In spite of the benefits of English oral presentations on EFL learners' proficiency and competence, English presentations have not obtained much attention as instructional medium in the field of English education. With the belief that EFL learners' experience of English presentation performance can provide valuable insights for educators and researchers, this study intended to describe how EFL learners perceive their presentation performance through their reflective self-assessment. In particular, adopting Otoshi and Heffernen's (2008) rubric of evaluation, this study examined what a group of Korean EFL learners were concerned in regard to their presentation performances and how they evaluated them. The data collected were 41 reflective self-assessment papers written by 41 Korean college students. The papers were coded, categorized and interpreted. Findings showed that voice quality is the area the students in this paper were most concerned about. Negative evaluations of their presentation performance outweighed the positive evaluations except in the area of Power Point use. Lastly, rehearsal and visual aids education sessions as well as differentiating spoken and written English were suggested as instruction implications for educators.

The purpose of this study is to examine the effects of English oral presentation strategy training (OPST) in EFL contexts. For this study, eight university students of 4 high and 4 low proficiency level are selected. The participants were provided with an OPST over 5 weeks including 8 times of training. During the OPST, the participants learned 25 strategy, 17 verbal and 8 non-verbal strategies. The verbal strategies were again divided into two parts: general verbal strategies and genre specific strategies. For the validity of the present study a “triangulation” was achieved through the use of video recording, classroom observation, questionnaire, in-depth interview, and the native English speaker’s evaluation. The results of the study demonstrated that the participants showed some improvement in the use of presentation strategies, especially organizational and verbal components of the strategies rather than nonlinguistic components. The proficiency level of the participants had an effect on the frequency of use of strategies after the OPST. Overall, the OPST was found to have positive effects on the participants’ attitude toward English oral presentations. On the basis of the results of the study, some teaching implications for improving presentation skills in university EAP contexts are provided.