INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Analysing Communication Competence in Pre-Recorded Student  
Informative Speeches: A Content Analysis  
Norfarhana Fadilla Mohd Zaki, Sharifah Nadia Syed Nasharudin*  
Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000504  
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025  
ABSTRACT  
Developing strong oral communication skills is essential for preparing undergraduates to succeed in both  
academic and professional contexts. This exploratory, mixed-method study investigates how pre-recorded  
informative speech presentations can serve as a platform for enhancing communication competence among  
university students. Using Spitzberg & Cupach’s Model of Communication Competence framework, a content  
analysis of eight (8) student video presentations who enrolled in the English for Informative Speech (LCC400)  
course at Universiti Teknologi MARA (UiTM) was conducted, focusing on three dimensions: knowledge  
(organisation and clarity of ideas), skills (verbal and non-verbal delivery), and motivation (confidence and  
audience engagement). Findings revealed that students demonstrated satisfactory competence in structuring  
content, particularly in time management and grammatical accuracy. However, delivery-related challenges, such  
as limited eye contact, poor vocal projection, and reliance on notes, were frequently observed. Interestingly,  
despite the flexibility of a pre-recorded format, students still seemed to struggle with their speech delivery. The  
study also indicated that while the pre-recorded format facilitated technical aspects such as time management, it  
did not automatically translate into effective delivery or a confident presentation. By applying the framework of  
communication competence, this paper highlights the role of structured speech tasks in fostering future-ready  
communication skills. The implications extend to curriculum design, suggesting that video-based oral  
presentations can complement traditional assessments to develop future-ready communication competence in  
Malaysian ESL contexts.  
Keywords: Communication competence, Content analysis, Future-ready skills, Informative speech, Oral  
presentation  
INTRODUCTION  
Background of Study  
Effective oral communication skills are crucial for achieving academic and professional success in the 21st  
century. Within university settings, the ability to deliver effective oral presentations is increasingly recognised  
as a vital skill. This is because students are often required to present their ideas, research findings, and arguments  
in various formats, such as individual speeches and group presentations. Communicating effectively, however,  
involves more than just speaking. It requires the integration of knowledge, skills, and motivation, as  
conceptualised in Spitzberg and Cupach’s (1984) three-component model of communication competence. In the  
Malaysian context, this skill is particularly crucial as English serves as the medium of instruction in many tertiary  
institutions. Yet, Malaysian students, who learn English as a second language (ESL), often struggle to achieve  
communication competence (Kho & Ting, 2023). These difficulties are more noticeable during formal  
presentations, which require students to master linguistic, organisational, and delivery skills.  
The rise of digital learning environments has changed how oral communication is taught and assessed. The use  
of pre-recorded video, for instance, has become increasingly common. Compared to live presentations, pre-  
recorded speeches offer students more time for preparation and editing, potentially reducing anxiety. However,  
Page 6186  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
this format presents unique challenges related to camera presence and self-presentation (Algouzi et al., 2023).  
Previous studies on communication competence have mainly focused on live, face-to-face presentations and  
often in Western contexts (Rahayu et al., 2022). As a result, there is a limited understanding of how Malaysian  
ESL learners demonstrate competence in pre-recorded presentations. Furthermore, the unique challenges faced  
by Malaysian ESL learners, including language proficiency concerns, cultural communication norms, and  
communication apprehension, may appear differently in pre-recorded presentations compared to live delivery.  
Understanding these patterns is essential for developing interventions and enhancing the effectiveness of  
communication courses. Without a systematic analysis of students' strengths and weaknesses across these  
dimensions, educators may struggle to understand how to meet students’ needs effectively.  
Therefore, this study seeks to address these gaps by examining how LCC400 (English for Informative Speeches)  
students at Universiti Teknologi MARA (UiTM) demonstrate knowledge, skills, and motivation in pre-recorded  
informative speeches, using Spitzberg and Cupach’s (1984) communication competence framework to identify  
areas for pedagogical improvement. The objectives of this study are:  
1. To analyse knowledge, skills, and motivation in students’ pre-recorded informative speeches.  
2. To identify common strengths and weaknesses in communication competence in students' pre-recorded  
informative speeches.  
As this study is exploratory in nature, it focuses on how Spitzberg and Cupach’s (1984) communicative  
competence model can be applied to analyse students’ performance in pre-recorded speech presentations. Rather  
than aiming for generalisation, the study focuses on testing the framework's effectiveness in identifying patterns  
of communicative strengths and weaknesses among students. The findings are expected to offer practical insights  
into how the framework can be integrated into teaching practices to improve students’ speech delivery in digital  
presentation settings.  
LITERATURE REVIEW  
Theoretical Framework  
Spitzberg and Cupach's Communication Competence Model  
Figure 1: The Communicative Competence Model (Spitzberg & Cupach, 1984)  
Past Studies  
The use of pre-recorded video presentations has become mainstream in higher education today. According to  
Algouzi et al. (2023), video-based assessment improved EFL students’ presentation skills by providing  
opportunities for self-review and interactive practice. However, Permatasari (2024) found in her study that pre-  
recorded formats pose challenges, including maintaining engagement without live audience feedback and  
Page 6187  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
developing a camera presence. These contrasting findings highlight the importance of understanding how  
students demonstrate competence within pre-recorded contexts.  
Although video-based presentation assessment offers certain advantages, the effectiveness of such formats may  
vary depending on students' linguistic and cultural backgrounds. In Malaysia, Kho and Ting (2023) emphasised  
that ESL students face particular challenges in oral communication. In their study analysing the presentation  
performance of Malaysian polytechnic students, the findings revealed that English proficiency alone did not  
guarantee presentation competence; motivation and confidence were equally critical. Similarly, Kho et al. (2024)  
also observed that Malaysian students often struggle with confidence and audience interaction, influenced by  
cultural communication norms. These studies highlight the need to assess all three dimensions of communicative  
competence when assessing Malaysian students’ presentations.  
To address similar issues, researchers in other settings have explored methods to assess students’ communication  
competence more effectively. Rahayu et al. (2022), for example, analysed informative speeches by Indonesian  
university students and found that they struggled with fluency and delivery, although they demonstrated strong  
vocabulary and content knowledge. Using a rubric-based approach, they identified specific patterns of strengths  
and weaknesses, proving how systematic evaluation can improve pedagogical interventions. This aligns with the  
need to examine Malaysian students’ performance across knowledge, skills, and motivation dimensions to  
identify similar patterns.  
Despite growing research on communication competence and video presentations, limited studies have examined  
how Malaysian ESL students demonstrate the three communication competence dimensions in pre-recorded  
informative speeches. This study addresses this gap through an exploratory mixed-method analysis of LCC400  
students’ pre-recorded speech, guided by Spitzberg and Cupach’s (1984) communication competence  
framework.  
METHODOLOGY  
Research Design  
This study employed an exploratory mixed-methods approach to investigate how students demonstrated  
communication competence in their pre-recorded informative speeches. The quantitative data were collected  
using a structured rubric derived from Spitzberg's (1983) three-component model. In addition, the qualitative  
component employed thematic analysis to identify patterns and themes in communication competence.  
Research Sample  
The study was conducted at Universiti Teknologi MARA (UiTM), involving undergraduate students enrolled in  
the LCC400 (English for Informative Speeches) course. A total of eight pre-recorded informative speech videos  
were selected for analysis using purposive sampling. The participants were Malaysian ESL learners from various  
proficiency levels, reflecting the linguistic diversity among university students in this course.  
Data Collection  
Eight pre-recorded informative speech presentations were collected from LCC400 students, ranging in duration  
from five to six minutes. The recordings covered a variety of informative topics chosen by the students. The  
videos were recorded as part of the course requirements and submitted digitally. All speeches were transcribed  
verbatim using Jefferson's (2004) transcription conventions to capture not only verbal content but also  
paralinguistic features, such as pauses, emphasis, and vocal qualities.  
Data Analysis  
The quantitative analysis for this study was carried out using a rubric adapted from Spitzberg's (1983) model of  
communicative competence. Each presentation was rated across three domains: Knowledge (content accuracy  
and organisation), Skills (verbal and nonverbal delivery), and Motivation (confidence and audience  
Page 6188  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
engagement). Speeches were scored using a 60-point rubric based on Spitzberg's (1983) model, which assesses  
knowledge (20 points), skills (20 points), and motivation (20 points). Descriptive statistics, including mean,  
median, standard deviation, and range, were calculated for each dimension and overall scores to identify  
performance patterns.  
In addition to quantitative scoring, qualitative analysis was also conducted to identify emerging themes related  
to students’ knowledge, skills, and motivation, based on Spitzberg's (1983) communicative competence  
framework. Each video was watched multiple times to systematically observe verbal and nonverbal behaviours,  
engagement strategies, and confidence indicators. Following Braun and Clarke's (2006) thematic analysis  
approach, the transcribed speeches were analysed to identify recurring themes across the three competence  
dimensions.  
Finally, data from both quantitative and qualitative findings were then triangulated. As an exploratory study,  
emphasis was placed on rich description and pattern identification rather than making statistical  
generalisations. Quantitative scores provided measurable competence levels, while qualitative analysis offered  
deeper insights and revealed underlying patterns. Asogwa et al. (2023) explain that combining qualitative and  
quantitative data allows researchers to gain a more comprehensive understanding of educational phenomena, as  
well as improve the validity and reliability of research findings. By integrating these data, the study identifies  
both common strengths and weaknesses in communication competence, resulting in a richer and more complex  
understanding.  
FINDINGS AND DISCUSSION  
This chapter presents and discusses the findings of the study in relation to the two research objectives outlined  
earlier. The first section reports the quantitative findings, which summarise students’ performance scores across  
the three dimensions of communicative competence (knowledge, skills, and motivation). The second section  
presents the qualitative analysis, highlighting the emerging themes observed from the students’ pre-recorded  
presentations. Together, these findings offer insights into how the theoretical framework can be applied to assess  
and enhance students’ oral communication in digital presentation contexts.  
RO1: To analyse knowledge, skills, and motivation in students’ pre-recorded informative speeches.  
Table 1 presents the descriptive statistics and performance distribution for each dimension of communication  
competence. Students’ presentations were evaluated using a 60-point rubric aligned with Spitzberg and Cupach's  
(1984) three-component model.  
Table 1: Descriptive Statistics and Performance Distribution Across Three Dimensions (N=20)  
Dimension  
Knowledge  
Skills  
M
SD  
Performance Distribution  
Satisfactory  
12.75  
9.13  
10.50  
32.38  
1.73  
4.94  
4.24  
10.62  
Fair  
Motivation  
Overall  
Fair-Satisfactory  
Fair-Satisfactory  
As shown in Table 1, students demonstrated moderate overall communication competence, with a mean total of  
32.38 (SD=10.62). Among the three dimensions, the knowledge dimension achieved the highest mean score  
(M=12.75, SD=1.73), indicating satisfactory performance in content organisation, content quality, clarity and  
structure. In contrast, the skills dimension recorded the lowest mean (M=9.13, SD=4.94), reflecting fair  
performance. Meanwhile, the motivation dimension demonstrated a fair to satisfactory performance in  
confidence and engagement (M=10.50, SD=4.24).  
Page 6189  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Interestingly, the knowledge dimension also recorded the lowest standard deviation (SD=1.73), showing  
consistent performance across students in organising their presentations. On the contrary, the skills dimension  
showed the highest standard deviation (SD=4.94), suggesting that students have a wide range of delivery  
capabilities. These patterns support Spitzberg and Cupach’s (1984) framework, which emphasises that  
possessing content knowledge does not mean students have practical delivery skills or confidence in  
presentation.  
Table 2 provides a detailed analysis of each indicator within the three dimensions, focusing on students' specific  
strengths and weaknesses.  
Table 2: Detailed Performance by Indicators Across Three Dimensions (N=20)  
Dimension Indicator  
M
SD Performance Level  
K1 Organisation  
2.63 0.44 Fair  
Knowledge  
K2 Content quality  
K3 Clarity  
2.81 0.53 Fair-Satisfactory  
2.81 0.53 Fair-Satisfactory  
4.50 0.53 Excellent  
12.75 1.73 Satisfactory  
4.88 2.47 Fair  
K4 Time Management  
Knowledge Average  
S5 Verbal Delivery  
S6 Non-verbal Delivery  
Skills Average  
Skills  
4.25 2.55 Fair  
9.13 4.94 Fair  
M7 Confidence  
5.25 2.12 Fair-Satisfactory  
Motivation  
M8 Enthusiasm and Engagement 5.25 2.12 Fair-Satisfactory  
Motivation Average 10.50 4.24 Fair-Satisfactory  
Knowledge Dimension  
As illustrated in Table 2, within the knowledge dimension, students performed best in time management (K4),  
achieving the highest mean score (M=4.50, SD=0.53), indicating excellent performance in maintaining  
appropriate presentation length and pace throughout their recordings. This high performance is contributed by  
the advantage of the pre-recorded format, which allowed students to practice, monitor their timing via recording  
software and re-record themselves to fit within the allocated time frame. This finding aligns with Algouzi et al.’s  
(2023) observation that the pre-recorded video format provides students greater control over their presentations  
to meet the requirement. The low standard deviation (SD=0.53) further indicates that students were generally  
consistent in this aspect. However, organisation (K1) recorded the lowest mean (M=2.63, SD=0.44), reflecting  
fair performance in structuring presentations with clear introductions, bodies, and conclusions. Meanwhile,  
content quality (K2) and clarity (K3) recorded identical scores (M=2.81, SD=0.53), showing a fair to satisfactory  
performance level in developing topics and presenting ideas clearly in the speech. These results mirror Rahayu  
et al.’s (2022) findings that students demonstrated adequate content knowledge but faced challenges in  
organising and clearly presenting that knowledge.  
Skills Dimension  
In the skills dimension, significant challenges were revealed. Nonverbal delivery recorded the lowest mean score  
(M=4.25, SD=2.55), indicating that students struggled with aspects such as body language, gestures and camera  
presence. Verbal delivery showed a slightly higher value (M=4.88, SD=2.47), reflecting fair performance in  
Page 6190  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
vocal variety, articulation and pacing. These results are consistent with Permatasari's (2024) findings on  
interactive video projects, where students faced unique challenges in the pre-recorded format, especially in  
maintaining camera presence and body language without live feedback. This is also similar to Algouzi et al.’s  
(2023) observation, in which students struggled to maintain audience engagement despite the advantages of the  
video format. The relatively high standard deviation in both indicators (2.47-2.55) revealed a significant  
difference in students’ delivery capabilities. Some students demonstrated competent skills, while many others in  
the dataset struggled with verbal and nonverbal delivery. This finding aligns with Rahayu et al.’s (2022)  
observation that students struggled with fluency and delivery despite demonstrating adequate content  
knowledge.  
Motivation Dimension  
In the motivation dimension, students demonstrated a moderate level of overall performance. Both Confidence  
(M7) and Enthusiasm and Engagement (M8) recorded similar scores (M=5.25, SD=2.12), indicating fair to  
satisfactory performance in projecting confidence and engaging audiences. Interestingly, the identical scores  
suggest that students who appeared more confident also tend to project greater enthusiasm. This aligns with  
Spitzberg's (1983) view of motivation as a unified concept encompassing both internal confidence and external  
engagement behaviours. These findings also reinforce Kho and Ting’s (2023) idea that English proficiency alone  
did not guarantee presentation competence; motivation and confidence were equally critical. In a similar vein,  
Kho et al. (2024) further suggested that Malaysian students often struggle with confidence and engagement due  
to cultural communication norms that value modesty and indirectness. For both indicators in this dimension, the  
standard deviation of 2.12 indicates moderate variability in students’ motivation, suggesting inconsistent  
confidence levels.  
Summary of Quantitative Analysis  
Table 3: Summary of Quantitative Key Findings  
Knowledge  
Strongest dimension  
Weakest dimension  
Strongest indicator  
Skills  
Time Management  
Nonverbal Delivery  
Organisation  
Weakest indicator  
Most consistent performance  
These findings demonstrate that while students have adequate knowledge for their informative speeches, they  
struggle with practical delivery skills and confidence in their presentations. Supporting Spitzberg and Cupach’s  
(1984) three-component model, the varied performance across dimensions reveals that competent  
communication requires integrating the three components: knowledge, skills, and motivation.  
RO2: To identify common strengths and weaknesses in communication competence in students' pre-  
recorded informative speeches  
The pre-recorded informative speeches revealed some insights into students’ common strengths and weaknesses  
in communication competencies. Following Spitzberg and Cupach's (1984) communication competence  
framework, two major dimensions were observed through the transcription: skills and motivation. Within the  
skills dimension, two aspects were highlighted, namely linguistics and delivery, while non-verbal features were  
found to influence students’ motivation.  
One notable strength that can be observed in the skills dimension is in one of the linguistic aspects, namely  
vocabulary range and appropriateness. Nonetheless, other linguistic aspects demonstrated moderate to low levels  
Page 6191  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
of communicative competence. Similarly, delivery and nonverbal features also showed a range of moderate to  
low communicative competence, as illustrated below.  
Linguistic  
In the linguistic aspects, grammar and sentence structure, vocabulary range, and signposts used by the students  
are analysed. The findings reveal that the majority of the students were able to structure a clear sentence, and  
minimal grammatical errors were found during the delivery. The excerpt below indicates a well-formed sentence  
structure and is grammatically sound.  
S4  
3 >In today's fast-paced, noisy worl:d< many of us carry stress and emotional burdens. And while not↑ everyone  
may have a therapist, (.) sometimes a pet's quiet companionshi:p↑ is exactly what we need.  
One of the reasons contributing to this is likely the speech outline they need to produce, combined with the  
flexible nature of the assessment, which allows students to practice before recording their speech. On the other  
hand, a few students displayed several errors in sentence structure, including run-on complex sentences, which  
are also ungrammatical.  
S1  
3 There is: one moment which my palms were sweating (.) my heart was squeezy hotly and my voice also felt  
trapp::ed in my throat (.) ((palm placed near to throat)) which is I'm not confident at all to speak in a room with  
fu::ll of expecting faces.  
S3  
6 For the body~ (.) my first point is (.) at that (.) athletes usually star::t their day early in the morning. early than  
others (.) most of them: wake up before sunrise and begin their physical training, they wa:rm up and they stretch  
up:, they stretch (.) they warm up and stretch while the environment is in~ is still calm and quiet.  
Additionally, only a few students utilised signposts, resulting in a clear, structured presentation. The use of  
appropriate signposts clearly shows the shift from description to the cause behind it, such as in the following  
excerpt.  
S6  
13 >Where the sounds< of rain captures our ears, (.) its smells speak directly to memory and emotion. (.) The  
smells of a rainy day trigger deep emotional connections and memo (.) >memories< tied to (.) natural and  
nostalgia.  
14 The sense of rain:, known: as petrichor, comes from spechific ((mispronunciation)) (.) specific natural  
reactions. (.) >Petrichor< is caused by oils from pla:nts and soil being released into the air (.) when rain first hits  
the ground.  
However, many students used signposts irregularly to indicate main points and to distinguish between main  
points and elaborations. Most students used signposts only to introduce the topic, main points, and conclusion.  
Unclear transitions between main points and the lack of signposts to indicate transitions from main points to  
reasons were also evident. In another instance, a noticeably small number of students overused the conjunctions  
“so” and “and” as signposts to indicate new ideas or to show connections between utterances.  
S2  
4 So there are several news and reports I have read >to better understand myself< about (.) this conflict.  
Page 6192  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
5 And (.) this conflict is caused by rapid development and (.) aaa deforestation that are affoct ((pronunciation  
slip)) (.) that are affecting our wildlife.  
6 >So today<, I would like to inform, you about how what. ((slip)) how (.) development aaa (.2) and deforestation  
is affecting our wildlife.  
7 So let's start with the first conflict. >Human wildlife conflict< in Malaysia is caused by rapid development of  
residential areas and highways.  
The data reveals that if students take advantage of the video recording assessment, they are likely to deliver a  
more successful speech. As Nguyen (2024) asserts, by reviewing their own recordings and identifying areas for  
improvement, students can enhance the overall quality of their performance and develop a greater sense of  
competence in speaking activities. They can control and minimise the grammatical errors, sentence structure and  
utilise signposts well if they were to rehearse and review their presentations prior to submission  
On the other hand, despite their moderate use of grammar and signposts, one linguistic strength observed is their  
vocabulary range. All students demonstrated appropriate use of vocabulary and were able to use a range of words  
that are mostly related to the content of their speeches. The preparation outline they were required to complete  
prior to recording the speech seems to contribute to this positive outcome.  
Delivery  
In terms of delivery, three major themes were observed: pronunciation, vocal variety, and fluency. Small  
proportions of students displayed clear pronunciation, while some students exhibited pronunciation slips.  
However, a few students appeared unaware of the mistakes they made. Both utterances illustrate such instances.  
S1 pronounced “damp” as “dump” without any attempt at self-repair, while S2 pronounced “wildlife” throughout  
the presentation, indicating a lack of awareness of the mispronunciation. As the word “wildlife” was a key term  
in her topic, the error may have affected the overall delivery.  
S6  
16  
The smell of wet leaves:, dump ((mispronunciation for “damp”)) earth and even concrete can remi:nd us  
of childhood, (.) home or quiet solitude for example,> imagine walking home< from school on a >rainy  
afternoon< your shoes passing ((unclear pronunciation)) through houses ((unclear utterances)) and the scent of  
wave ((unclear utterances)) wave: (.) wet pavement rises in the air.  
S2  
5
And (.) this conflict is caused by rapid development and (.) aaa deforestation that are affect  
((misspronunciation, /afok/)) (.) that are affecting our wildlife ((mispronunciation, /wadlaif/))  
Another aspect related to pronunciation was observed in one student, who employed aspiration, particularly  
when pronouncing word-final /t/, /d/, and /k/ sounds. The consonant was noticeably hyperarticulated.  
S2  
7
So let's start with the first conflict. >Human wildlife conflict< in Malaysia is caused by rapid development  
of residential areas and highways.  
Furthermore, a few students satisfactorily demonstrated certain aspects of vocal variety in their presentation.  
Elongation, stress, volume variations, tone variation, speed up talk on certain phrases, including pauses, in return  
make the delivery lively. They were observed to utilise this vocal variety in their presentations, demonstrating a  
sense of rhythm in their delivery. As Ganiev (2024) highlighted, rhythmic patterns in English phonetics are vital  
for effective communication as they influence the flow, intelligibility, and expressiveness of language.  
S2  
Page 6193  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
2 >So< ho:w↑ are we treating our animals >today? < When >I learn:ed about wiLDlife getting hit by vehicles<  
on (.) highways, I was sh::OCKED (.) >I didn't realize< that these (.). hhh incidents were (.) com MON or  
SERIous. >So: I start to acknowledge that human wildlife conflict< (.) in Malaysia: is a growing problem. hhh  
that is caused by rapid development. hhh and deforestation. <  
S5  
6 You >don't< nee:D to be a parent to recognize >that< (.) not everyone (.) >is suited for it<. (.) >Just like< ho:w  
we don't have to be CHefs: to know when the foo:d is ba:d, we don't HA:ve to be parents to see: when a chiL:D  
lacks <proPER care>.  
Despite the noticeable in-breaths produced by S5, this instance illustrates how the student employed vocal variety  
in her presentation, demonstrating one of the aspects of communicative competence. Additionally, from these  
utterances, it was observed that stress patterns, tone variations, speeded-up talk, elongated sounds, and  
micropauses were the common forms of vocal variety used by the students, which prevent monotony and  
maintain audience interest throughout the presentation.  
Besides, the tendency of only a few students to place stress on certain syllables also reflects their limited ability  
to select important words, which contributes to more effective vocal variety. For example, S2 stressed when  
pronouncing words such as “how” and certain syllables, as in “comMON or SERIous”, which were believed to  
highlight emotions, enhance message clarity, and at the same time contribute to the natural flow of the speech.  
Similarly, Ganiev (2024) asserted that participants demonstrated low awareness in identifying the rhythmic  
pattern of spoken English, attributed to its complexity and the varying levels of awareness among the  
participants.  
Moreover, regarding fluency, almost all students demonstrated traces of reading in their eye movements.  
Although some attempted to present without reading, this often resulted in frequent language errors. Pervaiz et  
al. (2022) found that the majority of students were constantly engaged in paper reading during their presentations.  
This finding suggests that, regardless of the nature of the assessment, fluency remains a significant challenge in  
oral presentations. This is consistent with Rahayu et al (2022), who revealed that Indonesian university students  
struggled with delivery and fluency despite demonstrating strong vocabulary and content knowledge.  
Nonverbal features  
The presentations revealed several nonverbal features, including body language, hand gestures, and eye contact,  
which appeared to influence the presenters’ confidence. About half of the presenters demonstrated moderate  
body language, mainly through head and hand movements, while a few appeared inexpressive, with limited  
gestures throughout their presentations. Additionally, the choice of recording location and the placement of the  
recording device contribute to awkward and constrained body language. One participant was also observed to  
continuously hold her hands-free device, further restricting her movement. In terms of eye contact, a few good  
presenters were able to maintain eye contact with the audience despite reading significant portions of their  
speech. In contrast, the weaker presenters displayed minimal eye contact, as their eye movements were more  
noticeable. These findings indicate that students did not fully utilise the flexible nature of the assessment to  
review their presentation before submitting. Students can improve their presentation by receiving nonverbal  
feedback, as video recordings allow them to review their performance (Nguyen, 2024). Inappropriate nonverbal  
features can also be minimised by ensuring proper device use and selecting suitable recording locations for  
presentations.  
Implications and Suggestions for Future Research  
This study focused on investigating the students' knowledge, skills, and motivation in assessing the pre-recorded  
informative speeches, as well as their strengths and weaknesses in communication competencies. Future research  
could focus on students’ perceptions of the nature of pre-recorded presentations to gain in-depth insights through  
qualitative studies. This would contribute to better insights into the reasons for their performance and the  
practical measures that can be taken to improve their learning experience. Besides, as feedback is considered  
Page 6194  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
vital in the teaching and learning process, it is also crucial to examine students’ perceptions of instructional  
practice and the types of feedback their instructors provide on pre-recorded presentations. Furthermore, it is  
equally important to explore the instructional strategies employed by the instructor in using video-based oral  
presentations to help students engage in self-assessment and improve their performance. Alternatively, a  
quantitative study involving students from diverse backgrounds and linguistic abilities could be conducted to  
examine their perceptions of the effectiveness of pre-recorded oral presentations. Addressing these areas would  
contribute to a more comprehensive understanding of how to support students in developing stronger  
communicative competence. Insights into these areas can help bridge the gap between current performance and  
desired proficiency, as well as identify necessary pedagogical interventions to develop their specific subskills,  
such as fluency and pronunciation, for more effective delivery.  
CONCLUSION  
On the whole, students' performance demonstrated room for improvement. The data from the first research  
objective indicated that students' performance in the knowledge dimension is reasonably satisfactory; they  
achieved satisfactory scores for content quality, clarity, and structure. This corresponds to one of the aspects  
observed in their presentations, as most of them used clear sentence structures and appropriate vocabulary  
relevant to their topics. It also shows their understanding of the chosen topic. Although most students used clear  
signposts to introduce the presentation topic, the first main point, and the conclusion, greater attention should be  
given to incorporating signposts within the body of the presentation to distinguish new points and emphasise  
elaborations. This is one aspect of linguistics that requires students' attention to improve their clarity. Delivery  
also requires further improvement, particularly in their vocal variety, as it affects their overall presentation  
quality and reflects their confidence. When they appear confident, it is believed that this positively influences  
their body language during presentations. The underutilisation of the video recording format to improve their  
performance could be one of the factors contributing to their presentations' delivery, which ranges from fair to  
satisfactory. Overall, these findings underscore the importance of enhancing students’ linguistic awareness and  
delivery skills to foster greater communicative competence. To align with the demands of video-based oral  
presentations in the 21st-century teaching and learning, targeted instruction and structured practice are essential  
to further enhance students’ communicative competence.  
ACKNOWLEDGEMENTS  
The researchers would like to thank all parties and sources whose materials were used in this study.  
Conflict Of Interest  
The authors declare that they have no conflict of interest.  
REFERENCES  
1. Algouzi, S., Alzubi, A. A. F., & Nazim, M. (2023). Strengthening English language undergraduates'  
presentation skills: A blackboard-mediated intervention program. PloS one, 18(8), e0289936.  
https://doi.org/10.1371/journal.pone.0289936  
2. Asogwa, V. C., Hamisu, M. & Ede, M. O. (2023). Methodological Triangulation in Educational  
Research: Pros and Cons. Propellers Journal of Education 2(1), 79-87  
3. Ganiev, A. (2024). The importance of stressed and unstressed syllables for effective rhythm on spoken  
English. Best Journal of Innovation in Science, Research and Development, 3(3), 289-297.  
4. Kho, M. G. W., & Ting, S. H. (2023). English proficiency, public speaking experience, and  
communication apprehension in oral presentation of polytechnic students. Leksema: Jurnal Bahasa dan  
Sastra, 8(1), 55-66. https://doi.org/10.22515/ljbs.v8i1.6270  
5. Kho, M. G. W., et al. (2024). A multidimensional assessment of Malaysian polytechnic students'  
communication apprehension in oral presentations. Asian Journal of Research in Education and Social  
Sciences,6(3), 343–360. https://doi.org/10.55057/ajress.2024.6.3.28  
6. Nguyen, T. P. (2024). Video recording in EFL learners’ speaking skills development: A literature  
review. International Journal of AI in Language Education, 1(2), 52-76.  
Page 6195  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
DOI:10.54855/ijaile.24124  
7. Permatasari, N.P.I. (2024). Interactive video project to boost university students' self-confidence in  
English public speaking. ESTEEM Journal of English Education Study Programme, 7(2), 214-224.  
https://doi.org/10.31851/esteem.v7i2.15191  
8. Pervaiz, A., Faheem Arshad, Kaynad Khudad, & Rabieah Tahir. (2022) An analysis of spoken prof  
proficiency during oral presentations of Pakistani ESL undergraduates students. Pakistan  
Journal of Humanities and Social Sciences, 10(1), 241-253.  
https://doi.org/10.52131/pjhss.2022.1001.0192  
9. Rahayu, P., Rozimela, Y., & Jufrizal (2022). Students' public speaking assessment for informative  
speech. Al-Ishlah: Jurnal Pendidikan, 14(2), 2447-2456. https://doi.org/10.35445/alishlah.v14i2.1433  
10. Spitzberg, B. H. (1983). Communication competence as knowledge, skill, and impression.  
Communication Education, 32(3), 323-329. https://doi.org/10.1080/03634528309378550  
11. Spitzberg, B. H., & Cupach, W. R. (1984). Interpersonal communication Competence. Sage  
Publications.  
Page 6196  
www.rsisinternational.org