Oral Presentation Improvements in Korean College EFL Classrooms: Focusing on Presentation Script

Oral Presentation Improvements in Korean College EFL Classrooms: Focusing on Presentation Script

This study investigates grammatical errors in presentation scripts written by Korean EFL learners, aiming to identify and assess writing proficiency improvements over two semesters. Eight participants in two consecutive English presentation courses during the 2022 academic year (spring and fall semesters) were analyzed. A total of 618 sentences from their scripts showed inaccuracies, mainly in omission, misformation, addition, and misordering errors. Omission errors were the most frequent in both semesters, followed by misformation and addition errors. Factors influencing the improvement of writing skills in their presentation scripts include building on previous knowledge from the spring semester. Learners became more familiar with the expectations and requirements of writing presentation scripts, and the process of writing and presenting in English became more ingrained through repeated practice. The study emphasizes the role of consistent feedback and iterative learning processes in fostering EFL learners’ writing development. It also suggests that targeted instruction addressing specific error types, particularly omissions, can further enhance learners’ proficiency. This research includes pedagogical implications, highlighting the importance of sustained practice, active engagement with course materials, and a structured curriculum in supporting students’ writing accuracy and overall language skills in similar EFL contexts.