Abstract:
This study delves into the multifaceted challenges faced by vocational senior high
school students during English oral presentations and examines their self-directed
improvement strategies. Employing a narrative inquiry approach, the research
identifies key obstacles encompassing preparation in presentation , linguistic and
non-linguistic factors. The study highlights the critical role of self-directed
learning (SDL) in addressing these challenges, demonstrating how SDL
empowers students to take initiative, set personal learning goals, and utilize
various resources to enhance their presentation skills. Findings indicate that
students who engage in SDL show marked improvement in both linguistic
proficiency and confidence levels, leading to more effective and coherent
presentations. This study contributes to the existing literature on language
learning by offering new insights into the application of SDL in the context of oral
presentations. It provides practical recommendations for educators, suggesting the
integration of SDL practices into curricula to support students in overcoming their
presentation challenges. Additionally, the study emphasizes the need for educators
to foster an environment that encourages autonomy and self-regulation among
students. The findings underscore the importance of comprehensive preparation
and SDL in enhancing the efficacy of English oral presentations, offering valuable
implications for both teaching practices and future research in the field.
