VietTESOL International Convention 2026

According to Decision No. 2371/QD-TTg approving the Project “Making English a Second Language in Schools in the period 2025–2035, with a vision to 2045,” this emphasizes the need to improve English proficiency as an effective communication tool in learning and careers. Meanwhile, expressing ideas fluently is a major challenge that students, especially those in high school, currently encounter when delivering a presentation in the classroom. To address this problem, this action research examines the incorporation of the Shark Tank show into the curriculum to improve 11th-grade students' fluency in presentations. The study adopts a mixed-method approach, including quantitative and qualitative data analysis. Quantitative data were collected through pre- and post-presentation tests and a five-point Likert-scale attitude survey to assess the improvement in students' presentation fluency and their overall perceptions after learning with Shark Tank pitches. Meanwhile, qualitative data were gathered via semi-structured interviews with six selected students. The results showed that the improvement in students' fluency after intervention was statistically significant (p<0.001). In the fluency criteria, students reported significant progress in aspects such as rate, corrections, and repetitions. In addition, the results from the interviews show that learning with the Shark Tank show also increases students' motivation and interest in learning. The research concludes that using Shark Tank pitches is a valuable and effective learning resource for learning English in general and improving fluency in particular. The research contributes to providing a novel and effective learning solution for Vietnamese EFL learning and teaching.
Keywords: presentation fluency, Shark Tank show, pitches