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This study explored the challenges university students encounter in oral presentations, strategies for improving these skills, and the role of lecturers in enhancing students’ presentation abilities. Using a quantitative research approach, the researcher applied descriptive and inferential statistical analysis through statistical package for social sciences to examine data collected from 200 bachelor’s degree English as a foreign language (EFL) students from the National University of Battambang, Cambodia. Results reveal that EFL learners struggle with issues such as limited preparation time, presentation anxiety, and discomfort with peer evaluation. The results of independent sample t-test showed no significant gender differences, t (198) = 1.062, p = 0.289. However, a one-way ANOVA indicated a statistically significant difference in oral presentation difficulties among different class levels (F 3, 196 = 3.294, p = 0.022). This ANOVA analysis found no significant difference among class ranks regarding coping strategies (F 3, 196 = 2.220, p = 0.087). In contrast, there was a statistically significant difference among class levels (F 3, 196 = 4.328, p = 0.006). Furthermore, EFL learners utilized a range of strategies to improve their oral presentation skills, such as observing peers, boosting their confidence, incorporating visual aids, and relying on brief notes instead of fully scripted speeches. Instructors played a vital role in this development by ensuring sufficient preparation time, creating a supportive learning environment, and offering constructive feedback. Recognizing these specific challenges in oral presentations allowed educators to refine their teaching methods more effectively.
Keo et al. (Mon,) studied this question.