Higher education students are increasingly becoming aware of the importance of being successful in oral academic presentations (OAP) in their academic endeavors. For English as a second language students in English-medium institutions, it also provides them with opportunities for language socialization. However, succeeding in the delivery of an OAP comes with various challenges emerging from linguistic and psychological factors. This small-case study explores OAPs as an oral academic socialization activity by documenting the strategies that 13 international undergraduate students in a large private Philippine university use to cope with the difficulties facing them in preparing and presenting an OAP. Using language socialization as the theoretical framework and semi-structured interviews to gather data, it identifies and explains eight personal strategies (six still employed and two no longer used) and discusses various factors that play a vital role in applying these strategies. The three most commonly used strategies are adopted to ensure a successful and acceptable OAP, typically a graded task. The two least frequently used ones are yet to be employed successfully. In applying these strategies, students not only perform the required academic task but are also engaged in different levels and frequencies of language socialization before and during the delivery of an OAP. Pedagogical implications in the use of OAPs as an academic task for language socialization in higher education are also discussed.

中文翻译：

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菲律宾大学国际本科生口语学术演讲的应对策略：一个小案例研究

高等教育学生越来越意识到在学术努力中成功进行口头学术报告 (OAP) 的重要性。对于英语为母语机构的英语为第二语言的学生来说，这也为他们提供了语言社会化的机会。然而，成功交付 OAP 伴随着来自语言和心理因素的各种挑战。这个小案例研究通过记录菲律宾一所大型私立大学的 13 名国际本科生用来应对他们在准备和展示 OAP 时所面临的困难的策略，将 OAP 作为一种口头学术社会化活动进行探索。以语言社会化为理论框架，通过半结构化访谈收集数据，它确定并解释了八种个人策略（六种仍在使用，两种不再使用），并讨论了在应用这些策略中发挥重要作用的各种因素。采用三种最常用的策略来确保成功和可接受的 OAP，通常是分级任务。最不常用的两个尚未成功使用。在应用这些策略时，学生不仅执行所需的学术任务，而且在 OAP 交付之前和期间参与不同级别和频率的语言社会化。还讨论了使用 OAP 作为高等教育语言社会化的学术任务的教学意义。采用三种最常用的策略来确保成功和可接受的 OAP，通常是分级任务。最不常用的两个尚未成功使用。在应用这些策略时，学生不仅执行所需的学术任务，而且在 OAP 交付之前和期间参与不同级别和频率的语言社会化。还讨论了使用 OAP 作为高等教育语言社会化的学术任务的教学意义。采用三种最常用的策略来确保成功和可接受的 OAP，通常是分级任务。最不常用的两个尚未成功使用。在应用这些策略时，学生不仅执行所需的学术任务，而且在 OAP 交付之前和期间参与不同级别和频率的语言社会化。还讨论了使用 OAP 作为高等教育语言社会化的学术任务的教学意义。学生不仅要完成所需的学术任务，还要在 OAP 之前和期间参与不同级别和频率的语言社会化。还讨论了使用 OAP 作为高等教育语言社会化的学术任务的教学意义。学生不仅要完成所需的学术任务，还要在 OAP 之前和期间参与不同级别和频率的语言社会化。还讨论了使用 OAP 作为高等教育语言社会化的学术任务的教学意义。