Research Article

Exploring EFL students’ challenges in oral presentations at National University of Battambang

Vireak Keo 1 , Bunrosy Lan 1 * , Rany Sam 1 , Wen Rouet 1
More Detail
1 National University of Battambang, Battambang City, CAMBODIA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 7(2), July 2025, e2513, https://doi.org/10.30935/ijpdll/16111
Submitted: 06 July 2024, Published Online: 10 March 2025, Published: 01 July 2025
OPEN ACCESS   651 Views   172 Downloads
Download Full Text (PDF)

ABSTRACT

This study explored the challenges university students encounter in oral presentations, strategies for improving these skills, and the role of lecturers in enhancing students’ presentation abilities. Using a quantitative research approach, the researcher applied descriptive and inferential statistical analysis through statistical package for social sciences to examine data collected from 200 bachelor’s degree English as a foreign language (EFL) students from the National University of Battambang, Cambodia. Results reveal that EFL learners struggle with issues such as limited preparation time, presentation anxiety, and discomfort with peer evaluation. The results of independent sample t-test showed no significant gender differences, t (198) = 1.062, p = 0.289. However, a one-way ANOVA indicated a statistically significant difference in oral presentation difficulties among different class levels (F [3, 196] = 3.294, p = 0.022). This ANOVA analysis found no significant difference among class ranks regarding coping strategies (F [3, 196] = 2.220, p = 0.087). In contrast, there was a statistically significant difference among class levels (F [3, 196] = 4.328, p = 0.006). Furthermore, EFL learners utilized a range of strategies to improve their oral presentation skills, such as observing peers, boosting their confidence, incorporating visual aids, and relying on brief notes instead of fully scripted speeches. Instructors played a vital role in this development by ensuring sufficient preparation time, creating a supportive learning environment, and offering constructive feedback. Recognizing these specific challenges in oral presentations allowed educators to refine their teaching methods more effectively.
Keywords: EFL learners, oral presentation, difficulties, lecturers’ roles, coping strategies

CITATION (APA)

Keo, V., Lan, B., Sam, R., & Rouet, W. (2025). Exploring EFL students’ challenges in oral presentations at National University of Battambang. International Journal of Professional Development, Learners and Learning, 7(2), e2513. https://doi.org/10.30935/ijpdll/16111

REFERENCES

  1. Al Asmari, A. (2015). A comparative determination of barriers of oral English learning faced by preparatory year students. European Scientific Journal, 11(35), 58–81.
  2. Al Nakhalah, A. M. M. (2016). Problems and difficulties of speaking that encounter English language students at Al Quds Open University. International Journal of Humanities and Social Science Invention, 5(12), 96–101.
  3. ALGhazo, A. (2023). The effect of self-esteem and language anxiety on learning English as a foreign language. International Journal of English Language Education, 11(1), 93–110. https://doi.org/10.5296/ijele.v11i1.20771
  4. Alharbi, A. T. (2021). Speaking anxiety during English oral presentations: Investigating Saudi undergraduate EFL learners’ behaviors. Linguistics and Culture Review, 5(S2), 1548–1564. https://doi.org/10.21744/lingcure.v5nS2.2214
  5. Al-Hassaani, A. M. A., & Al-Saalmi, A. F. M. Q. (2022). Saudi EFL learners’ speaking skills: Status, challenges, and solutions. Arab World English Journal, 13(2), 328–338. https://doi.org/10.24093/awej/vol13no2.22
  6. Ali, A. B. M., Ali, J. A. M., & Melhum, A. I. (2022). Predicting Kurdish EFL university learners’ oral reading fluency using support vector machine. International Journal of Humanities and Social Sciences, 39, 246–258.‎ https://doi.org/10.33193/IJoHSS.39.2022.492
  7. Al-Nouh, N. A., Abdul-Kareem, M. M., & Taqi, H. A. (2015). EFL college students’ perceptions of the difficulties in oral presentation as a form of assessment. International Journal of Higher Education, 4(1), 136–150. https://doi.org/10.5430/ijhe.v4n1p136
  8. Alrasheedi, S. (2020). Investigation of factors influencing speaking performance of Saudi EFL learners. Arab World English Journal, 11(4), 66–77. https://doi.org/10.24093/awej/vol11no4.5
  9. Alshammari, H. A. (2022). Investigating the low English proficiency of Saudi EFL learners. Arab World English Journal, 13(1), 129–144. https://doi.org/10.24093/awej/vol13no1.9
  10. Altun, M. (2022). The effect of language learning anxiety on English oral performance. International Journal of Social Sciences & Educational Studies, 9(3), 337–347. https://doi.org/10.23918/ijsses.v9i3p337
  11. Amilani, U., Jayasekara, P., Perera, I. R., Carter, H. E., Senanayake, S., & Kularatna, S. (2020). Oral impact on daily performance (OIDP) scale for use in Sri Lankan adolescents: A cross sectional modification and validation study. BMC Oral Health, 20, Article 16. https://doi.org/10.1186/s12903-020-1006-z
  12. Amine, M. M. K. C. P. (2016). The impact of oral presentations on developing EFL students’ communicative competence: Case of second year LMD students at the University of Tlemcen [PhD thesis, University of Tlemcen].
  13. Amini, A. (2019). A correlation between students’ anxiety levels and oral presentation performance in EFL speaking class. Journal of English Education and Teaching, 3(3), 403–412. https://doi.org/10.33369/jeet.3.3.403-412
  14. Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation toward speaking the English language. Journal of Language and Linguistic Studies, 17(1), 56–69. https://doi.org/10.52462/jlls.4
  15. Bademcioglu, M., Karatas, H., & Ergin, A. (2017). The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes toward English, and speaking anxiety on foreign language classroom anxiety. Journal of Human Sciences, 14(1), 571–586. https://doi.org/10.14687/jhs.v14i1.4132
  16. Bujang, M. A., Omar, E. D., Foo, D. H. P., & Hon, Y. K. (2024). Sample size determination for conducting a pilot study to assess reliability of a questionnaire. Restorative Dentistry & Endodontics, 49(1), Article e3. https://doi.org/10.5395/rde.2024.49.e3
  17. Bunrosy, L., & Vireak, K. (2024). Evolution of English language teaching (ELT) methodologies and contemporary trends: A critical analysis of the Cambodia context. European Journal of English Language Teaching, 9(6).
  18. Chan, H. (2018). Cambodian EFL students’ investment in learning English: Perspectives and practices. TEFLIN Journal, 29(1), 45–71. https://doi.org/10.15639/teflinjournal.v29i1/45-71
  19. Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 1–15.
  20. del Mar Seguí, M., Cabrero-García, J., Crespo, A., Verdú, J., & Ronda, E. (2015). A reliable and valid questionnaire was developed to measure computer vision syndrome at the workplace. Journal of Clinical Epidemiology, 68(6), 662–673. https://doi.org/10.1016/j.jclinepi.2015.01.015
  21. Dumlao, R. P. (2020). Language socialization through an oral academic presentation in an EFL environment: A qualitative study. The Qualitative Report, 25(2), 416–440. https://doi.org/10.46743/2160-3715/2020.4213
  22. Ekmekçi, E. (2018). Oral presentations from the eyes of EFL freshman students: A qualitative study. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (12), 265–275. https://doi.org/10.29000/rumelide.472777
  23. Fang, S. (2021). Research on the effects of task repetition in TBLT and its recycling use in EFL learners’ oral production. In Proceedings of the 7th Annual International Conference on Social Science and Contemporary Humanity Development (pp. 128–135). Atlantis Press. https://doi.org/10.2991/assehr.k.211215.024
  24. Fang, W. C., Cassim, F. A., Hsu, C. N., & Chen, N. S. (2018). Effects of reciprocal peer feedback on EFL learners’ communication strategy use and oral communication performance. Smart Learning Environments, 5, Article 11. https://doi.org/10.1186/s40561-018-0061-2
  25. Fauzi, I., & Hanifah, D. (2018). Developing students’ speaking ability through PowerPoint presentation. Loquen: English Studies Journal, 11(2), 29–41. https://doi.org/10.32678/loquen.v11i02.864
  26. Fitriani, N. (2019). Communication breakdown among Indonesian EFL learners: Barriers and strategies. International Journal of English Language & Translation Studies, 7(1), 35–41.
  27. Gevisa, R. P., & Kurniati, K. (2024). A comprehensive guide to understanding and applying descriptive statistics in data analysis. PKM-P, 8(1), 186–191. https://doi.org/10.32832/jurma.v8i1.2258
  28. Hadi, M. S., Izzah, L., & Masae, M. (2020). Factors affecting speaking anxiety of Thai students during oral presentation: Faculty of Education in TSAI. English Language in Focus, 3(1), 79–88.
  29. Hammad, E. A. (2020). The impact of oral presentations on Al-Aqsa University EFL students’ speaking performance, speaking anxiety and achievement in ELT methodology1. Journal of Second and Multiple Language Acquisition, 8(1), 1–27.
  30. Hammer, M. J. (2017). Ethical considerations for data collection using surveys. Oncology Nursing Forum, 44(2), 157–159. https://doi.org/10.1188/17.ONF.157-159
  31. Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors causing demotivation in EFL learning process and the strategies used by Turkish EFL learners to overcome their demotivation. Advances in Language and Literary Studies, 10(2), 56–65. https://doi.org/10.7575/aiac.alls.v.10n.2p.56
  32. Haugen, J., & Lucas, K. (2019). Unify and present: Using Monroe’s motivated sequence to teach team presentation skills. Communication Teacher, 33(2), 112–116. https://doi.org/10.1080/17404622.2018.1502886
  33. Heng, K. (2017). Cambodian EFL university students’ learning strategies and motivation to improve their English language speaking skills: A qualitative study. Journal of Studies in the English Language, 12(2), 45–70.
  34. Hossan, D., Dato’Mansor, Z., & Jaharuddin, N. S. (2023). Research population and sampling in quantitative study. International Journal of Business and Technopreneurship, 13(3), 209–222. https://doi.org/10.29000/rumelide.472777
  35. Hung, Y.-J., Samuelson, B. L., & Chen, S.-C. (2016). Relationships between peer-and self-assessment and teacher assessment of young EFL learners’ oral presentations. In M. Nikolov (Ed.), Assessing young learners of English: Global and local perspectives. Educational linguistics, vol 25 (pp. 317–338). Springer. https://doi.org/10.1007/978-3-319-22422-0_13
  36. Jubier, M. M. (2019). English consonant pronunciation difficulties of adult EFL Arab learners in Malaysia. International Journal of Language Academy, 7(2), 482–496. https://doi.org/10.18033/ijla.4073
  37. Kazemi, S. A., & Zarei, L. (2015). The efficacy of topic familiarity on oral presentation: Extensive speaking assessment task of Iranian EFL learners in TBLT. International Journal of Applied Linguistics and English Literature, 4(3), 93–97. https://doi.org/10.7575/aiac.ijalel.v.4n.3p.93
  38. Keo, V., Sam, R., Lan, B., & Wen, R. (2024). Challenges and opportunities of educational technology integration in Cambodian higher education institutions: A literature review. International Journal of Education, Psychology and Counseling, 9(54), 157–176. https://doi.org/10.35631/IJEPC.954013
  39. Kheryadi, K., & Hilmiyati, F. (2021). Identifying difficulties encountered by Indonesian EFL learners in oral presentation. Voices of English Language Education Society, 5(1), 36–45. https://doi.org/10.29408/veles.v5i1.2486
  40. Kho, M. G. W., & Ting, S. H. (2023). Overcoming oral presentation anxiety: A systematic review of tertiary ESL/EFL students’ challenges and strategies. Qeios. https://doi.org/10.32388/C9AN5Z
  41. Khonamri, F., Soleimani, M., Tkacova, H., & Jenisová, Z. (2021). The role of scaffolding through peer collaborative feedback in EFL literature students’ oral presentation of short stories. European Journal of Contemporary Education, 10(4), 958–968. https://doi.org/10.13187/ejced.2021.4.958
  42. Kock, N., & Hadaya, P. (2018). Minimum sample size estimation in PLS‐SEM: The inverse square root and gamma‐exponential methods. Information Systems Journal, 28(1), 227–261. https://doi.org/10.1111/isj.12131
  43. Lan, B., Keo, V., Sam, R., & Roeut, W. (2024a). Exploring EFL learners’ perception toward the difficulties in oral presentation. ELT Forum: Journal of English Language Teaching, 13(3), 174–190.
  44. Lan, B., Sam, R., Keo, V., & Roeut, W. (2024b). Academic adjustment of freshmen in Cambodian higher education institutions: A systematic literature review. Journal of General Education and Humanities, 3(2), 169–196. https://doi.org/10.58421/gehu.v3i2.203
  45. Larsari, V. N., Farrokhi, F., Dhuli, R., Chenari, H., & Lanuza, M. H. (2023). Teachers’ motivational intervention toward EFL learners’ oral performance: A quantitative approach. In S. Motahhir, & B. Bossoufi (Eds.), Digital technologies and applications. ICDTA 2023. Lecture notes in networks and systems, vol 669 (pp. 364–373). Springer. https://doi.org/10.1007/978-3-031-29860-8_37
  46. Lewis, M., Bromley, K., Sutton, C. J., McCray, G., Myers, H. L., & Lancaster, G. A. (2021). Determining sample size for progression criteria for pragmatic pilot RCTs: The hypothesis test strikes back! Pilot and Feasibility Studies, 7(1), Article 40. https://doi.org/10.1186/s40814-021-00770-x
  47. Li, S., Gurzynski-Weiss, L., & Kim, Y. (2022). Quantitative research methods in ISLA. In L. Gurzynski-Weiss, & Y. Kim (Eds.), Instructed second language acquisition research methods (pp. 31–53). John Benjamins. https://doi.org/10.1075/rmal.3.02li
  48. Liu, M. (2018). Interactive effects of English-speaking anxiety and strategy use on oral English test performance of high-and low-proficient Chinese university EFL learners. Cogent Education, 5(1), Article 1562410. https://doi.org/10.1080/2331186X.2018.1562410
  49. Long, C., Sam, R., Ny, C., Chhang, C., Ren, R., Ngork, C., Sorn, R., Sorn, M., & Sor, C. (2024). The impact of assessment for 21st century skills in higher education institutions: A narrative literature review. International Journal of Advance Social Sciences and Education, 2(1), 19–42. https://doi.org/10.59890/ijasse.v2i1.1378
  50. Mabrouk, F. (2023). Tunisian EFL learners’ perceptions of the use of oral presentations in assessing speaking skills: An exploratory practice study. Studies in Applied Linguistics and TESOL, 23(2), 18–40. https://doi.org/10.52214/salt.v23i2.12083
  51. Mamdouh Makhyoun, W. (2022). A content language integrated learning (CLIL) program for developing EFL oral presentation skills and disciplinary knowledge of the preservice teachers at faculty of education. College of Education Journal, 33(131), 27–100.‎ https://doi.org/10.21608/JFEB.2022.285914
  52. MoEYS. (2023). Education congress: The education, youth and sport performance in the academic year 2021-2022 and goals for the academic year 2022-2023. Planipolis. https://planipolis.iiep.unesco.org/en/2023/education-congress-education-youth-and-sport-performance-academic-year-2021-2022-and-goals
  53. Mohamed, N. O., Ali, M. F. A. A.-S., & Garhi, S. (2020). An investigation of the relationship between EFL hyperactive young learners’ oral performance and their FL anxiety. Fayoum University Journal of Education and Psychological Science, 14(1), 283–313. https://doi.org/10.21608/jfust.2020.118844
  54. Naqvi, A. A., AlShayban, D. M., Ghori, S. A., Mahmoud, M. A., Haseeb, A., Faidah, H. S., & Hassali, M. A. (2019). Validation of the general medication adherence scale in Saudi patients with chronic diseases. Frontiers in Pharmacology, 10. https://doi.org/10.3389/fphar.2019.00633
  55. Nazemi, M., & Rezvani, E. (2019). Effects of task familiarity and task repetition on Iranian EFL learners’ engagement in L2 oral performance. Contemporary Research in Education and English Language Teaching, 1(4), 45–56. https://doi.org/10.33094/26410230.2019.14.45.56
  56. Noor, L. (2021). Factors affecting EFL learners’ English pronunciation competence and oral presentation performance: A study on tertiary level in Bangladesh. BAIUST Academic Journal, 2(1), 174–188.
  57. Nur, S., & Sakkir, G. (2022). EFL students’ anxiety in oral presentation in thesis examination during COVID-19 pandemic era: Factors and strategies. ARRUS Journal of Social Sciences and Humanities, 2(2), 144–159. https://doi.org/10.35877/soshum791
  58. Pardede, P. (2020). Integrating the 4Cs into EFL integrated skills learning. Journal of English Teaching, 6(1), 71–85. https://doi.org/10.33541/jet.v6i1.190
  59. Perera, B. S., & Castro, P. A. (2024). Analyzing the oral performance of EFL learners in the testing and the laboratory contexts. Porta Linguarum, (41), 65–78. https://doi.org/10.30827/portalin.vi41.24590
  60. Pienemann, M., Di Biase, B., Kawaguchi, S., & Håkansson, G. (2005). Processing constraints on L1 transfer. In J. F. Kroll, & A. M. B. De Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 128–153). Oxford Academic. https://doi.org/10.1093/oso/9780195151770.003.0008
  61. Pienemann, M., & Lenzing, A. (2020). Processability Theory 1. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in second language acquisition (pp. 162–191). Routledge. https://doi.org/10.4324/9780429503986-8
  62. Rahman, M. M. (2023). Sample size determination for survey research and non-probability sampling techniques: A review and set of recommendations. Journal of Entrepreneurship, Business and Economics, 11(1), 42–62.
  63. Rahman, M. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, M. S. (2022). Sampling techniques (probability) for quantitative social science researchers: A conceptual guidelines with examples. SEEU Review, 17(1), 42–51. https://doi.org/10.2478/seeur-2022-0023
  64. Riadil, I. G. (2020). Does oral presentation affect the development of the students’ ability to speak in EFL classroom. Social Sciences, Humanities and Education Journal, 1(2), 13–21. https://doi.org/10.25273/she.v1i2.6622
  65. Riftriani, A. Z., Ikhsanudin, I., & Rezeki, Y. S. (2019). Factors influencing students’ speaking difficulties in giving oral presentation. Jurnal Pendidikan dan Pembelajaran, 8(10).
  66. Sahan, A., Abi, B. K., Wisrance, M. W., & Seran, Y. (2022). Exploring oral presentation performance: Level of mastery and common problems of EFL students from selected university. REiLA: Journal of Research and Innovation in Language, 4(3), 335–343. https://doi.org/10.31849/reila.v4i3.9212
  67. Sahib, S. M. A. (2016). Compensation strategies used by EFL learners in speaking and listening skills. Journal of University of Thi-Qar Val, 11(1), 31–43. https://doi.org/10.32792/utq/utj/vol11/1/4
  68. Sahriana, S. (2018). Improving students’ English ability through oral presentation task: The students’ perception. GEN TEFL Journal, 3(1), 43–49.
  69. Sam, R., Yoeng, H., Tieng, M., & Chiv, S. (2024). Factors influencing English-speaking anxiety among EFL learners: A case study in Cambodian higher education. Research Square. https://doi.org/10.21203/rs.3.rs-4497347/v1
  70. Seraj, P. M. I., & Hadina, H. (2021). A systematic overview of issues for developing EFL learners’ oral English communication skills. Journal of Language and Education, 7(1), 229–240. https://doi.org/10.17323/jle.2021.10737
  71. Setiyadi, A. B. (2020). Teaching English as a foreign language. Graha Ilmu.
  72. Solmaz, O. (2019). Developing EFL learners’ speaking and oral presentation skills through Pecha Kucha presentation technique. Turkish Online Journal of Qualitative Inquiry, 10(4), 542–565. https://doi.org/10.17569/tojqi.592046
  73. Sotoudehnama, E., & Hashamdar, M. (2016). Oral presentation vs. free discussion: Iranian intermediate EFL learners’ speaking proficiency and perception. Applied Research on English Language, 5(2), 211–236. https://doi.org/10.22108/ARE.2016.20427
  74. Sukarno, S., & Latif, S. (2023). Developing students’ macro language skills integratedly by interconnecting the target culture and local wisdom in TEFLIN/TEGL/TEIL. Jurnal Bilingual, 13(2), 119–126. https://doi.org/10.33387/j.bilingual.v13i2.7495
  75. Surkamp, C., & Viebrock, B. (2018). Teaching English as a foreign language. JB Metzler. https://doi.org/10.1007/978-3-476-04480-8
  76. Sutanapong, C., & Louangrath, P. I. (2015). Descriptive and inferential statistics. International Journal of Research & Methodology in Social Science, 1(1), 22–35.
  77. Tang, F. X. (2018). The learnability of grammar instruction: A processability approach to textbook evaluation in EFL settings. GEN TEFL Journal, 3(1).
  78. Tang, W. (2023). How to improve EFL learners’ oral English proficiency? In Proceedings of the 2nd International Conference on Social Sciences and Humanities and Arts (pp. 730–736). Atlantis Press. https://doi.org/10.2991/978-2-38476-062-6_94
  79. Tareen, H., Haand, M. T., & Muhammadi, A. (2023). Investigating EFL learners’ perceptions toward the difficulties in oral presentation at Kandahar University. Anatolian Journal of Education, 8(1), 79–92. https://doi.org/10.29333/aje.2023.816a
  80. Tian, S., & Mahmud, M. (2018). A study of academic oral presentation anxiety and strategy employment of EFL graduate students. Indonesian Journal of EFL and Linguistics, 3(2), 149–170. https://doi.org/10.21462/ijefl.v3i2.78
  81. Utari, L. W., Salam, U., Ikhsanudin, I., & Rosnija, E. (2022). Speaking anxiety in oral presentation of EFL students. Journal of English as a Foreign Language Education, 3(2), 64–74. https://doi.org/10.26418/jefle.v3i2.61253
  82. Vireak, K., & Bunrosy, L. (2024). Exploring language teaching methods: An in-depth analysis of grammar translation, direct method, and audiolingual method: A literature review. International Journal of Advance Social Sciences and Education, 2(2), 151–168. https://doi.org/10.59890/ijasse.v2i2.1766
  83. Vireak, K., Rany, S., Bunrosy, L., & Wen, R. (2024). Challenges and opportunities of educational technology integration in Cambodian higher education institutions: A literature review. International Journal of Education, Psychology and Counselling, 9(54). https://doi.org/10.35631/IJEPC.954013
  84. Widodo, J. W., & Chakim, N. (2023). Formative peer-assessment in oral presentation skill: EFL secondary school students’ perception and its challenges. Prosodi, 17(1), 41–57. https://doi.org/10.21107/prosodi.v17i1.14758
  85. Williyan, A. (2019). Teaching speaking: Exploring method of teaching and oral corrective feedback in EFL learners’ classroom. Journal of English Language, Literature, and Teaching, 3(2), 46–52. https://doi.org/10.17977/um046v3i2p10-16
  86. Williyan, A. (2020). Exploring EFL learners’ casual conversation. Diadikasia Journal, 1(1), 71–84. https://doi.org/10.21428/8c841009.2db315d6
  87. Wong, K. M., & Samudra, P. G. (2021). L2 vocabulary learning from educational media: Extending dual-coding theory to dual-language learners. Computer Assisted Language Learning, 34(8), 1182–1204. https://doi.org/10.1080/09588221.2019.1666150
  88. Wooten, J. O., & Cuevas, J. A. (2024). The effects of dual coding theory on social studies vocabulary and comprehension in elementary education. International Journal on Social and Education Sciences, 6(4), 673–691. https://doi.org/10.46328/ijonses.696
  89. Wu, H. (2022). Exploring the factors affecting the performance of EFL learners’ oral presentation: A structural equation modeling study. SSRN. https://doi.org/10.2139/ssrn.4259156
  90. Xie, J. (2020). Learner perceptions of demotivators in the English as a foreign language (EFL) classroom: Conceptual framework, scale development, and tentative underlying cause analysis [PhD thesis, Mississippi State University].
  91. Xie, J., Wei, T., Zhan, Y., Zeng, Y., Xiang, X., Liu, X., & Gallo, K. (2021). Learner perceptions of demotivators in the EFL classroom: Conceptual framework and scale development. Journal of Asia TEFL, 18(4), Article 1302. https://doi.org/10.18823/asiatefl.2021.18.4.14.1302
  92. Yip, C., Han, N. L. R., & Sng, B. L. (2016). Legal and ethical issues in research. Indian Journal of Anesthesia, 60(9), 684–688. https://doi.org/10.4103/0019-5049.190627
  93. Zahra, A., & Shiva, Y. (2020). Self-image improvement and Iranian EFL learners’ oral performance: Effects on complexity, accuracy, and fluency. Journal of Language and Education, 6(4), 11–29. https://doi.org/10.17323/jle.2020.9772