Transforming Academic Presentation Pedagogy through the Implementation of Experiential Learning in Higher Education

Abstract

The ability to deliver effective academic presentations is an essential communicative competence for university students, particularly within language and literature education. Nevertheless, many students encounter persistent difficulties in articulating ideas coherently, confidently, and persuasively within academic forums. This study aims to examine the contribution of experiential learning approaches in enhancing academic presentation skills among undergraduate students in higher education contexts. Employing a descriptive qualitative methodology, the research was conducted among Indonesian language education students at a state university. Data collection techniques included participatory observation, semi-structured interviews, and documentation analysis of student performance both prior to and following the pedagogical intervention. The experiential learning model was operationalized through project-based activities, structured peer feedback, critical self-reflection, and authentic practice sessions. Findings reveal a marked improvement in students’ presentation structure, verbal fluency, utilization of visual media, and audience engagement. Beyond technical proficiency, students demonstrated heightened self-confidence and intrinsic motivation, stemming from active involvement in a contextualized and meaningful learning process. These results underscore that experiential learning not only cultivates technical competencies in academic presentations but also fosters higher-order thinking skills, creativity, and collaborative dispositions. Theoretically and practically, this study affirms the imperative to integrate experiential learning more extensively within language education curricula to nurture students’ professional and transferable skills. Future research is recommended to assess the longitudinal impact of this model and explore its adaptability across diverse disciplinary domains.