Preliminary communication
https://doi.org/10.21464/mo.33.1.5
Teaching presentation skills: Practices of Croatian and English teachers
Branka Šegvić
orcid.org/0000-0002-3547-5263
; University of Applied Sciences Aspira, Split, Croatia
*
Josipa Jurić
orcid.org/0000-0002-5925-7244
; Faculty of Humanities and Social Sciences, University of Split, Croatia
Sandra Kovačević
; University of Applied Sciences Aspira, Split, Croatia
* Corresponding author.
Abstract
This study examines how Croatian and English language teachers in primary and secondary schools teach presentation skills as part of contemporary educational practice. It focuses on four core components: nonverbal communication, verbal communication, visual aids, and preparation and structure. Research results show that primary school teachers teach nonverbal communication significantly more often, while no differences were found between school levels or subjects in teaching visual aids, verbal communication, or preparation and structure. Teachers report that students most frequently struggle with creating appropriate visual aids, avoiding excessive text, presenting without reading, and managing anxiety. Although these challenges are recognised, most teachers consider their students generally successful in presenting. The findings highlight the need for systematic support in developing students’ presentation competence across educational levels in order to address challenges identified by teachers.
Keywords
presentation skills; nonverbal communication; verbal communication; visual aids; teaching practice; language teachers; primary and secondary education
Hrčak ID:
349795
URI
Publication date:
27.7.2026.
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