Exploring the Interplay Between Challenges and Engagement in Oral Presentation Assessments Among ESL Undergraduates

Oral presentation assessments are widely used in English as a Second Language (ESL) classrooms to promote communication skills and higher-order thinking. However, students’ experiences of this method of assessment often reflect a complex relationship between perceived benefits and challenges. This study investigates the underlying dimensions of students’ perceptions of oral presentation assessments and examines the relationship between perceived challenges and student engagement. The research design is a quantitative survey. The participants were undergraduate ESL students from different academic disciplines. The instrument measured 4 main constructs: perception of the assessment, engagement, skill development and challenges. Descriptive analysis revealed that students reported high levels of perceived skill development and engagement, and very high levels of challenges, suggesting that oral presentations are both rewarding and challenging. Correlation analysis then revealed a moderate positive correlation between perceived challenges and engagement, indicating that higher engagement might be related to higher awareness of difficulties with the task. The findings suggest that oral presentation assessments are simultaneous learning experiences that are both highly engaging and highly challenging. The study emphasises the importance of pedagogical strategies that provide appropriate support while maintaining a level of challenge to improve student learning outcomes in ESL contexts.

Engagement and Motivation, ESL Higher Education, Oral Presentation Assessment, Speaking Anxiety.

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