oral presentations (x = 3.18, SD = 1.22). On the contrary, the trainees disclosed
that they did not feel nervous when doing an oral presentation (x = 2.86, SD = 1.21). However,
they did not consider oral presentation too easy (x = 2.81, SD = 1.07 and had no displeasure
with oral presentations (x = 2.08, SD = 1.11). At the scale level, the data showed (x = 3.65,
S.D. = .32) that the trainees had a favorable attitude to an oral presentation.
Concerning the trainees’ attitude to oral presentation, Wattananan and Tepsuriwong (2015)
and Magulod (2019) mean scores categorizations showed the trainees had very high attitudes
to positively stated items, high at scale level and low to moderate for negatively worded items.
Accordingly, the trainees felt that oral presentation is precious, meaningful, engaging and
improves their confidence. Similarly, the trainees had a high disposition to their levels of
verbal presentation skills. Besides, they highly enjoyed and liked doing an oral presentation.
Nevertheless, the trainees moderately had difficulties with and felt nervous when doing an oral
presentation and felt that the oral presentation was too easy. However, the trainees had a low
level of dislike for an oral presentation that implied they liked it instead.
Since the mean value of the scale on attitude to oral presentation falls at a high level of
categorization (Magulod, 2019; Wattananan & Tepsuriwong, 2015), it appeared reasonable to
conclude the trainees had a high attitude toward oral presentation in general despite other
differences. A high attitude to oral presentation implies that the trainees had a highly favorable
attitude toward an oral presentation.
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3.1.2. TEFL trainees’ oral presentation of self-efficacy beliefs
The consecutive tables below present data that examine trainees’ self-efficacy beliefs
regarding the oral presentation.
Table 2 shows descriptive statistics of TEFL trainees’ self-efficacy beliefs regarding oral
presen-tation dimensions and scale. The mean score for an organization dimension of the
trainees’ self-efficacy beliefs (x = 4.05) is the highest, followed by the delivery dimension (x =
3.67). In contrast, the language dimension (x = 3.52) appears to have the lowest mean value.
Besides, the overall scale average value was 3.74 with a standard deviation of .63. However,
the mean values alone could not distinguish whether there are statistically significant
differences among the mean values of the three dimensions. To this effect, the ANOVA test
was run to see if there were substantial variations in the trainees’ ratings of the three
dimensions of self-efficacy beliefs to the oral presentation, as shown in Table 3.
A one-way between-groups analysis of variance (ANOVA) was conducted to examine
whether there were statistically significant differences among mean scores of trainees’ selfefficacy beliefs to oral presentation dimensions. As shown in Table 3, self-efficacy beliefs
dimensions mean scores differed significantly [F (2, 366) = 26.514, p = .000]. The effect size
(η2) was .288, a medium. The result shows a 28.8% difference in the students’ ratings of
specific dimensions from those of some other dimensions. Nonetheless, this result does not
show the dimensions that contributed sig-nificantly to the differences. For example, post hoc
comparisons of the dimensions with the Tukey HSD test were computed to identify the
dimensions that contributed significantly to the difference, as presented in Table 4.
The Tukey HSD test comparison of mean score showed there was no statistically significant
difference between the language mean score (x = 3.52) and delivery (x = 3.67), p > .05.
Nevertheless, there was a statistically significant mean difference between the language
Table 2. Descriptive statistics of TEFL trainees’ self-efficacy beliefs dimensions and
scale
Dimensions and scale
N
Mean
Std. dev.
Language dimension
123
3.52
.62
Delivery dimension
123
3.67
.50
Organization dimension
123
4.05
.64
3.74
.63
Scale
Table 3. ANOVA summary of self-efficacy beliefs dimensions
Sum of
df
Mean Square
F
Sig.
squares
Between Groups
18.603
2
9.302
Within Groups
128.403
366
.351
Total
147.007
368
26.514
.000
Table 4. Tukey HSD dimensions multiple comparisons
Mean
3.52
3.67
4.05
1
—
2
3
Ranks
−.14
−.53*
2
—-
−.39*
2
—-
1
* p < .01
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(x = 3.52) and organizational mean score (x = 4.05) at p < .01. Similarly, there was statistically
significant mean score difference between the delivery mean score (x = 3.67) and
organization mean score (x = 4.05) dimensions, at p < .01. Thus, the organizational dimension
of oral presenta-tion self-efficacy beliefs had the highest impact, whereas the language and
delivery dimensions had equal weight placed second. Nevertheless, the three dimensions and
the scale fall in a high self-efficacy beliefs category (Magulod, 2019; Wattananan &
Tepsuriwong, 2015); therefore, the results showed that the trainees had high confidence in
their oral presentation.
3.1.3. Relationship between attitudes to and self-efficacy beliefs of oral presentation
Table 5 presents Pearson product-moment correlations results of trainees’ attitudes to and
self-efficacy beliefs of oral presentations
Before running Pearson product-moment correlations to examine the association between
TEFL trainees’ attitudes and self-efficacy beliefs about the oral presentation, preliminary data
analysis was conducted. The results ensured no violation of normality, linearity and
homoscedasticity assumptions. Thus, the Pearson product-moment correlation was run to
examine the association between attitude and self-efficacy beliefs in oral presentation and the
corresponding dimensions.
The result showed positive and significant correlations between attitude to oral presentation
and delivery self-efficacy (r = .264, p < .001); organizational self-efficacy (r = .227, p < .05);
and self-efficacy beliefs (r = .220, p < .05). The strengths of the association for all significant
correlations were found to be moderate. The result implied that the stronger the trainees held
favorable attitudes toward oral presentation, the more they strived to develop their selfefficacy beliefs toward oral presentation or vice-versa.
3.2. Data analysis of the interviews
The interview aimed to probe in-depth data about TEFL trainees’ attitudes to and self-efficacy
beliefs of oral presentation. Besides, the qualitative data analysis was presented in the
following subsection.
3.2.1. Trainees’ attitudes to the oral presentation
Concerning attitudes toward oral presentation, the interviewees responded that they liked it
very much and gained experience and exposure to delivering their thoughts publicly.
Concerning this, the third interviewee, trainee 3 (T3), stated that:
I like oral presentations very much because making oral presentations informs me how
much I pay attention to my studies. Besides, it develops my instructional skills as a
teacher.
Besides, the trainees feel that oral presentation is instrumental that teachers need to develop
to deliver messages effectively to learners. Moreover, the interviewees’ underlined oral
presentation
Table 5. Correlations results between attitudes to and self-efficacy beliefs of oral
presentations
1
2
3
4
1
Attitude
2
Language
3
efficacy
Delivery
4
efficacy
Organizational
5.
efficacy
Self-efficacy
scale
—
5
.033
.264**
.227*
—
.386**
.335**
.759**
—-
.439**
.754**
—–
.220*
.789**
—
**< .001, *< .05
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is beneficial because it enhances good communication and develops their presentation skills
for effective instruction as teachers (T1). Besides, they stated that oral presentations gave
them a live way of learning to deliver lessons clearly and concisely (T5) and enhanced their
development to effectively deliver messages to the learners (T2). On top of this, one of the
interviewees (T4) also explained that oral presentation is helpful because, along with oral
delivery, the tones and gestures speak more than words and express feelings.
The interviewed trainees articulated their inclination that they feel oral presentation is
helpful. They also remarked they had a positive attitude toward oral presentation and stated it
improved their speaking skills and the vital skills required of teachers for effective instruction.
Although the trainees explained they liked oral presentation, thought it was valuable and
had positive attitudes toward it, an effective oral presentation is demanding and challenging
for several reasons. First, despite their positive attitudes toward oral presentations, the
trainees stated that it overloaded them in preparing for oral presentations. One of the
interviewees (T1) mentioned:
It [oral presentation] requires preparation and hence takes much time as English is the
medium and it is a foreign language for us. We do not have a good background in
English. To this effect, we have poor English competence and are anxious about
making a presentation in English. So, we prepare for an oral presentation taking
enough time to have a good presentation.
The above descriptions and quotes about oral presentations implied that the trainees had
difficulty making presentations in English as a foreign language. As a result, they are anxious
about making a presentation in English as they have a poor background in English which is
their foreign language. To compensate for these weaknesses, they used to prepare much that
might have burdened them.
3.2.2. Trainees’ oral presentation of self-efficacy beliefs
Oral presentation self-efficacy belief is an essential issue for effective oral delivery. For
example, it might be easier to expect an effective oral presentation if one has a high level of
self-efficacy beliefs.
Concerning the trainees’ general oral presentation self-efficacy beliefs, the interviewees
described that they had average oral presentation self-efficacy beliefs. Specifically, T1 stated
that he thinks his oral presentation could be better, although presenting in English is
challenging and demanding. He mentioned that he considers he has average oral
presentation skills. In the same vein, T2 also disclosed that he thinks he could improve his
oral presentation. Besides, T4 feels he has confidence in conducting an effective oral
presentation and does not have problems expressing his ideas. Moreover, T5 feels he has
good oral presentation and self-efficacy beliefs. His actual oral presentations are also good
because he prepares for his topic early and he carefully makes his slides.
On the same issue of concern, T3 also underlined her oral presentation of self-efficacy
beliefs as follows:
I feel I have average oral presentation competence. So, I have a better oral
presentation of self-efficacy belief. We needed to gain experience in making oral
presentations during undergraduate studies. Besides, he stated that the culture we
grew up in also discouraged us from speaking in front of people, particularly in front of
elders. (T3)
Concerning their confidence in an oral presentation about time management, visual aids use
and application of various presentation techniques, the interviewee stated their feeling. Most
of them replied that they had confidence in managing the time given for their presentation. For
instance, T5 replied as follows:
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Well, time management is necessary for an oral presentation. So one has to
prepare and present within the given time. I hope I am well in this regard.
On the contrary, one of the interviewees (T4) mentioned that he had difficulty managing time
and used to take more than the allotted time. He stated that:
I have a problem with managing time. Most of the time, I take more than the allotted time.
I have confidence in managing and presenting by looking at keywords effectively.
As to their efficacy of using visual aids and other presentation techniques in an oral
presentation, most trainees disclosed that they use visual aids rarely as they are very catchy
and useful in oral presentations. Besides, most interviewees revealed that they had
confidence in using various presentation techniques like eye contact with audiences, using
keywords instead of reading from slides and handling questions properly. For instance, T3
stated that she does not read from slides while presenting; instead, she sees them at a
glance. Moreover, T2 also mentioned that he used to see slides if need be but did not read
them during his presentation. In preparing slides, he uses keywords instead of congested
sentences that do not attract audiences (T2). Concerning the audience’s question handling,
the trainees said they thought they handled them properly. Finally, one of the interviewees
(T5) has come up with an additional attribute he has been practicing in delivering an oral
presentation. He stated:
I practiced and rehearsed my presentation. When I present, I carry out an effective
presen-tation. Besides, I collect feedback on my presentation for improvement. So, I
developed high confidence in conducting an oral presentation. (T5)
The other aspect of oral presentation efficacy beliefs expected of trainees during their study is
having a well-structured and organized presentation. Most interviewees responded that they
have been doing reasonably organized presentations, although they think they need to do
more. For example, through self-assessment, T4 has been developing his oral presentation
confidence from time to time. He uttered this situation as:
Making myself a judge, I sometimes evaluate the presentation I did. I attempt to
improve for the next based on the self-evaluation. So, I have been doing well-organized
presentations. Nevertheless, oral presentation needs hard work and preparation to
develop my English language competence and oral presentation skills. In this regard, I
have to do more. (T4)
On the contrary, the third interviewee (T3) remarked that she had the experience of delivering
speeches at different public gatherings. The experience of having oral presentations has
allowed her to develop organized and structured oral presentations. Consequently, she
developed con-fidence in making an oral presentation and conducted well-organized and
structured presenta-tions having an introduction, body and conclusion.
In sum, it appears reasonable that the trainees had middling self-confidence in making oral
presentations over their university stay.
3.3. Discussion
The results from quantitative data revealed that the trainees had favorable attitudes toward
oral presentations. The interview results also disclosed that the trainees believe they like oral
presenta-tion and feel it is valuable as it enhances effective instruction as teachers. Besides,
the trainees expressed that they had a positive attitude toward oral presentation and asserted
that it improved their speaking and instructional delivery skills required of an effective teacher.
Although a positive attitude does not necessarily guarantee the acquisition of oral
presentation, effective oral pre-sentation could enhance the trainees to explore various issues
in-depth, self-autonomy, team spirit, confidence to speak before an audience and creativity
(Amirian & Tavakoli, 2016; Ekmekçi,
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2018; Girard et al., 2011; Munby, 2011; Tsang, 2020). Besides, effective oral communication
could improve the quality of language learning (Tahaineh & Danna, 2013) teaching (Brooks &
Wilson, 2014; Tsang, 2020), which, in turn, improves student achievement (Mabuan, 2017).
In congruent with the current study findings, studies found that students had positive
attitudes toward oral presentation (Amelia, 2022; Ekmekçi, 2018; Gedamu, 2016;
Karimkhanlooei, 2017; Magulod, 2019; Nadia, 2013; Toomnan & Intaraprasert, 2015;
Wattananan & Tepsuriwong, 2015). As a consequence of a positive attitude toward oral
presentation, the trainees developed their oral presentation skills (Amelia, 2022). In contrast,
trainees were found to have a negative attitude toward oral presentations (Benraghda et al.,
2015; Zivkovic, 2014).
Despite the positive attitudes toward oral presentation, the current study also showed that
oral presentation is demanding and challenging for several reasons among which limited
English proficiency is one. Studies indicated limited opportunities to practice (Aljumah, 2011;
Amelia, 2022; Sawir, 2005) and limited English proficiency inhibited oral presentations
(Fitriani, 2019; Fauzi & Hanifah, 2018; Panggabean & Wardhono, 2017). Besides, lack of
confidence to perform a presentation in English (Juhana, 2012; Muyan & Tunaz, 2017),
speaking anxiety (Joughin, 2007; Öztürk & Gürbüz, 2014) and fear of presenting their ideas to
a crowd (Kheryadi & Hilmiyati, 2021) could also affect effective oral presentation.
Concerning the trainees’ self-efficacy beliefs about the oral presentation, the data obtained
through the questionnaire showed the trainees felt they had high self-efficacy belief in
conducting a well-organized oral presentation, followed by good delivery and language
fluency appropriate for a presentation. Though there was a significant difference in the
trainees’ ratings of the three dimensions of oral presentation self-efficacy beliefs, mean scores
categorized by Wattananan and Tepsuriwong (2015) and Magulod (2019) indicated the
dimensions and the scale mean scores fall in a high sense of self-efficacy beliefs. Congruent
with this, a few studies pointed out that university students had a high level of self-efficacy
belief (Demirel et al., 2020; Paradewari, 2017). However, the interview results revealed that
the trainees had middling confidence in an oral presentation.
Consequently, it is not wondering if we conclude that there is a divergence between the
finding obtained through the questionnaire and interviews as a result of various reasons
among which poor English language competence of students, being English a foreign
language, lack of sufficient practice, mastery experiences of direct past experiences of
learners, proxy experiences related to a group or peer (Woolfolk et al., 2003), performance
feedback of social persuasion (Woolfolk et al., 2003), and peoples emotional states
(Gallagher-Brett & Broady, 2012) might be some. Studies suggested classroom presentation
practices could steadily enhance the presentation and high self-efficacy beliefs over the
students’ stay studying in higher education (Demirel et al., 2020; Paradewari, 2017; Tucker &
McCarthy, 2001). Moreover, self-efficacy could change through time, context, prior
experiences and verbal encouragement (Amirian & Tavakoli, 2016).
The third objective of the current study was to examine the association between TEFL
trainees’ attitudes to and self-efficacy beliefs of oral presentation. The result displayed a
positive and significant moderate correlation between the two variables implying that the more
the trainees held favorable attitudes toward oral presentation, the better they developed their
self-efficacy beliefs toward oral presentation or vice-versa. Although attitudes and self-efficacy
are crucial predictors of human behaviors to perform oral presentations for a crowd (Ajzen,
2007; Eagly & Chaiken, 2007; MacFarlane & Woolfson, 2013), there is a scarcity of studies on
this issue as far as the current study researchers are concerned. For example, different from
the present study, a single work by Dwyer and Fus (2002) showed an inverse association
between self-efficacy for speaking in public and communicative attitudes. The
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result implies that studies on the association between the two variables still require further
investigation.
4. Conclusions and recommendations
This section introduces the conclusions and recommendations of the study. Besides, it
highlights the limitations of the study.
4.1. Conclusions
Since oral presentation has been in place as an integral part of curricula in university
education, the trainees may get the opportunity to acquire the presentation skills required for
successful real-life jobs. Hence, attitude and self-efficacy beliefs are crucial for the
development of oral presenta-tion skills of the trainees, particularly in English as a foreign
language context.
The TEFL trainees had highly favorable attitudes toward oral presentation despite the
demand-ing and baffling nature of oral presentation in English as a foreign language. Thus,
there is fertile ground to improve the trainees’ verbal presentation skills required of proficient
English language teachers. Besides, the questionnaire result indicated the trainees had high
self-efficacy beliefs, while the interview revealed that the trainees had middling confidence in
an oral presentation.
Besides, the study found a positive and significant moderate correlation between TEFL
trainees’ attitudes to and self-efficacy beliefs of oral presentation. In other words, the more the
trainees held favorable attitudes toward oral presentation, the better their self-efficacy beliefs
toward oral presentation or vice-versa. Therefore, the trainees have a favorable psychological
readiness to acquire verbal presentation skills.
4.2. Recommendations
The TEFL trainees had highly favorable attitudes toward oral presentation. We suggest EFL
teacher educators encourage and provide their trainees with valuable oral presentation tasks
to enhance the development of oral presentation skills required of the trainees. Besides, we
recommend that EFL curriculum designers and teacher educators select oral presentation
tasks that attract the trainees’ attitudes.
Moreover, the TEFL trainees had middling and developing oral presentation self-efficacy
beliefs in English as a foreign language. Since affective factors and sources of self-efficacy
could affect trainees’ oral presentation self-efficacy beliefs, EFL teacher educators should
train their trainees to manage and control them. Furthermore, contextual factors like familiarity
with the topic or not, the size of the audience and the preparation time could affect trainees’
oral presentation self-efficacy beliefs. Thus, EFL teacher educators should be conscious of
these contextual factors in designing and giving tasks for oral presentations. On top of this,
the study concluded that the trainees have a conducive psychological readiness to acquire
verbal presentation skills. In addition, EFL teacher educators must consider the trainees’
attitudes toward oral presentation and align the selection and design of tasks for oral
presentation with the trainees’ attitudes.
This study is specific to TEFL trainees’ attitudes to and self-efficacy beliefs of the oral
presenta-tion at only four universities taking a small sample. Further studies need to be
conducted on a larger sample size at various levels of education and disciplines for
generalization. Moreover, future studies on a similar issue should consider whether the
trainees’ gender, levels of education, teaching experiences and fields of study could bring
variations in the results of this study. Furthermore, this study is a cross-sectional one. Hence,
we suggest a longitudinal study to see if attitude to and self-efficacy beliefs of oral
presentation could change through time since both variables are fluid instead of static.
Acknowledgements
We want to acknowledge Arba Minch University for funding this study. We also extend our gratitude to the head of
the research coordination office at the College of Social
Sciences and Humanities (CSSH) for his direct facilitation
of research funds and timely responses to any query we
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had. We also thank TEFL trainees for providing us with the
data for the study.
Author details
Abate Demissie Gedamu1
E-mail: abachad22@gmail.com
ORCID ID: http://orcid.org/0000-0003-1908-3240
Tesfaye Habtemariam Gezahegn1
ORCID ID: http://orcid.org/0000-0002-6343-0898
College of Social Sciences and Humanities, Department of
English Language & Literature, Arba Minch University,
Arba Minch, Ethiopia.
Disclosure statement
No potential conflict of interest was reported by the
author(s).
Citation information
Cite this article as: TEFL trainees’ attitude to and selfefficacy beliefs of academic oral presentation, Abate
Demissie Gedamu & Tesfaye Habtemariam Gezahegn,
Cogent Education (2023), 10: 2163087.
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You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions
You may not apply legal terms or technological measures that legally restrict others from doing anything the license
permits.
Cogent Education (ISSN: 2331-186X) is published by Cogent OA, part of Taylor & Francis Group.
Publishing with Cogent OA ensures:
Immediate, universal access to your article on publication
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Submit your manuscript to a Cogent OA journal at www.CogentOA.com
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