Improving Oral Presentation Skills in Undergraduates Through Constructive Criticism (As a Bi-Product of Scaffolding)

Abstract

English is a global language at present and it is considered the key to knowledge, information, communication, technology, travel, trade and business (Turmapang, 2012). As there is a continuous rise in the unity of people in the globe, knowing one common language has become a necessity as a communication tool. As a result, in Sri Lanka, English is recognized as a key to employment opportunity and recognition in the society. Therefore, graduates from local state universities are expected to be equipped with the right knowledge, technical skills and most importantly communication skill competence and interactive skills in English. Further, to be employed in a well-paid, study- related job in the private sector, graduates are expected to be proficient in their communication and presentation skills in English language. However, it is significant that even though Sri Lankan students begin learning English as a subject from Grade 3 onwards (Gorden, Kuruppu&Kuruppu, 2015) and English is used as a medium of instruction in most of the courses at Sri Lankan universities, it has been identified that their English speaking confidence, performance and willingness to communicate remains inadequate as undergraduates. Thus, this research aims to find out a way to overcome speaking apprehension in undergraduates and enhance their oral confidence through constructive criticism as a means of scaffolding. This is used as a technique evolving from Bruner`s Scaffolding Theory. A stratified sample of 39 Engineering undergraduates were subjected in this experimental research. A mixed approach was used. The positive impact brought out from constructive criticism provided to undergraduates as feedback is identified as an effective method to enhance oral confidence and presentation skills in English.