Developing english speaking skill through online interactive and communicative lessons

Abstract

The basic aim of this article is to enhance communicative English skill of secondary students that have difficulties on speaking. It is intended to address these questions: a) Are the employment of online communicative lessons helpful to develop learners’ conversation skills compared to face-to-face classroom that is offline class with English speakers; b) Do we have any differences in the performance enhancements contributed with the help of the two learning approaches?; c) What learning approach improves the learners’ communicative performance very well?; and d) What are the advantages and disadvantages of each learning approach in improving oral speech? There are 50 participants in this paper. They were basically sampled and classified into two groups: on learning through online conversation lessons and the other by classroom interaction with an English speaker. They were individually interviewed to evaluate and check their spoken English performance before the attitudes and after finishing the lessons. Video-recorded was done by Students with their interviews and conversations practices for close analysis following Conversation Analysis (CA) principles and rated in the following peculiarities: accuracy, complexity, fluency, vocabulary, appropriacy, pronunciation, and grammar. The main tools of research employed in this work were spoken communication tasks for pre-and post-tests. The research findings based on statistical and CA analysis indicates that the students’ oral English speaking remarkably enhanced by the usage of online lessons and interactive classroom with. The learners engaged in classroom interaction, however, became basically more fluent and had a broader variety of vocabulary than those learning through online conversations, even though their performance in pronunciation were similar. Thus, it was recommended that teachers utilize online lessons not as the sole language learning activity but as an addition to classroom interaction to focus on main speech features.