International Journal of English Language Teaching (IJELT)

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Implications of Oral Presentation for Fostering Learners’ Autonomy: A Case Study with Saudi Learners Major in English as a Foreign Language


This present paper focuses on pinpointing the implications of Oral presentation for fostering learners’ autonomy by employing the experimental and qualitative research methods. The study investigated a group of participants comprised of  (15) students major in English as A foreign language at Najran University. The key data was collected from the participants who were interviewed through a focusing group interview conducted on purpose to obtain a deeper insight into Saudi learners’ perceptions of how Oral presentation provides opportunities for them to fostering autonomy learning.  The results are enlightening, as the students of the College of Science and Arts in Sharurah comprised in the sample find an overall positive satisfaction with the Oral presentation as they believed that Oral presentation did not only help them decide on materials, plan and prepare it for class presentation but also It provided them with motivation to learn English, gained self-esteem, confidence and become active learners. Finally, Oral presentation stimulated learners to create their own identity of learning the English language and enabled them to sort out their learning materials that satisfy their learning needs.

Keywords: English as a foreign language, Saudi learners, learners’ autonomy, oral presentation

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