This paper refutes what the author sees as an unjustly prejudiced stance against the use of oral presentations in the language acquisition classroom. The arguments against these classroom activities generally point to the fear that demanding public performances of students, especially Asian students, may lead to paralyzing embarrassment and subsequent loss of face. But as this writing demonstrates, through student and teacher surveys, oral presentations can actually prove motivational if used correctly. With a proper student-centered approach, the oral presentation can empower pupils who come away from the experience with greater self-confidence and courage. This paper ends with a list of 15 suggestions that instructors can use to help reduce the risk of anxiety sabotaging their classroom oral presentation exercises.
