Oral presentations are a core aspect of modern academic and professional life. Although many students feel anxious when asked to present, the ability to convey ideas verbally is crucial in university studies and future employment. Unlike written assignments, oral presentations demand not only mastery of content but also confidence, structure, and delivery. This essay explores presentation skills – the purposes of oral presentations, strategies for preparation and delivery, methods of assessment, and their long-term value, drawing from both academic research and practical guidelines.
Why Oral Presentations Matter
Oral presentations serve multiple purposes in higher education. Firstly, they provide a platform to stimulate discussion and engage peers in academic dialogue (Marshall & Rowland, 1998). For example, in seminars, presentations allow students to share research findings and initiate debates that enrich group learning. Secondly, they are an exercise in transferable skills, developing communication abilities essential in the workplace (Grant-Smith, Cathcart & Williams, 2016). Thirdly, they act as alternative assessments to written essays, evaluating students’ ability to organise and present arguments concisely (García-Ros, 2011). Finally, oral presentations are common in job interviews and professional settings, where candidates must demonstrate confidence and persuasion (Kerby & Romine, 2009).
Assessment of Oral Presentations
Assessment typically focuses on content, organisation, use of resources, and delivery (Northedge, 1990). Rubrics have been widely developed to ensure fair and consistent evaluation. García-Ros (2011) validated an assessment rubric that balanced holistic and analytical measures, highlighting the importance of clear criteria. Similarly, Dunbar, Brooks and Kubicka-Miller (2006) argued that performance-based evaluation rubrics improve the reliability of assessing communication skills.
Self- and peer-assessment are also increasingly applied. Aryadoust (2015) demonstrated that peer evaluation helps students calibrate their judgement and develop reflective skills. However, research shows challenges in ensuring objectivity, as factors like likeability can influence peer assessment outcomes (Aryadoust, 2017). A mixed model combining teacher, peer, and self-assessment has been recommended for reliability and student engagement (De Grez, Valcke & Roozen, 2012).
Preparing an Oral Presentation
Preparation is the cornerstone of a successful presentation. Students should start by analysing the topic, narrowing the focus, and developing a guiding question to prevent overly descriptive content (Marshall & Rowland, 1998). It is vital to identify main points, establish a logical structure, and prioritise clarity over excessive detail. Using prompt cards with keywords rather than full scripts promotes a more engaging and natural delivery (Northedge, 1990).
Visual aids such as PowerPoint slides, diagrams, and videos enhance understanding and maintain attention (Valcke & Roozen, 2009). However, technology should support rather than dominate the presentation. Being familiar with equipment in advance avoids last-minute technical issues.
For example, in engineering education, Galván-Sánchez (2017) developed rubrics to assess oral communication supported by multimedia, showing that appropriate visual integration strengthens both teaching and assessment.
Practice and Delivery
Effective delivery requires both practice and awareness of non-verbal communication. Practising multiple times improves fluency and timing, ensuring presentations stay within the recommended 10–15 minutes (García-Ros, 2011). Deep breathing and controlled pacing reduce anxiety and enhance clarity (Rusu & Bozov, 2023). Maintaining eye contact establishes connection with the audience, while variations in tone highlight key points (Tailab & Marsh, 2020).
For students with English as a second language (ESL), challenges include language fluency and confidence. Idrus (2016) found that ESL learners benefit from adopting oral communication strategies such as paraphrasing, rehearsing vocabulary, and using visual prompts. Institutions must provide training to support such students in achieving parity with native speakers.
Difficulties Faced by Students
Many students perceive oral presentations as stressful. Al-Nouh, Abdul-Kareem and Taqi (2015) identified difficulties such as nervousness, limited preparation, and unfamiliarity with audience expectations. Fear of public speaking—commonly termed communication apprehension—is a significant barrier (Taqi et al., 2015). However, integrating regular short presentations into curricula helps normalise public speaking and reduce anxiety over time (Magin & Helmore, 2001).
Cultural differences also influence students’ comfort with oral tasks. For example, students from collectivist cultures may feel less inclined to self-promote, affecting their delivery style. Educators should therefore adopt culturally sensitive assessment methods (Benraghda, Mohd Radzuan & Lardhi, 2022).
Practical Examples
In professional education, embedding oral presentations in courses has demonstrated positive outcomes. Kerby and Romine (2009) redesigned an accounting curriculum to include oral communication tasks, significantly improving students’ confidence and employability. Similarly, Grant-Smith et al. (2016) introduced the 3D Presentation Framework in management education, which combined content, delivery, and audience engagement. This approach allowed students to reflect on strengths and weaknesses systematically.
Long-term Benefits
Mastering oral presentation skills provides long-term advantages beyond university. In professional environments, employees are often required to pitch ideas, report findings, and persuade stakeholders. Nadolski, Hummel and Rusman (2021) highlighted the role of formative feedback in improving students’ presentation skills, ensuring these competencies carry into careers. The ability to present with clarity and confidence not only enhances academic performance but also supports leadership and collaboration in diverse contexts.
Oral presentations are more than just a requirement in higher education; they are a vital component of academic communication and professional development. Through structured preparation, effective delivery, and reflective assessment, students can overcome challenges and acquire a skill set that benefits them throughout their careers. While anxiety and cultural barriers exist, ongoing practice, feedback, and institutional support enable students to thrive as confident communicators. As higher education continues to emphasise employability skills, oral presentation competence will remain indispensable.
References
Al-Nouh, N.A., Abdul-Kareem, M.M. & Taqi, H.A. (2015) EFL college students’ perceptions of the difficulties in oral presentation as a form of assessment. International Journal of Higher Education, 4(1), pp.136–150.
Aryadoust, V. (2015) Self-and peer assessments of oral presentations by first-year university students. Educational Assessment, 20(3), pp.197–218.
Aryadoust, V. (2017) Understanding the role of likeability in the peer assessments of university students’ oral presentation skills. Language Assessment Quarterly, 14(4), pp.398–419.
Benraghda, A., Mohd Radzuan, N.R. & Lardhi, F.A.S. (2022) Self-assessment as a self-regulated learning approach in English oral presentations. Cogent Education, 9(1).
De Grez, L., Valcke, M. & Roozen, I. (2012) How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education, 13(2), pp.129–142.
Dunbar, N.E., Brooks, C.F. & Kubicka-Miller, T. (2006) Oral communication skills in higher education: Using a performance-based evaluation rubric. Innovative Higher Education, 31(2), pp.115–133.
Galván-Sánchez, I. (2017) Assessing oral presentation skills in electrical engineering. International Journal of Electrical Engineering Education, 54(3), pp.213–228.
García-Ros, R. (2011) Analysis and validation of a rubric to assess oral presentation skills in a university context. Repositorio.ual.es.
Grant-Smith, D., Cathcart, A. & Williams, P. (2016) Enhancing management students’ professional presentation skills through self and peer assessment. QUT Research.
Idrus, H. (2016) Enhancing oral presentation skills of ESL students: The use of oral communication strategies. In: Assessment for Learning Within and Beyond the Classroom. Springer, pp.429–439.
Kerby, D. & Romine, J. (2009) Develop oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85(3), pp.172–179.
Magin, D. & Helmore, P. (2001) Peer and teacher assessments of oral presentation skills: how reliable are they? Studies in Higher Education, 26(3), pp.287–298.
Marshall, L. & Rowland, F. (1998) A Guide to Learning Independently. 3rd edn. Open University.
Nadolski, R.J., Hummel, H.G.K. & Rusman, E. (2021) Rubric formats for the formative assessment of oral presentation skills acquisition in secondary education. Educational Technology Research and Development, 69(2), pp.1027–1048.
Northedge, A. (1990) The Good Study Guide. Open University.
Rusu, O.C. & Bozov, P. (2023) Assessment of oral presentation skills in teaching English for specific purposes. Dialogos, 29(1), pp.57–72.
Tailab, M. & Marsh, N. (2020) Use of self-assessment of video recording to raise students’ awareness of oral presentation skills. Higher Education Studies, 10(1), pp.69–82.
Valcke, M. & Roozen, I. (2009) The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers & Education, 52(3), pp.645–652.
