Abstract

This study highlights the significance of oral presentation competence as one of the key professional skills required of teachers. The analysis of 60 studies revealed that while certain components—such as verbal clarity (in 10 studies) and nonverbal behavior (in 15 studies)—have received considerable attention, many cognitive, emotional, and managerial aspects of this competence remain underexplored.

The narrow focus of some studies on observable elements such as eye contact or speech structure—while neglecting aspects like stress management, improvisation, or dynamic audience engagement—highlights conceptual gaps in evaluating this competence.

Thus, the need for a conceptual framework and network for the components of oral representation is necessary. therefore, in the present study, by thematic analysis, researchers identified and analyzed teachers' oral presentation competencies and then presented a evidence - based conceptual network that can provide a theoretical and practical basis for improving the quality of teaching, professional development of teachers and designing evaluation tools.

The comprehensive conceptual framework proposed in this research, grounded in van Ginkel et al.’s (2019) theoretical framework, integrates 32 components across eight key domains (including motor skills, facial expression and gaze, vocal skills, verbal skills, content structure, presentation management, personality traits, and audience interaction), offering a holistic tool for assessing and enhancing teachers’ oral presentation skills. the proposed comprehensive conceptual framework is as follows :

Physical and Motor Skills: Purposeful teacher movement within the classroom, facilitates the management of instructional interactions and contributes to immediate feedback, enhanced active participation, increased face-to-face engagement, and improved student concentration. The use of hands through purposeful gestures reinforces verbal messages, captures students’ attention, and enhances the visual comprehension of instructional content. An upright and balanced posture, accompanied by natural gestures, conveys confidence, improves vocal clarity, and enhances the effectiveness of teaching.

facial expression and gaze skills: Facial expressions, by conveying emotions such as interest or indifference, play a crucial role in instructional interaction, fostering emotional connection, enhancing motivation, and creating a positive learning environment. Eye contact, defined as direct and reciprocal gaze between teachers and students, enhances learners’ sense of being recognized, fosters respect and motivation, and strengthens participation.

Vocal Skills: Pitch contributes to attracting attention, maintaining concentration, enhancing auditory processing, and preventing monotony in speech, thereby improving comprehension and cognitive interaction. Voice volume facilitates effective content delivery, captures students’ attention, enhances speech clarity, and improves intelligibility. Tone of voice enhances the attractiveness of delivery, sustains audience attention, facilitates the communication of complex concepts, and conveys teachers’ attitudes and emotions, thereby playing a crucial role in the learning process. Voice tremor control caused by anxiety or tension during instruction. This skill enhances speech clarity, sustains learners’ attention, improves message comprehension, and fosters a positive perception of teachers’ professionalism.

verbal skills: Pausing enhances content recall, listener comprehension and engagement, focus, and emphasizes key points while reducing teacher vocal fatigue. Clear word articulation refers to the ability to pronounce vocabulary clearly and intelligibly with minimal pronunciation errors. This skill enhances teacher confidence, improves comprehension, and prevents misunderstandings among students. Grammatically accurate sentences reflects teacher mastery, message clarity, improved audience comprehension, and more precise concept delivery. An appropriate Speaking rate enhances comprehension, attention, and cognitive engagement while reducing cognitive fatigue. Verbal fillers are meaningless words or sounds used during hesitation, pausing, or recall. Attention to their use can make presentations smoother, enhance audience focus, and increase perceived professionalism.

Content Structure Skills: Content organization enhances student comprehension, retention, and attention, fosters positive audience evaluations of the teacher, improves classroom management, and boosts learning motivation. Content quality enhances students’ understanding and long-term learning, strengthens teacher credibility, and improves classroom interaction. Comprehensible language for the audience promotes better understanding, increased active participation, reduced learning anxiety, and decreased cognitive load. Use of an appropriate vocabulary range in classroom discussion enhances the appeal of speech, concept comprehension, student participation, and instructional accuracy, provided it aligns with students’ knowledge level. Sufficient knowledge and understanding of the subject fosters audience trust, facilitates a questioning environment, and enables the presentation of concepts through multiple approaches.

Management Skills: Time management promotes more coherent and purposeful instruction, increases opportunities for interaction and students’ cognitive organization, and impacts teachers’ psychological stress and job satisfaction. Effective use of visual aids simultaneously engages multiple senses, improves audience comprehension and attention, reinforces concepts, and strengthens the verbal message. Student questioning opportunities increases active participation, strengthens critical and creative thinking, enhances problem-solving abilities, and fosters students’ motivation and sense of safety to express their ideas. The ability to respond to student questions enhances learning motivation, creates a safe environment, provides immediate feedback, and improves instructional quality.

Teachers’ Personality and Behavioral Traits: Presentation-related stress can reduce vocal quality, speech clarity, focus, and interaction. Humor in teaching attracts attention, promotes active participation, reduces anxiety, improves relationships, facilitates information processing, and decreases cognitive load. Teacher self-confidence enhances instructional quality and classroom interactions. Improvisation promotes flexibility, transforms unforeseen situations into learning opportunities, increases participation and creativity, and fosters classroom trust. Enthusiasm increases students’ interest and participation, enhances instructional quality, and reduces occupational burnout.

Audience Interaction Skills: Capturing student attention enhances interaction, learning, and enjoyment. Understanding the target audience enables effective selection of language and instructional methods, increases motivation, and enhances instructional quality. Alignment of verbal and nonverbal communication enhances comprehension, trust, and the quality of communication. Effective audience interaction enhances participation, motivation, and active learning.

These findings align with the model of Van Ginkel et al. (2019), which emphasizes the need for integrating multiple dimensions of oral presentation to achieve effective teaching. The proposed conceptual framework as a basic scaffold for novices. This conceptual framework will serve as a starting point to teach the basic principles of oral presentation in the classroom. Student teachers should also pay sufficient attention to two important components: the ethical/moral component, and the understanding of the situation/context in which the oral presentation is made; because these two components can only be acquired through experience, interaction with students, practice, and engagement with classroom dynamics, and the conceptual framework has limitations in teaching these two components. As Elf (2021) also shows in her research, quality teaching emerges from social interactions, cultural norms, and specific moments in the classroom.

Expanding this framework through empirical and qualitative data in future studies may contribute to a more nuanced understanding of the complexities involved in teachers’ oral presentation skills.