Prospective Feedback to Improve Speaking and Affective Dimensions in Higher Education Students

This study analyzed the relationship between enjoyment and oral English proficiency in Peruvian future teachers. It previously validated a measurement instrument of enjoyment setting for future teachers who are learners of English as a Foreign Language (EFL) and then delved into understanding the role of enjoyment as a predictor of oral proficiency. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various careers and grouped according to English language competency levels ranging from A1 to B1+ based on a subscale inspired by the Common European Framework of Reference (CEFR). Students’ oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a nine-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in EFL. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency in EFL in the context of EFL teacher education. This study highlighted a significant influence of enjoyment on oral proficiency in learning EFL to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning and teaching process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess teachers’ enjoyment of learning EFL. Understanding and nurturing enjoyment in learning English can significantly enhance the oral English proficiency of future teachers and, ultimately, contribute to a more robust command of the EFL.

Speaking English as a foreign language (EFL) presents both challenges and engaging aspects for learners. This descriptive study set out to precisely identify the oral English proficiency levels of Chinese vocational college students and to comprehensively determine the factors that influence their oral English capabilities. A total of 60 students were randomly selected and assessed using the LAIX software to gauge their oral English proficiency levels. Additionally, 15 students and 10 teachers were conveniently sampled and interviewed to explore influencing factors. The findings revealed that a substantial proportion of Chinese vocational college students were at Level 1, indicating a relatively low level of oral proficiency. Through in-depth thematic analysis, the factors contributing to this low oral proficiency were found to be mainly in the areas of linguistic elements, psychological factors, language exposure, and language pedagogy, among others. These intricately interrelated factors have a significant and collective impact on the students’ oral English proficiency. This research contributes to the existing body of knowledge on EFL learning in the context of Chinese vocational education, offering insights that can potentially inform teaching strategies and curriculum design to enhance students’ oral English skills.

There is a significant gap between societal expectations and pedagogical practices in English Language Teaching (ELT) at all levels in India today. Despite societal expectations for learners to acquire oral skills in English, speech communication is absent from the curriculum at any level. Consequently, textbooks lack tasks related to oral skills, teaching plans do not allocate time for teaching these skills, and there is no testing related to speaking and listening in the examination system. As a result, oral skills are neither taught nor learned, failing to meet the societal expectations. Even when English Phonetics is taught as an optional paper, the chances of learner picking up oral skills are slim due to the absence of a proper testing mechanism. This paper examines the pedagogical challenges in the teaching and learning oral skills in English at the UG level, using Vygotsky’s Sociocultural theory and Constructivism derived from Piaget’s theory of cognitive development as its theoretical framework. It identifies modules for teaching and learning content of oral skills in English, suggests possible exercises for practicing oral skills, and reflects on methods for assessing the global communicability of learners.

Technology has revolutionized the teaching and learning of languages. Among the most effective applications, TikTok stands out as one of the most widely used. This study aimed to analyze how the use of short simulation videos on TikTok can improve oral skills in the English language. The research employed a mixed-method approach with a non-experimental, descriptive design. The sample consisted of 72 students, both male and female, aged 11 to 13, from the seventh grade of basic education at the “Hellen Keller” school, located in the Muisne canton, Esmeraldas province. Techniques such as surveys with a structured questionnaire, interviews, and document reviews. The results revealed that most students have a positive perception of using TikTok to improve their oral skills in English and feel motivated to use short simulation videos for oral practice. In interviews, English teachers highlighted TikTok’s potential; however, they pointed out the need for training and guidance. The document review showed that frequent use of this application significantly contributes to the development of oral skills. It is concluded that short simulation videos through TikTok help students improve their oral expression skills in the English language.

English proficiency is no longer a choice but a tool for survival for medical students who wish to practise medicine in the global working environment of today. Of the many skills that they are required to master, oral communication skills are of paramount importance. The pressure on medical students to interact effectively in oral form is immense in addition to the need to be knowledgeable on the content. Inability to converse well in English has important implications for their learning and could lead to clinically sub-par medical graduates in the future. This study investigates the importance of English oral skills for studies and future career as perceived by the clinical students and to assess the extent of problems that they faced when trying to communicate with their peers, subordinates and superiors especially in the formative clinical years. The data were collected via a structured questionnaire administered to 256 medical students who were in their clinical years. The findings of this study can act as a set of guidelines to be considered when developing programmes to enhance the English oral skills of these medical students.

The assessment of oral skills in the learning process of a foreign language is very important for promoting the improvement of these competences. Furthermore, digital tools can be useful for making this task easier for teachers and promoting their collaboration based on professional online communities. In this article, we present the AROSE platform, a new digital tool developed to help secondary education teachers assess their students’ oral skills in English as a foreign language. To evaluate this platform, we have promoted an international online community of secondary education teachers in a project funded by the Erasmus+ programme. The research has been developed using a design-based research methodology. Three different iterations of the platform design process were carried out. We have used a mixed method combining focus groups (of both teachers and experts), observation forms, and questionnaires for teachers. The main results obtained demonstrate the need among teachers to integrate technology to improve the evaluation process. The AROSE platform successfully caters to this need, as demonstrated by the significant data on the use and satisfaction of its users.

The classroom demographics in French immersion (FI) programs across Canada are changing: There are a growing number of multilingual students who are learning English as a second language (L2) and French as a third language (L3). However, little is known about the development of French language proficiency and reading skills of multilingual students in the FI programs. The association between sociolinguistic factors as well as metalinguistic awareness, language proficiency, and literacy skills in the L2 and language proficiency and literacy skills in the L3 was investigated in this study. The sample included 55 students with an average age of 11 years and six months, in early FI programs who were tested at the end of Grade 6. Multiple regression analyses revealed that oral language proficiency and reading comprehension in English predicted oral language proficiency and reading comprehension skills in French, controlling for amount of reading in French and morphological awareness in English. This study demonstrated that although the majority of instruction in FI programs is in French, multilingual students continue to develop age-appropriate oral language proficiency and reading skills in English and French.

This article reports on a longitudinal, quasi‐experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish‐speaking English language learners (ELLs). Specifically, the study examined oral English language proficiency among students who received only integrated English language development (I‐ELD; n = 39) and students who received I‐ELD with 30 minutes of daily designated ELD (D‐ELD) entailing four specific routines and strategies (n = 65). The study also compared oral proficiency with English‐only speakers (EO) from the same school (n = 47). Oral language proficiency was measured by the IDEA Proficiency Test (IPT I‐Oral; Ballard & Tighe, 2017). A repeated‐measures analysis of variance (ANOVA) across Grades 2 and 3 indicated significant (p < .001; η2 = 0.53) increases in oral proficiency for ELL students who received D‐ELD. A follow‐up analysis of covariance (ANCOVA) indicated significant positive effects (p < .001; η2 = 0.19) of the D‐ELD approach on ELL students' oral proficiency compared to only I‐ELD in Grade 3. The ANCOVA also found no significant (p > .05) differences in oral proficiency between ELL students who received D‐ELD and EO students in Grade 3, indicating similar oral English skills. The D‐ELD model's instructional strategies and practical implications are discussed.

This research is entitled ‘investigating teachers and students’ views on debate activities as a tool to improve English-speaking skills. Its main objective was to examine the role of debate activities in the English-speaking proficiency of lower-level secondary school students in Rulindo District. The study was guided by the theory of Vygotsky, titled Zone of Proximal Development (ZPD). To achieve the current study’s objective, a technique of questionnaires that contains open-ended and closed-ended questions was used to gather needed information. The research design used was a descriptive research design with a mixed method of data interpretation. The target population was 598, including students, teachers, and school authorities. For the learners’ sampling technique, we purposefully chose all students who participated in debate activities who were equal to 57 students. In this regard, 72 respondents (4 school leaders, 11 teachers, and 57 students) were surveyed. Findings revealed different benefits of participating in debates, including but not limited to acquiring speaking skills, improving critical thinking skills, and enhancing teamwork skills and collaboration. In addition, some challenges are faced, such as anxiety, nervousness, and limited language proficiency. Some strategies to improve oral skills in English, as proposed by the surveyed respondents, include providing practice opportunities and offering constructive feedback. Students were recommended to give value to English, the medium of instruction, and the official language and make efforts to practice through different techniques to learn and improve their oral skills in English. Teachers were recommended to define clear learning objectives for debate activities in English learning and help students make real-world connections through debate.

This paper aims to apply drama tasks (Gerard Finger, 2000) in the English class- room, which will add dynamism to the classroom, for the development of students’ oral competences. The aim is to work with drama in the Primary Education class- room through a series of tasks to improve oral communication, teamwork skills and to foster students’ self-esteem and confidence when producing oral language. This project addresses pupils in the sixth level of Primary Education. Theatre is a very versatile tool that provides many resources and learning, helping to improve aspects such as corporal and oral expression and cooperative work.

This paper aims to apply drama tasks (Gerard Finger, 2000) in the English class- room, which will add dynamism to the classroom, for the development of students’ oral competences. The aim is to work with drama in the Primary Education class- room through a series of tasks to improve oral communication, teamwork skills and to foster students’ self-esteem and confidence when producing oral language. This project addresses pupils in the sixth level of Primary Education. Theatre is a very versatile tool that provides many resources and learning, helping to improve aspects such as corporal and oral expression and cooperative work.

This paper aims to apply drama tasks (Gerard Finger, 2000) in the English class- room, which will add dynamism to the classroom, for the development of students’ oral competences. The aim is to work with drama in the Primary Education class- room through a series of tasks to improve oral communication, teamwork skills and to foster students’ self-esteem and confidence when producing oral language. This project addresses pupils in the sixth level of Primary Education. Theatre is a very versatile tool that provides many resources and learning, helping to improve aspects such as corporal and oral expression and cooperative work.

This study aimed to examine the effect of audiovisual chat on seventh grade students English foreign language (EFL) learners’ oral skills. It also investigated the seventh grade students' attitudes toward using audiovisual chat in teaching and learning oral skills in English. The study participants consisted of 32 seventh grade female students from Al Khanasiri Mixed Elementary School at Al- Mafraq, North West Badia Region during the first semester of the scholastic year 2020/2021. The study's participants were divided into two groups: The first group was experimental consisted of (16) students who used the audiovisual chat and the second group was a control one consisted of (16) students who were submitted to regular instruction. To carry out this study, two instruments were used which were the pre- test and post- test. They were of two parts: a speaking and reading test that examined students’ ability to interact appropriately in communicative settings and a questionnaire. To measure the effects of audiovisual chat on the seventh grade learners’ oral skills, before beginning the experiment, both groups will take a speaking and reading test to measure their existing awareness at the start of the first semester of the academic year 2020/2021. The study's findings show that the experimental group performed better in the oral ability than the control group, due to this new teaching approach that incorporates audiovisual chat. The study's findings reveal that the experimental group is more inspired than the control group. This is due to the effect of using audiovisual chat. Accordingly, a number of conclusions and recommendations are provided.

With the rise of skills competitions, more and more higher vocational colleges are focusing on how to use this platform to promote the reform and innovation of English oral skills teaching. This paper explores the current situation and existing problems in college English oral skills teaching from the perspective of skills competitions, analyzes how skills competitions have become an effective tool for improving students' English oral skills, and proposes a new type of English oral teaching model. Through participation in skills competitions, students can not only improve their English oral skills but also enhance their communicative ability and overall qualities. The paper also discusses specific paths and strategies for reforming English oral teaching in vocational colleges, covering aspects such as curriculum content, teaching methods, and teacher capabilities, aiming to promote the modernization and practical application of English oral teaching in these institutions. Finally, the paper looks forward to the development prospects of skills competitions in college English oral teaching and offers relevant suggestions for improvement.

Learning styles are unique to each person, and Verbal Learning Style is specific to people who learn best with words. This study aimed to determine the implications of Verbal Learning Style Characteristics of College Students' Oral English Skills. A correlational research design was used. The study was participated in by (50) fifty Teacher Education Program College students. Data were analyzed using descriptive and inferential statistical tools to assess students' verbal learning style and oral English skills. The findings of the study showed that there is a significant correlation found between college students' verbal learning style as to memory and their level of oral English skills as to pronunciation which implied that ability to pronounce words is determined by their term memory to recall the manner on how words and phrases are sounded in English.