ENHANCING PUBLIC SPEAKING FLUENCY AND COHERENCE IN EFL CLASSROOMS: THE ROLE OF PECHA KUCHA PRESENTATIONS WITHIN THE COMMUNICATIVE LANGUAGE TEACHING APPROACH

УЛУЧШЕНИЕ БЕГЛОСТИ И СВЯЗНОСТИ ПУБЛИЧНОЙ РЕЧИ В КЛАССАХ, ИЗУЧАЮЩИХ АНГЛИЙСКИЙ КАК ИНОСТРАННЫЙ ЯЗЫК: РОЛЬ ПРЕЗЕНТАЦИЙ PECHA KUCHA В РАМКАХ КОММУНИКАТИВНОГО ПОДХОДА К ОБУЧЕНИЮ ЯЗЫКУ

Кабдылнабиева Дильназ Дулаткызы

студент, Международный университет Астана, Казахстан, г. Астана

Акимханова Алия Амангельдыевна

научный руководитель, проф., Международный университет Астана, Казахстан, г. Астана

Abstract. Public speaking is a crucial skill that enables individuals to share ideas, persuade audiences, and communicate effectively. Within English as a Foreign Language (EFL) education, fluency and coherence in speech are essential yet challenging aspects for learners. This article explores the implementation of Pecha Kucha presentations as a tool to enhance fluency and coherence in EFL public speaking instruction. Based on the principles of Communicative Language Teaching (CLT), Pecha Kucha emphasizes structured speech delivery and visual engagement. The study examines the theoretical background of fluency and coherence in public speaking, the pedagogical benefits of Pecha Kucha, and its practical implications for EFL instruction. Findings indicate that Pecha Kucha enhances learners' ability to organize ideas coherently and articulate thoughts fluently within constrained timeframes. The paper also discusses potential challenges and offers recommendations for its effective integration into EFL curricula.

Аннотация. Публичное выступление - важнейший навык, позволяющий людям делиться идеями, убеждать аудиторию и эффективно общаться. В рамках обучения английскому языку как иностранному (EFL) беглость и связность речи являются важными, но сложными аспектами для учащихся. В данной статье рассматривается применение презентаций Pecha Kucha в качестве инструмента для повышения беглости и связности речи в процессе обучения публичным выступлениям. Основываясь на принципах коммуникативного обучения языку (CLT), Pecha Kucha делает акцент на структурированной подаче речи и визуальной вовлеченности. В исследовании рассматриваются теоретические основы беглости и связности публичных выступлений, педагогические преимущества Pecha Kucha и его практическое значение для преподавания английского языка как иностранного. Выводы показывают, что Pecha Kucha повышает способность учащихся к последовательной организации идей и беглому изложению мыслей в ограниченных временных рамках. В статье также обсуждаются потенциальные проблемы и предлагаются рекомендации по эффективной интеграции этого метода в учебные программы.

Ключевые слова: Публичные выступления, Pecha Kucha, беглость, связность, обучение EFL (английский как иностранный язык), CLT (коммуникативный подход к обучению языку).

Keywords: Public speaking, Pecha Kucha, fluency, coherence, EFL instruction, CLT.

Introduction Speaking in public is an important ability used in almost every area of life. It enables people to share information, thoughts, and feelings in a way that is convincing and captivating to others. Good public speaking is also not simply making oneself understood. The public speaker has to be able to articulate, find common ground, and have a firm hold over capturing the listeners' attention. These skills are essential in forming self-esteem, structuring ideas, and developing a good first impression, hence within communication are making one to be admirable.

In the last few decades, the teaching of Public Speaking in English as a Foreign Language (EFL) has gained traction. With world globalization, the importance of English communication in various academic and professional fields has increased. Thus, students learning EFL need to learn how to speak in order to perform effectively in such environments. Studies have demonstrated that the crafting of the speech is just as important as the delivery of the speech. These techniques include the appropriate assembly of the speech, the manner in which the speaker presents it, the use of gestures and movements, audience involvement, eloquence as well as coherence. Of all these, fluency and coherence have been identified as the most problematic areas for EFL learners but, nevertheless, are indispensable for making the speech articulate and interesting.

Fluency is defined in terms of the ability of a given speaker to produce speech with a high level of ease, minimal interruptions or breaks. On the other hand, coherence refers to structuring and interrelating the ideas in a way that can be followed easily by the audience, which captures the speaker's line of thought. These two abilities are required not only for eloquent public delivery but also assist the speaker in gaining self-confidence. Nonetheless, achieving fluency and coherence is usually a challenge for the EFL speakers due to the high level of cognitive demands that these skills place on an individual. They have to create concepts in a non-native language and provide the concepts at the same time, which is so much to process. Mastering these skills can largely improve the way learners tend to express themselves in international settings and reduce the concerns brought about through ‘filling’ words, incomplete thoughts, and unconnected statements. These difficulties require some new teaching techniques. One to consider includes the Pecha Kucha presentation style that was invented in Tokyo back in 2003. It was created by architects Astrid Klein and Mark Dytham, and the style dictates that speakers be restricted to 20 slides which can only be talked about for 20 seconds each. This time restrained and excessively brief format promotes creativity. Instead of focusing on text like most presentations, Pecha Kucha style focuses on visual aids. Where traditional versions have the speaker read words from a text, this format promotes the speaker discussing their ideas without relying on a script. With its dynamic and structured nature, Pecha Kucha has become a common style used in creative and educational fields because it helps foster better presentation skills.

Pecha Kucha is especially beneficial for EFL learners as it incorporates visual aids, communicative skills, and time elements, which are all factors that enhance a learner's focus on the key message and facilitate fluency in speech. Studies have shown this format to be effective in assisting learners to become more confident, fluent, and satisfied with their speaking skills. In addition to assisting students with cohesive and impactful presentation delivery, Pecha Kucha provides an interesting, hands-on framework that greatly aids in minimizing the anxiety of presenting in a second language. Pecha Kucha follows the key tenets of Communicative Language Teaching (CLT) which focuses the most on interaction and fluency in language learning to happen in the classroom. As CLT’s main priority is emphasizing ‘real-world communication’, Pecha Kucha supports this goal by allowing learners to focus on fluently presenting their ideas rather than concentrating on grammatical accuracy. Pictorial representations, time constraints, and interactive speaking tasks all stand in line with the way CLT calls for the development of communicative competence. The reports of the studies revealed that this type of structure helps learners to become more assertive, fluent, and happier with their speaking skills. Moreover, except for the fact that it helps students to deliver coherent and forceful presentations, Pecha Kucha leading to an exhilarating, hands-on framework that practically relieves the stress of the presenter on using a foreign language.

Theoretical Basis of Pecha Kucha in EFL Classrooms within the Communicative Language Teaching Approach

The study of communicative language teaching (CLT) emerged as a response to conventional methods like grammar-translation and audiolingual approaches. It takes emphasis on meaningful and interactive communication. CLT was based on the idea of communicative competence first coined by Dell Hymes in 1966. Later, Canale and Swain broadened the definition in 1980 [3, p 10]. It includes grammatical, sociolinguistic, discourse, and strategic competencies. Discourse competence is influenced by fluency and coherence because students share their ideas in an organized free manner. These components collectively highlight the multidimensional nature of language use, which also speaks to the need for the use of Pecha Kucha in the EFL classroom [11, p 5; 5, p 18].

The priority of CLT in encouraging fluency over accuracy is of particular significance in the classroom context in which learners want to develop communication skills they can apply in real life. Fluency, in this context, is the capacity not to hesitate at all while expressing thoughts. This characteristic is the main reason for the usage of Pecha Kucha as a pedagogical instrument. Pecha Kucha which is time limited and characterized by the use of images and graphics, builds a path for the students which focuses the students on being good in narrative and keeping the process of storytelling engaging, rather than trying to be grammatically correct. This is how the Pecha Kucha presentation aligns with the communicative language teaching (CLT) approach as it creates a classroom atmosphere that enables students to gain fluency in their speaking tasks in a supportive and structured way [15, p 551; 13, p 147]. This creative way of teaching reduces the cognitive load experienced by excessive memorization and increases the level of public speaking capability through fluency and coherence.

Studies indicate that learners practicing speaking in particular time frames show both increased fluency and a reduced dependence on filler words. Also, the linking of images in the Pecha Kucha presentations was significant as it augmented coherence by giving a detailed roadmap. By narrating visually and using timed slides, learners are not only taught how to come up with ideas but are also made to concentrate on their topics, thus promoting clarity and their audience's interest to take part.

Research method

This research presents a qualitative design, which focuses on the Pecha Kucha concept as one of the several potential solutions to improve speaking skills, particularly fluency and cohesion in English as a foreign language. We apply the methodology of content analysis that includes analyzing the literature related to the implementation of Pecha Kucha, communicative language teaching, and public speaking in the language of foreign-language acquisition. We used data that came from peer-reviewed journal articles, empirical studies, and case studies that looked at Pecha Kucha's educational applications.

The study systematically analyzes trends and themes from prior research to understand how Pecha Kucha facilitates structured speech production and reduces reliance on memorization. A particular focus is placed on evaluating how time constraints affect students’ ability to articulate ideas clearly and confidently. The research also explores the extent to which multimodal elements—such as images, timed transitions, and narrative structures—contribute to improved discourse competence.

The study further assesses common challenges reported in the literature, including technical difficulties, students’ adaptability to time-restricted formats, and the need for teacher guidance in integrating Pecha Kucha effectively into the curriculum. By synthesizing insights from various sources, the research aims to provide a well-rounded understanding of Pecha Kucha’s effectiveness in developing communicative competence.

Results and Discussion

Use of Pecha Kucha in EFL classrooms has various benefits that lead to overall performance in speaking among learners. Studies show that this tool increases fluency, coherence, confidence, engagement, and creativity, thus equipping students for real-life communication scenarios [11, p 5; 13, p 148]. Conversely, even though all these gains have been well-evidenced, it is crucial to realize that their effectiveness might be subject to variances among individuals and classroom environments.

The most highlighted benefit of Pecha Kucha is its feature of quickie verbal priming. The 20x20 form challenged pupils to get their point across in a restricted time and hence the speaking speed which delayed between the sentences had been reduced and the fluency of speech had been improved [12, p 107]. The criteria laid in, thus, pave the way for the absorption of a more natural form of speech, which precludes the use of any additional words, proximate elements, or pauses. To wit, timed impromptu speech assist allows for learner practice of spontaneity, a key element in effective communication [6, p 180]. This method is highly effective in guiding students to moving past the unconscious tendency of overanalyzing their speech and, thus, encouraging them to focus on the immediate and clear mode of expression rather than indulge in perfect speech. The research work gives evidence that the quick-time power point type presentations bring more fluency to the learners thus they have to plan and speak out their thoughts very carefully and effectively [7, p 468]. Nevertheless, some learners could experience the format as confining rather than allowing them space for their own creative ideas which would mean that a balance between structured and free-speaking activities is necessary.

In addition, the Pecha Kucha is more than just talk, and fluency in communication is not the only thing that can be improved. The use of visual cues and timed slide transitions guides the students by making them come up with a logical speech, which is of course necessary for a proper delivery [14, p 1; 9, p 46]. The visual elements are the hook to the cognitive role, by means of which the learners are to maintain the narrative flow and sequencing [4, p 8]. The combination of these elements, i.e. the visuals, and the structured timing increases the presentation appeal and the listeners’ comprehension; it is therefore the vital constituent part of good delivery skills [2, p 6]. Though the booked teaching method helps several students, it might tie up artists who ask for creative and natural dialogue speech. Thus Pecha Kucha plays the role of an education tool which can be adjusted according to individual needs, not of a one-size-fits-all solution.

Moreover, research has revealed that using a systematic technique of presentation that involves clear structure can help in reducing the fear of public speaking as a result of which overall performance will be improved [8, p 1285]. The plan helps a lot in controlling the timing of the speech, displaying visual data, and even ensures that the speech is delivered concisely which is in line with the control theory. Effectively, learners become more confident by developing their personal presentation skills.

Further Pecha Kucha technique has one other advantage it encourages the interaction and creativity. Using the visual storytelling method, teachers motivate students to create a presentation that is attractive as well as educational [1, p 89]. This method spurs thinking about higher-order skills, for example, critical thinking and creative problem-solving as students have to deliver their ideas within the format of Pecha Kucha presentation [16, p 196]. Furthermore, this Pecha Kucha method is a realistic approach to applications by providing students with the competencies that are required for them to communicate effectively within professional and academic settings. We deem Pecha Kucha as an effective method that easily brings together the academic part of learning and its practical side; it is, therefore, a flexible tool in EFL instruction. Nevertheless, it is possible that some students will be more concerned about the aesthetic looks of their slides rather than their content, hence, a more balanced approach, both in terms of form and substance is encouraged.

The production and subsequent adoption of Pecha Kucha has its own shares of problems not withstanding these advantages. Some learners may publish that the 20-second limit per slide of Pecha Kucha is a restriction which may become a reason for them to practice more to manage timing effectively. On the other hand, a nearly impossible task to perform might be to compress multiple thoughts into short statements; thus, being given the necessary direction on the structuring of the speech is required [10, p 40]. Such issues as whether students have access to digital tools and presentation software are also responsible for feasibility of its implementation in education situations. Also, through the very rubrics in the assessment of Pecha Kucha, time management, content clarity, and delivery effectiveness of the presenters need to be met. While these challenges are real, we have high hopes that after some scaffolding and exercises, learners will progressively be able to more effectively use this method.

Another advantage of this presentation style is the creation of a single-minded, pointed presentation. A slow beginning that includes untimed practice sessions with students helps them to adjust to the format before moving on to Pecha Kucha [11, p 5]. One of the methods that have been proven to be very useful is cooperative learning, including the peer feedback and group rehearsals, where every student will gain advantages from the constructive critique. Variety in the types of assessments, from visual to culinary, is an approach that makes it possible to discover the aspects of proficiency that can be evaluated. Additionally, other activities compatible with the communicative language teaching (CLT), such as debates and storytelling, can also be incorporated with Pecha Kucha for more interactive language learning [1, p 8]. We reckon that to incorporate Peca Kucha as a major focus of communication skills along with the ability to overcome some of the limitations.

Pecha Kucha is a pedagogical wonder weapon with which EFL learners’ speaking abilities are taken to the next level by providing them with means how to improve their fluency, coherence, positive feelings of self and school engagement and creativity. Albeit a few problems occur, the valuable influence of this EFL program can be maximized with the help of good strategic planning; and thus, it is an effective method for developing a student's communicative competence. Nevertheless, it should be noted that no single technique can be suitable for all students, and thus, a mix of methods including imperious, guided and creative methods to meet the need for diverse learning should be examined.

Conclusion

Defined as a vigorous tool, enhancing fluency and coherence, Pecha Kucha stands out in EFL public speaking classroom. One way of incorporating visual story delivery in speech sequences is the Pecha Kucha model. This presentation technique is in line with the Communicative Language Teaching principles, as it allows students to be engaged and actively participate. With Pecha Kucha, the students get the chance to critically reflect, make the ideas' logic clearer, and be as persuasive as possible. Consequently, the students further develop their speaking abilities that they can successfully apply in life, thus they prepare for professional and academic presentations.

Even though there are obviously some advantages to using Pecha Kucha, teachers must also be ready to deal with the various problems that might come up when using it. Aspects such as the teacher’s time, technology, and scaffolding the learning have to be carefully looked at. Giving students a lot of practice, positive feedback, and personalized help can make the impact of the problem on their learning outcomes less, so they will learn better. Furthermore, implementation of Pecha Kucha in diverse teaching contexts, such as the fusion of subjects and professional skills training, may carry its teaching added value even further.

Part of such studies ought to be the effects of Pecha Kucha on the EFL learners' public speaking abilities in the long run. Still, research works that determine which level of learner proficiency has the highest adaptability to the format would be very instructive. Also, the blending of Pecha Kucha into varied environments where online and technological adjustments could be made would enhance its functionality as it gets access options and adds to its performance. Through Pecha Kucha, the teaching community can encourage pupils to develop communication competencies that are vital in the 21st century by way of the continuous refinement as well as extension of its utilization.