Common Challenges in Academic Presentations Among Third-Year University Students: Evidence From Thu Dau Mot University, Vietnam

Abstract

Academic presentations are widely used in higher education to assess students' level of understanding and to develop their communication skills. However, students may experience difficulties in oral delivery, audience interaction, content recall, preparation, and psychological readiness. This study investigated common presentation difficulties, students’ perceptions of contributing factors, and their preferred improvement strategies among third-year students at Thu Dau Mot University, Vietnam. A quantitative, cross-sectional survey was conducted using a structured questionnaire. The study report identifies 115 completed questionnaires, and the data were summarized using descriptive statistics. The most frequently reported difficulty was controlling speaking pace (81%), followed by insufficient audience interaction (75%) and forgetting presentation content (74%). Other reported challenges included inadequate preparation (66%), language limitations (62%), psychological difficulties (60%), and difficulty answering questions (59%). The most commonly identified contributing factors include: a lack of guidance (74%), limited opportunities for practice (69%), difficulty controlling one’s speaking pace (69%), an incomplete understanding of the topic (68%), and poor time management skills or a tendency to procrastinate (68%). Students expressed strong support for workshops on presentation skills (82%), feedback from instructors and peers (75%), as well as training on time management and speaking pace (73%). The research findings indicate that the process of developing a presentation requires a focus on content preparation, presentation skills, audience engagement strategies, and psychological readiness. However, this study has certain limitations: its scope is confined to a single educational institution, it relies on self-reported data from participants, and it employs a descriptive analysis method. Consequently, these results should be interpreted as context-specific patterns rather than as evidence of causal relationships or the effectiveness of any particular intervention.