Laxmi Sharma
Abstract
This Exploratory Action Research (EAR) project investigated the issue of why students at a Nepali secondary school were reluctant to give oral presentations in class. The project was carried out at a government-run school involving 42 secondary school (Class 9) students aged 15-16. The intervention involved several stages of exploration and action. Data were collected through a survey questionnaire, focus group discussions, peer observation and the teacher’s reflective diary. The exploratory stage revealed that the majority of students were both confused about how a good presentation could be given, and felt anxious about speaking in class. In the action phase, a number of interventions were carried out to improve the quality of the presentations and reduce anxiety levels. Help was provided with content and vocabulary, and useful tips to enhance the effectiveness of oral presentations were supplied. Even though initially the actions carried out by the teacher-researcher did not seem to achieve perceivable results, further help with setting SMART goals, rehearsals in pairs and groups and the friendly atmosphere created in class eventually led to a breakthrough. The EAR project described underlines the importance of flexibility in approaching classroom issues. It also highlights the realization that teachers bear responsibility for the performance of their students when they aim at improving their students’ presentation skills, which are deemed essential components for success in students’ professional lives and their advancement in the 21st century.
Keywords
self-observation; reflective practice; recording; teacher development
How to cite
Sharma, L. (2025). Exploring reluctance towards oral presentations: An EAR study of Nepali secondary students. ELT Classroom Research Journal, 2(1), 59-86.
Link
https://eltcrj.com/wp-content/uploads/2025/05/ELTCRJv2i1_Sharma.pdf