phenomenological approach a qualitative research framework that aims to explore and understand the essence of human experiences. it originated from the philosophical works of Edmund Husserl, a German philosopher, in the late 19th and early 20th centuries.

1. Enhancing Presentation Skills through Gamma in ELT
Classrooms: A Phenomenological Exploration of Students’
Perspectives
Muhammad Saleem
Ph.D. Scholar
Department of English, Air University Islamabad

2. Introduction
•phenomenological approach
• a qualitative research framework that
aims to explore and understand the
essence of human experiences.
•it originated from the philosophical works
of Edmund Husserl, a German
philosopher, in the late 19th and early 20th
centuries.

4. Research Objectives
1.To explore the perceptions of ELT
students on the use of Gamma in
enhancing their presentation skills.
2.To identify the benefits and challenges of
using Gamma in ELT classrooms for
presentation skills development.
3.To develop a set of recommendations for
the effective use of Gamma in ELT
classrooms to enhance presentation skills.

5. Research Questions
1.What are the perceptions of ELT students
on the use of Gamma in enhancing their
presentation skills?
2.What are the benefits and challenges of
using Gamma in ELT classrooms for
presentation skills development?
3.How can Gamma be used effectively in
ELT classrooms to enhance presentation
skills?

6. Rationale of the study
•AI a threat or facility
•AI-Student-Teacher

7. Phenomenological Research
This approach seeks to understand the
lived experiences of individuals.
In this study, it was be used to explore the
perceptions of ELT students on the use of
Gamma in enhancing their presentation
skills.

8. Rationale
•Taking into account the experiences of the
participants
•Listening to the original words of the
participants

9. Research Design
•This study employed a qualitative research
design.
•A phenomenological approach was used to
collect data on the perceptions of ELT students
on the use of Gamma in enhancing their
presentation skills.
•Semi-structured interviews was conducted with a
sample of ELT students who have experience
using Gamma.
•The interviews was transcribed and analyzed
using thematic analysis to identify the common

10. Research Methodology
•Semi-structured interviews:
Semi-structured interviews was conducted with a sample
of ELT students who have experience using Gamma. The
interviews was audio-recorded and transcribed.
•Thematic analysis:
Thematic analysis was used to analyze the interview
transcripts. Thematic analysis is a qualitative research
method that identifies common themes and patterns in
data.

11. Findings
•The findings revealed several key points:
•students were not currently utilizing Gamma for their
presentations.
•students acknowledged that using Gamma had a positive
impact on their presentation skills.
•majority of the students reported an enhancement in their
presentation skills through the use of Gamma.
•These findings emphasize the significance of incorporating
Gamma AI in ELT classrooms to improve presentation skills
and, by extension, communication abilities of students.

12. Appendices
Interview
•Introduction to Gamma
•Benefits of Using Gamma
•Challenges of Using Gamma
•Recommendations for Effective Use of Gamma

13. Interview
•Introduction to Gamma
–What were your initial impressions of Gamma?
•Benefits of Using Gamma
–What impact has Gamma had on your self-
confidence and presentation anxiety?

14. Interview
•Challenges of Using Gamma
–Have you encountered any challenges while using
Gamma?
–How did you overcome any reluctance you may have
felt about being recorded while giving presentations?
•Recommendations for Effective Use of Gamma
–How can teachers and instructors best utilize Gamma to
support students' presentation skills development?