STUDENTS' REFLECTIONS ON ORAL PRESENTATIONS IN AN ENGLISH AS A LINGUA FRANCA CONTEXT: A CASE STUDY

Authors

DOI:

https://doi.org/10.46991/AFA/2026.SI-2.15

Keywords:

academic oral presentations, English as a Lingua Franca, academic literacy, students’ reflections, case study

Abstract

Mastering verbal communication is a key component of any academic and professional setting. However, oracy instruction can be considered a neglected aspect in students’ curricula, assuming perhaps that this skill does not need to be taught and can, instead, be acquired spontaneously along the academic pathway. This helps explain the numerous endeavours of scholars in developing writing courses. In fact, academic literacy has generally been associated with the mastery of composition skills, probably due to the long-standing tradition of scholarly publication. This study intends to highlight the importance of developing oral discourse by examining how postgraduate students from a Master’s Degree in English Studies perceive their own performance in oral academic presentations delivered in English as an L2 and lingua franca. By examining their experiences, attitudes, and perceived training needs, the study seeks to illuminate how learners conceptualise the challenges of oral academic discourse in ELF settings.

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Author Biographies

  • Laura Lucía Laurenti, University of Malaga (Spain) / National University of Cuyo (Argentina)

    Laura Lucía Laurenti holds a degree in TESOL from the National University of Río Cuarto (Argentina). She completed her Master's degree in English Studies with a specialization in Applied Linguistics at the same university. She is currently writing her PhD thesis in oral scientific discourse under a regime of cotutelle between the National University of Cuyo (Argentina) and the University of Málaga (Spain). She has recently joined the research group “Linguistics and Applied Languages at UMA”.

     

     

  • Rosa Muñoz-Luna, University of Malaga (Spain)

    Rosa Muñoz Luna holds degrees in English Philology and Educational Psychology from the University of Málaga and the University of Salamanca, respectively. She completed her Master's degree in TESOL at the University of Exeter and earned her PhD in English Philology from the University of Málaga (2012), where she is a tenured lecturer. She has taught courses related to theoretical and applied linguistics, as well as English for specific purposes. She supervises European Master's theses and doctoral dissertations, all of which focus on various aspects of applied English linguistics. She is a member of the research group "Linguistics and Applied Languages" at UMA.

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Published

2026-03-13

Issue

Vol. SI-2 (2026)

Section

Methodology

License

Copyright (c) 2026 Laura Lucía Laurenti, Rosa Muñoz-Luna

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Laurenti, L. L., & Muñoz-Luna, R. . (2026). STUDENTS’ REFLECTIONS ON ORAL PRESENTATIONS IN AN ENGLISH AS A LINGUA FRANCA CONTEXT: A CASE STUDY. Armenian Folia Anglistika, 15-31. https://doi.org/10.46991/AFA/2026.SI-2.15