The Impact of Oral presentation in Developing Speaking Skills among Third Year Students of English Department at the Faculty of Arts, Elmergib University

Abstract

This research paper investigates the deep impact of oral presentations on the development of speaking skills among third-year English Department students at the Faculty of Arts, Elmergib University. A comprehensive review of existing literature reveals that oral presentations serve as a highly effective pedagogical tool, fostering a wide array of linguistic and communicative competencies, including fluency, accuracy, vocabulary, grammar, pronunciation, and overall communicative strategies. Despite these documented benefits, EFL learners, particularly within the Libyan educational context, frequently encounter significant challenges such as anxiety, shyness, and limited exposure to authentic English. This study integrates key second language acquisition theories Communicative Competence Theory, the Output Hypothesis, and Sociocultural Theory to elucidate the mechanisms through which presentations facilitate language acquisition. The discussion highlights the dual nature of presentations in both enhancing skills and exposing underlying anxieties, emphasizing the need for carefully structured pedagogical approaches. Based on these findings, the paper proposes context-specific pedagogical implications and actionable recommendations for EFL instructors, curriculum designers, and assessment practices at Elmergib University, aiming to optimize the effectiveness of oral presentations in fostering robust speaking proficiency.