Enhancing university students’ English presentation skills with outdoor video tasks

This research paper concerns the use of outdoor video tasks in enhancing presentation skills among undergraduate students enrolled in an English oral presentation course. Conducted over three consecutive semesters, the research involved 202 first year students from science and technology-based degree programs at a Malaysian public university in the state of Selangor, Malaysia. The majority of the participants were female at 56%, and all had mixed English language proficiency, averaging Band 4.0 in the Malaysian University English Test (MUET). The creatively designed instructional approach required students to leave the classroom and record themselves in ‘video production groups’ of four or five and presenting assigned academic topics in outdoor settings. This method aimed to foster embodied learning, reduce performance anxiety, and encourage spontaneous delivery. Data were collected both quantitatively and qualitatively; for this paper the quantitative data are presented, analysed and discussed. The data were collected through a 30-item post-activity survey measuring the students’ confidence, anxiety levels, and acquired oral skills based on the own perceptions and personal experiences. Findings suggest that the tasks positively influenced students’ self-confidence and engagement, particularly among those with lower English proficiency. The sensory and environmental aspects of presenting in open spaces appeared to reduce formal speaking anxiety and promote natural expressions in English. This study contributes to the body of research on video-based learning (VBL); growing interest in creative, experiential pedagogies; and the integration of ‘old-school’ oral traditions with modern smartphones to acquire English communication skills.

presentation skills, English language, creative teaching, video-based learning, survey

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