Abstract
Mastering verbal communication is a key component of any academic and professional setting. However, oracy instruction can be considered a neglected aspect in students’ curricula, assuming perhaps that this skill does not need to be taught and can, instead, be acquired spontaneously along the academic pathway. This helps explain the numerous endeavours of scholars in developing writing courses. In fact, academic literacy has generally been associated with the mastery of composition skills, probably due to the long-standing tradition of scholarly publication. This study intends to highlight the importance of developing oral discourse by examining how postgraduate students from a Master’s Degree in English Studies perceive their own performance in oral academic presentations delivered in English as an L2 and lingua franca. By examining their experiences, attitudes, and perceived training needs, the study seeks to illuminate how learners conceptualise the challenges of oral academic discourse in ELF settings.