In the next point I asked how many presentations they had to prepare, which I thought was significant because based on this they could decide whether the practice was enough or whether they would require more. They then had to evaluate how difficult it had been for them to prepare these presentations. My goal was to find out their attitude towards presentations because their approach can influence the final quality of their work. For example, if a student is generally apprehensive about oral presentations, this may be noticeable and the audience may notice that the speaker is struggling. In relation to the difficulty of preparation, I wanted to collect information on the amount of time they usually dedicate to this activity. I considered it substantial since it can indicate how seriously they take the task and how much time they need to be well prepared. Of course, it can be variable because there are students who learn faster, while for others the process takes longer. In the next point, I aimed to gather some information about teachers' willingness to help from the students' perspective. visualization. Since university is a completely new medium compared to secondary schools, it can be difficult to adapt to the new atmosphere and expectations, but available teachers are a great advantage. The following three questions were about students' speaking skills in general. The first asked if he ever had trouble speaking in class. The next aimed to reveal the possible reasons behind the problem. I think it is essential to be aware of the difficulties students may have with oral production. They could then point out ways to successfully overcome their possible fears or problems. I also ...... half of the paper ......n R. Lugossy, J. Horváth and M. Nikolov (eds.) UPRT 2008: Empirical studies in English applied linguistics (pp. 43-57) . Pécs: Lingua Franca Csoport.Hedge, T. (2000). Teaching and learning in the classroom. Oxford University Press. Kiss-Gulyás, J. (2001). Experience the structure, content, materials and procedures of the exam. In Együd J, Gy. & Gál, I. & Glover, P. (eds.) English language teaching in Hungary Part III. Budapest: The British Council Hungary.Menyhárt, A. & Kormos, J. (2006). Angol szakos hallgatók nyelvtanulási motivaciója. Iskolakultúra, 2006/12, 114-125.Nagy, B. (2005). The role of individual communication variables in advanced EFL learning. Magyar Pedagógia, 105, 5-27.de Saint Léger, D. & Storch, N. (2009). Students' perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37, 269-285.