Abstract:
This study investigates the integration of reading and speaking skills as a means
of enhancing academic presentations among undergraduate students. Academic
presentations play a vital role in university education, contributing to students’
communicative competence and preparing them for future professional contexts. Despite
their importance, many undergraduates encounter challenges such as limited subject
knowledge, inadequate content mastery, disorganization, and low confidence, all of
which negatively affect presentation performance. The primary aim of this research
is to examine these challenges and identify their underlying causes. Specifically,
the study seeks to assess the impact of reading and speaking skills on presentation
effectiveness and to propose practical strategies for addressing the difficulties faced
by students. A mixed-methods approach was adopted, combining quantitative and
qualitative techniques. Data were collected through Google Forms administered to
the undergraduate students and semi-structured interviews with the lecturers, who
provided insights into common deficiencies observed during student presentations.
Pre-tests and post-tests were also employed to evaluate the effectiveness of integrating
reading and speaking skills. The findings indicate that insufficient subject knowledge
and weak content mastery constitute major barriers to effective presentations.
Additionally, lack of organization and low self-confidence further hinder performance.
However, the integration of reading and speaking skills was found to significantly
improve comprehension, critical thinking, and audience engagement, resulting in
more effective and impactful presentations. The study highlights the essential role
of academic presentations in developing key skills such as public speaking, critical
thinking, and effective communication. It concludes that incorporating reading and
speaking skill integration into the undergraduate curriculum can enhance students’
confidence and presentation quality. The outcomes of this research are expected to
benefit both educators and learners by refining teaching methodologies and enriching
the learning experience, ultimately producing competent presenters who are wellprepared
for academic and professional challenges.
