ENHANCING ENGLISH PRESENTATION SKILLS AMONG FIFTH-GRADE STUDENTS THROUGH GROUP-BASED SPEAKING TASKS: AN ACTION RESEARCH AT A RURAL PRIMARY SCHOOL IN VIETNAM

Abstract

This classroom action research investigated whether group-based speaking tasks could enhance the English presentation skills of 5th-grade students in a rural Vietnamese primary school and explored students’ perceptions of the intervention. Forty students aged 10–11 participated in two action-research cycles comprising planning, action, observation, and reflection. In Cycle I, students prepared and delivered short presentations in small groups with teacher modelling and feedback. In Cycle II, the tasks were refined through clearer group roles, structured planning worksheets, additional language support, and longer rehearsal time. Data were collected through a pre-test, a post-test after each cycle, classroom observations, and a post-intervention questionnaire. Descriptive results showed that the overall mean presentation score rose from 2.75 at pre-test to 3.55 after Cycle I and 4.20 after Cycle II. Confidence showed the largest gain (2.50 to 4.40). By the end of Cycle II, 85% of students were rated Good or Excellent. Questionnaire responses were also positive: students reported greater confidence, less anxiety, stronger enjoyment, and perceived gains in fluency, pronunciation, and vocabulary. Observation evidence suggested increased participation, peer support, eye contact, and voice projection. The findings indicate that carefully scaffolded group-based speaking tasks can be a feasible, low-cost approach to supporting young learners’ presentation development in rural primary EFL classrooms.