Exploring Key Factors Enhancing EFL Learners’ Comprehension in English Presentation Assignments: A Focus on Material Understanding
Keywords:
English Presentation Assignment, EFL Learners, Materials UnderstandingAbstract
The purpose of this qualitative descriptive study is to determine the elements that contribute to English presentation tasks improving the material comprehension of EFL students. Despite being widely used in classrooms, presentation assignments often fail to lead to deep material understanding due to learners’ poor preparation, dependence on pre-translated materials, and difficulty in processing content in English. This study investigates this problem by identifying the factors that support or hinder students' ability to comprehend material effectively through presentation assignments. Twelve students from Universitas Negeri Makassar's class 01 of the English Education Study Program, batch 2022/2023, participated in the study. In-depth interviews and classroom observations were used to gather data that shed light on students' experiences with presenting assignments. Techniques for data reduction, data display, and conclusion drawing were used to analyze the data. The results emphasize important elements that contribute to students' improved comprehension of the topic, such as meticulous planning, group projects, technology utilization, and lecturer help. By encouraging critical thinking and content interaction, active engagement in post-presentation discussions significantly enhanced understanding. All of these elements worked together to make presenting assignments more successful at enhancing comprehension of the subject matter. The results highlight how audience-centered techniques, cooperative planning, and culturally appropriate examples can enhance presentation results. Innovative techniques to match presentation assignments with learners' competence levels and pedagogical goals are presented, along with practical implications for EFL training. By examining the relationship between understanding and material design in promoting learner success, this study adds to the expanding corpus of research on EFL instruction. The study concludes that presentation assignments are a valuable tool for promoting deeper comprehension in EFL learning, as they encourage students to prepare thoroughly, collaborate in groups, use digital resources, and engage with lecturer feedback. These elements help learners internalize the material, clarify complex concepts, and improve both their understanding and confidence during delivery.
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