Effect of Presentation Skills Training on Communication Skills and Academic Self-Efficacy Among Esl Undergraduates: A Quasi-Experimental Study

This quasi-experimental study investigated the effect of presentation skills training on communication skills and academic self-efficacy among English as a Second Language (ESL) undergraduates. The main aim of this research design is to find the effect of the training program on the communication skills and academic self-efficacy of the students. A total of 100 students participated in the study, comprising an experimental group (n = 50) and a control group (n = 50), which did not receive the intervention. Pre-test and post-test assessments were conducted to evaluate students’ communication skills and academic self-efficacy before and after the training programme. In addition, a five-point Likert-scale questionnaire was administered to the experimental group to examine students’ perceptions of the effectiveness of the training. The findings revealed significant improvements in both communication skills and academic self-efficacy among students who participated in the presentation skills training, whereas only minimal changes were observed in the control group. Participants also reported positive perceptions of the programme, particularly regarding increased confidence, improved presentation competence, reduced public speaking anxiety, and greater preparedness for future academic presentations. The findings suggest that presentation skills training is an effective pedagogical strategy for enhancing communication competence and strengthening academic self-efficacy among ESL undergraduates. The study highlights the value of incorporating structured presentation skills training into ESL curricula to support students’ academic success and professional development.