Communicative Competence In English Research Articles

A Pedagogical Translanguaging Proposal for Trainee Teachers

Pre-service teachers in Spain play a pivotal role in the multilingual turn in education. While research has confirmed the benefits of using pedagogical translanguaging in developing learners’ multilingual competence, practical examples of its implementation within teacher training courses remain scarce. Considering this gap, this teaching proposal aims to address the lack of classroom-based examples and employs translanguaging pedagogy as a frame of reference to enhance first-year preschool trainee teachers’ English communicative competence at the University Jaume I (Castelló, Spain). In this way, learners’ language awareness will be improved by using the languages that form their whole language repertoire alongside their linguistic experiences to deepen their understanding of English. The development of planned teaching strategies and multilingual activities is expected to foster prospective teachers’ multilingual competence and inform their future teaching practice.

The relationship between grit and L2 willingness to communicate among Chinese undergraduate students: the contributions of foreign language enjoyment and anxiety

Despite having received more than a decade of English education, many Chinese undergraduate students still face the problem of acquiring communicative competence in English. It has been convincingly argued that the willingness to communicate (WTC) in a second language (L2) is one of the determinants of one’s communicative competence in that language. Therefore, in recent years, the WTC among L2 learners across different cultural and educational contexts has attracted increasing attention from the academic community. A variety of motivational, emotional, and situational factors have been scrutinized for their direct and indirect effects on L2 WTC. However, the personality factor of grit in shaping L2 WTC has been insufficiently investigated, and the possible mediating effects of L2 emotions (e.g., foreign language enjoyment and anxiety) have been relatively under-explored. Based on a sample of 820 Chinese undergraduate English majors, this study investigated the influence of the two dimensions of grit, i.e., perseverance of effort (PE) and consistency of interest (CI), on two types of L2 WTC, i.e., meaning-focused and form-focused L2 WTC; and explored the possible mediating effects of foreign language anxiety (FLA) and three sources of foreign language enjoyment (i.e., FLE-private, FLE-atmosphere, and FLE-teacher) in their relationship. It was found that: (1) PE significantly positively predicted meaning-focused and form-focused L2 WTC; (2) FLE-private, FLE-atmosphere, and FLA partially mediated the relationship between PE and meaning-focused/form-focused L2 WTC; (3) FLA exerted a masking effect in the relationship between CI and meaning-focused L2 WTC, while fully mediating the relationship between CI and form-focused L2 WTC. The results of this study can provide implications for the cultivation of L2 WTC among Chinese undergraduate English majors.

WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception

Previous studies have shown that learning techniques for communicative competence are insufficient to enhance achievement, especially in teacher-centered classrooms. This study examined the impact of the WhatsApp-Integrated Student Team Achievement Division (STAD) on promoting students’ English communicative competence. This study employed a sequential explanatory design. The pre- and post-tests were administered to Indonesian EFL learners who were randomly assigned to the experimental and control groups as part of the 10-week treatment. The experimental group (N = 32) used materials for developing English communicative competence in STAD instruction combined with the WhatsApp application, whereas the control group (N = 32) enrolled in a similar class and received the same materials through traditional face-to-face interactions. Discourse Completion Tests (DCTs) were used to assess the students’ communicative competence. Semi-structured interviews were conducted with the experimental group to unearth their perceptions of the WhatsApp-integrated STAD learning. The results of the ANCOVA revealed that students in the experimental group outperformed those in the control group. An analysis of the semi-structured interviews indicated that the students had a positive attitude toward the implementation of WhatsApp-integrated STAD in teaching English communicative competence. The results highlight the need to recognize the potential of technology that students use the most to enhance language learners’ communicative competence.

Effective Measures to Develop Undergraduates’ Communicative Competence in English as a Foreign Language: A Systematic Review

Communicative competence is a key ability that English as a Foreign Language (EFL) learners should master in their second language acquisition; as such it has received great attention in academia. Despite abundant studies exploring ways to develop students’ communicative competence, there has been no study to date synthesizing findings on the effective measures to develop EFL undergraduates’ communicative competence in a tertiary context and how these findings affect EFL teaching. This systematic review analyzes 30 full-text articles that were published between 2005 and 2024, selected from six databases after a comprehensive search and assessment. The articles were scrutinized according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines and carefully assessed by the Mixed Methods Appraisal Tool. Five categories of effective measures were identified from the synthesis of the selected articles – teaching approaches, teaching activities, teaching materials, curriculum in teaching, and language skills and strategies. Evidence from the findings of the synthesis demonstrates three features: (1) high interest in teaching approaches, teaching materials, and teaching activities; (2) greater focus on pragmatic competence than the other three competences; (3) increasing focus on technology integration with the development of EFL undergraduates’ communicative competence. Practical suggestions for future studies are elaborated, based on these three aspects.

Exploring Issues in Developing EFL Learners’ Oral English Communicative Competence: A Systematic Review

Exploring Issues in Developing EFL Learners’ Oral English Communicative Competence: A Systematic Review

Updating Vocational English Textbooks to Meet Industrial Demands in Indonesia

The pressing demand for work-relevant vocational English textbooks is essential for delivering effective learning materials that align with students' requirements. Appropriate textbooks can boost English language competence by enhancing students' abilities in listening, speaking, reading, and writing. Listening skills form the cornerstone for developing proficiency in other language areas. However, survey revealed that 92.3% of the 52 vocational schools in Batam City had not updated their English textbooks, and 96.2% lacked listening materials tailored to industrial demands. As a result, only 11.87% of the 4,035 Batam City vocational school students who passed the test showed competence in the listening component of the English assessment. This research aims to create a valid and effective vocational English textbook that improves students' English communication abilities based on workplace requirements. To accomplish this goal, the study employed a developmental research approach (Borg and Gall). The research was conducted in Batam City, encompassing 52 vocational schools, 95 English teachers, and 4,070 vocational school students in Batam City, Indonesia. The study's outcomes indicate that: 1) the vocational English listening textbook developed was empirically validated with an average score of 3.6, placing it in the highly valid category. 2) This textbook has also been empirically shown to be effective in enhancing students' listening competence, with a sig. value of 0.000, which was below 0.05. Consequently, this textbook benefits the government and stakeholders, particularly vocational English instructors in Batam City, by improving their English communication competence through the provision of textbooks relevant to industrial contexts.

The Impact of Using Speech Fillers on the Adequacy of Communicative Competence in English as a Lingua Franca

The current study sought to investigate the impact of using speech fillers on students’ communicative competence in English within higher education contexts. To achieve the intended aim, the study addressed two primary research questions regarding how using speech fillers in oral presentations would impact students’ communicative competence in English and what suggestions could be offered to assist students in minimizing the use of speech fillers while presenting. Additionally, the study raised one secondary research question on which speech fillers were most frequently used by the participating students. The study involved three categories: language instructors, toastmaster members, and university students covering a total of two-hundred and four subjects. The author implemented three study tools, namely, a questionnaire, an interview, and class observations. The findings revealed that the vast majority of subjects viewed using speech fillers in oral presentations as having a negative impact on students’ communicative competence in English. In light of subjects’ suggestions, the study offers a variety of ideas as to how producing speech fillers in oral presentations could be minimized. Finally, the study presents the speech fillers which were frequently used by the participating students, offering recommendations for scholars to consider.

Assessment of Primary Teachers’ Self-Perceived Communicative Competence in English as a Medium of Instruction in Nyamasheke District, Rwanda

Teachers’ communicative competence in English as a medium of instruction is crucial for effective teaching and learning and for the overall positive relationship between students and teachers in the classroom. This article aimed to assess primary teachers’ self-perceived communicative competence in English as a medium of instruction in two primary schools in Nyamasheke District, Rwanda. This article adopted a descriptive research design guided by Cummins’ (1979) Dimensions of Language Proficiency. It used quantitative data collected by a questionnaire. Teachers rated their perceived English language proficiency focusing on the four English language skills: speaking, listening, reading and writing. The results showed that teachers’ overall communicative competence was low in terms of conversational fluency and academic language skills, which teachers need for successful teaching. This study highlights the need for appropriate training, support and guidelines for the use of English in the teaching of school subjects. This research recommended that training resources should include reading materials, films for listening and interpreting content, and essay writing to develop all the four English language skills. In addition, the benefits of English language training for teachers should be maximized, and language learning outcomes should be monitored and tested for future teacher assessment in order to encourage and motivate teachers to learn and improve their English language skills.

L1 Interference in English Major Students’ Pronunciation at Technical University of Cotopaxi

This study aims to investigate the impact of mother tongue interference (Spanish) on the pronunciation of the phoneme /d/ in different positions among seventh-semester students majoring in English at the Technical University of Cotopaxi. The study employs a mixed approach with a correlational design. The correlation between the variables allows for the analysis of the quantifiable relationship between Spanish as a mother tongue interference and the quality of the pronunciation of the phoneme /d/ in English. The degree and direction of this correlation will help determine whether and to extent the interference has a significant impact on pronunciation. The findings of the study shed light on the challenges faced by students when pronouncing words with the phoneme /d/ in different positions. In the initial position, the interference is characterized by the transference of Spanish tongue positions and aspiration tendencies, leading to the production of [d] instead of the standard English sound, information detailed in the results and discussion section. In the middle position, students exhibit a tendency to apply Spanish flapping and elision patterns, resulting in the articulation of a tap or alveolar flap [ɾ] instead of the expected English sound. In the final position, the influence of Spanish leads some students to voice the English final /d/ even when English requires voicelessness, indicating the persistence of L1 interference. The results emphasize the importance of addressing specific phonetic and phonological aspects that arise due to mother tongue interference in pronunciation training. Understanding the intricate interplay between L1 influence and the articulation of the phoneme /d/ can lead to targeted interventions that enhance students' pronunciation skills and contribute to their overall communicative competence in English

The Effects of Utilizing the Cooperative Learning Method to Enhance Students’ English Communicative Competence

Purpose: The study’s first objective was to investigate whether the utilization of the cooperative learning method can enhance Chinese college students’ performance and motivation in English communicative competence. The second objective was to explore students’ views on the cooperative learning method in learning communicative competence. Methodology: This study employed a quasi-experimental design using quantitative and qualitative data. The sample was 80 first-year non-English majors from two polytechnic colleges in Guangdong, China. The Experimental Group and the Control Group, respectively, consisted of 40 students. The Experimental Group was taught using the STAD (cooperative learning) method and the Control Group was taught using the conventional method for eight weeks. Before the intervention, both groups were given a pre-test and after the intervention, they were given a post-test to gauge their performance in English communicative competence. Following that, 8 students from the Experimental Group were interviewed, using semi-structured interview questions to explore their views and experiences on the STAD method. Findings: Results from the post-test indicated that the Experimental Group significantly outperformed the Control Group in their overall score for communicative competence and motivation. Thematic analysis from the focus-group interview showed that the STAD method was a very effective teaching tool in enhancing students’ English communicative competence and facilitated them to improve their fluency and coherence, lexical resource, grammatical range and accuracy, pronunciation, and listening skills. Conclusion: This study has crucial pedagogical implications because it suggests that the STAD method can enhance students’ English communicative competence.

Penguatan Kapasitas Generasi Muda Melalui Pelatihan Bahasa Inggris Pemandu Wisata Dusun Putak, Kutai Kartanegara.

English language training at Dusun Putak Village, Loa Duri Ilir Village, Kutai Kartanegara, provides a platform for local tour guides to improve their English communication skills and competence. This form of the program has been designed to provide participants with relevant vocabulary, phrases, and communication techniques in the context of tourism guidance by merging theoretical conceptualization with role-play simulation and non-tes evaluation. More than language competencies, it also develops interpersonal and customer-servicing skills to provide a rewarding tourism experience for foreign tourists. Proficient communication in the English language facilitates the delivery of more interesting information to the tourist guide and simultaneously promotes locals' sustainable local tourism. This training is expected to improve the quality of tourist guide services and encourage the younger generation of Dusun Putak to promote the pot actively.

English Communicative Competence and Reading Skills of Chinese Primary School Teachers

This study delves into the intricate interplay between English communicative competence and reading skills within the cohort of Chinese primary school educators. In an era where English holds increasing global significance, the ability of teachers to adeptly communicate and comprehend English texts stands as a cornerstone for nurturing student language proficiency. This research underscores the critical role of English communicative competence in improving reading skills, contributing to the broader goal of enhancing English language education in Chinese primary schools. This research methodically evaluates the spectrum of English communicative competence, encompassing speaking, listening, and interactive abilities, and probes into their nuanced impact on the reading comprehension prowess of primary school instructors. The empirical foundation of this study rests upon a comprehensive data amalgamation strategy, incorporating language proficiency assessments, reading aptitude evaluations, and introspective surveys conducted among a representative sample of Chinese primary school teachers. The findings show a significant correlation between teachers' communicative proficiency and their aptitude in reading comprehension. Notably, educators exhibiting elevated levels of English communicative competence demonstrate markedly superior performance in navigating reading comprehension tasks, thus underscoring the pivotal role of robust oral and interactive skills in bolstering overall linguistic acumen. Furthermore, the study highlights the importance of comprehensive language training programs that integrate communicative practices with reading skill development. Recommendations are made for policymakers and educational institutions to support ongoing professional development for primary school teachers, emphasizing the integration of communicative competence and reading instruction.

Unlocking the Potential of Project-Based Learning in English Language Education: A Systematic Review of Benefits, Challenges, and Implementation Strategies

This study conducts a systematic review of the efficacy of Project-Based Learning (PjBL) as a pedagogical approach in English Language Learning (ELL). Given the increasing need for communicative competence in English amidst global demands, conventional grammar-focused methods fall short of fostering practical language skills. PjBL, emphasizing real-world project engagement, offers an alternative that aligns with communicative and student-centered principles. This review synthesizes findings from recent literature published between 2000 and 2024 to evaluate PjBL’s impact on language proficiency, student engagement, and the development of 21st-century skills. Evidence suggests PjBL effectively enhances students’ communicative competence, boosts motivation, and fosters critical thinking. However, challenges related to group dynamics, curriculum integration, and assessment complexities remain. The study concludes with recommendations for improving PjBL’s implementation in language education, advocating for enhanced teacher training and adaptable assessment methods. This research underscores PjBL’s potential to reshape ELL practices, though ongoing empirical investigation is essential to optimize its application in diverse learning contexts.

SWOT analysis as a tool for selecting text materials for the formation of English communicative competence of students of non-linguistic specialties

The study is devoted to the implementation of SWOT analysis as an auxiliary criterion for the selection of text material in the formation of English communicative competence for students of non-linguistic specialties. The article examines the concept of communicative competence, as a complex phenomenon of students’ availability of appropriate abilities and skills for high-quality foreign language communication. The main groups of criteria for the selection of text material have been outlined, including 1) subject-scientific ones; 2) linguistic stylistic; 3) methodological; 4) person-oriented. The concept of SWOT analysis has been summarized and the components of the matrix of this analysis have been analyzed, namely: the factors of positive influence of the internal environment are – Strengths, the negative factors – Weaknesses, and the factors of external influence are Opportunities, and the negative ones are Threats. The use of SWOT analysis, based on the classic qualitative criteria for text selection has been proposed as follows: Strengths – linguistic stylistic criteria of variety of types and genres and professionally oriented lexical units; Weaknesses – methodological criteria of authenticity, accessibility, adaptability, etc.; Opportunities – subject-scientific criteria of novelty, informational value and the presence of paralinguistic components; Threats are person-oriented criteria of relevance and practical value. An analysis of the English-language text has been carried out according to the proposed SWOT-analysis model and qualitative criteria for the selection of text material have been highlighted as well.

Comprehensive Approach to Training English Communicative Competence in Chemistry

Abstract The development of foreign language professional communicative competence (FLPCC) is crucial for professionals, considering communicative skills as an integral part of their competence. In Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements and exchange knowledge. Content and language-integrated learning (CLIL) stands out as an effective approach for cultivating FLPCC in future chemistry teachers. This study addresses the scarcity of theoretical and practical tools in content-language integrated learning in pedagogical universities. It aims to enhance the training quality for pedagogy bachelor’s degree students studying chemistry in a foreign language. By identifying active teaching forms, methodologies, and approaches in integrated learning, students’ foreign language competence can be successfully developed within the professional domain. A meticulously designed training model and exercises were developed to achieve these goals. The proposed modeling approach was evaluated using the Quasi research method, involving questionnaire data analysis. The results confirm that implementing this approach significantly improves future chemistry professionals’ training quality, enabling confident communication in English within their professional domains and demonstrating well-developed speaking skills. The practical value of this research extends to university educators implementing CLIL practices and researchers studying students’ FLPCC formation.

İNGİLİS DİLİNDƏ KOMMUNİKATİV KOMPETENSİYANIN FORMALAŞMASI VƏ ONUN CÜMLƏDƏ DİSKURSİV, SOSİOLİNGVİSTİK, STRATEJİ ROLU

Formation of Communicative Competence in English and its Discursive, Sociolinguistic, Strategic Role in the Sentence Summary The article deals with the main principals of competence. Today the main goal of teaching and leaming foregin languages in the global world is developing language leams’ ability to use the target language for communication. The process of teaching English should be based on the communicative - functional approach of teaching languages.The whole process of teaching oral speech should be goal-oriented and systematic. It will make the process of teaching oral speech more effective. Key words: communication, oral speech, context devlopment, term

Perceived Language Proficiency and Autonomous Motivation as Predictors to Perceived Communicative Competence in English

Introduction: The current study, following a sequential mixed-methods design, mainly aimed at investigating the possible predictors of perceived communicative competence (PCC) in English in perceived language proficiency (PLP) and autonomous motivation to learn English. Methodology: In doing so, 204 homogeneous university English-major students participated in this study based on convenience sampling, and a pool of six students joined the interview sessions based on purposive sampling. The Pearson product-moment correlation coefficient and the multiple regression were conducted to analyze the data. Results: The results obtained from the Pearson product-moment correlation coefficient confirmed that there was a medium, positive correlation between PLP and PCC in English, and also between autonomous motivation to learn English and PCC in English. Moreover, it was found that PLP was the best predictor of PCC in English. Following inter-coder reliability, the commonalities emerged from the students’ responses to the interviews yielded seven common themes, entailing good sense, desire to learn, participation, engagement, disengagement, teacher support, and ability to communicate fluently. Conclusion: The study yielded deeper insight into the effective role of factors, such as good sense, desire to learn, participation, and engagement in enriching their PLP and PCC. At the end, some practical implications are suggested for EFL learner and teachers.

Communicative Competence in English Among Junior High School Students

Developing communicative competence is one of the expected outcomes of the Language Arts and Multiliteracies Curriculum (LAMC). This study evaluates the communicative competence among Junior High School students at Vinapor National High School. Employing descriptive quantitative and qualitative methods, it examines the grammatical, sociolinguistic, and discourse competence and identifies factors that either facilitate or hinder these competencies. A combination of grammatical, speaking, and writing tests was used to assess student’s performance, which revealed that the majority did not meet expectations across the evaluated competencies. Semi-structured interviews further provided insights into both facilitating and hindering factors from the perspectives of 21 students and four teachers. Facilitating factors included teaching methods, peer interaction, extracurricular activities, access to resources, and teacher support, whereas hindering factors encompassed challenges and barriers such as lack of interest, lack of comprehension, lack of confidence, fear of committing mistakes, negative perception, curriculum and resource limitations, and distractions. The study proposed an intervention program to guide teachers in helping students achieved communicative competence.

Overcoming Shyness and Bullying in EFL Classrooms: Strategies for Promoting Communicative Competence among Iraqi Learners

The improvement of communicative competence in English as a Foreign Language (EFL) is essential for Iraqi learners to involve effectively in personal, academic, and professional contexts. However, learners often face obstacles like shyness and bullying that could hinder their language acquisition and participation in classroom activities. This research examines strategies to overcome those obstacles and endorse a supportive learning environment that nurtures communicative capability amongst Iraqi EFL learners. Through a wide-ranging literature review, the study inspects theoretical perspectives from the affective filter hypothesis, sociocultural theory, and motivational backgrounds to comprehend the multidimensional factors influencing language learning practices. The conceptual model offered integrates individual factors (shyness, anxiety, motivation), social features (bullying, peer relationships, classroom climate), and pedagogical methods to explore their relationship in developing communicative competence. The research theorizes that targeted interventions, like affective strategies, anti-bullying programs, and supportive learning techniques, can alleviate the negative impacts of shyness and bullying, thereby enhancing learners' communicative capabilities. The findings have important implications for EFL teaching practices in Iraq, highlighting the importance of creating inclusive classrooms, applying communicative language teaching approaches, cultivating peer support, and addressing socio-cultural effects. Eventually, this study contributes to the body of knowledge on endorsing communicative competence and presents applied references for educators, policymakers, and shareholders in the arena of EFL education in Iraq.

Novel Metaphor Recognition, Interpretation and Construction: Barriers Face Kurds as Non-native English Speakers

This study which is titled ‘Novel Metaphor Recognition and Interpretation: Barriers Face Kurds as Non-native English speakers’ considers the recognition and the interpretation process difficulty of English novel metaphors. Novel metaphor is one of the most problematic types of metaphor in which its creation, recognition and interpretation usually require a higher level of efficiency. This sort of metaphor is highly connected with personal established conceptual systems which probably cause misunderstanding among interactants: native and non-native ones. This study aims at identifying novel metaphor, determining the nature of problems that Kurds as non-native English speakers face in recognizing novel metaphors in English. Thus, it would be helpful for both non-native English learners and speakers to improve their English comprehension and construction competence. The current study makes use of both quantitative and qualitative approach in the process of data analysis; and it has come up with the conclusion that the insufficiency in English communicative language competence, cognitive analysis proficiency, and background knowledge are three main problems in the process of recognizing and interpreting novel metaphors.