Speaking Course Research Articles

Development of College English Listening and Speaking Course Based on an Outcome-Based Education Approach Combined with Blended Learning to Enhance English Listening and Speaking Skills of Non-English Major Freshmen Students at Xi’an University

Background and Aim: This study was a research and development of a College English Listening and Speaking Course. The objectives of this research were 1) To study the background information focusing on course components and existing problems of the College English Listening and Speaking Course. 2) To develop the components and quality of the College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning. 3) To study the effectiveness of implementing College English Listening and Speaking Course based on outcome-based education combined with blended learning to enhance English listening and speaking skills of non-English major students. Materials and Methods: The sample of this study was 40 non-English major freshmen students from Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) College English Listening and Speaking Course based on the outcome-based education approach combined with blended learning and its lesson plans, 2) English listening skills test with .88 of reliability, and 3) English speaking skills test with .74 of reliability 4) students’ satisfaction questionnaire with .79 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: The research results found that 1) the background information of the College English Listening and Speaking Course and its current problems were principles, objectives, content, instructional strategy, media, and resource evaluation. 2) College English Listening and Speaking Course based on outcome-based education approach and blended learning consisted of 6 steps, that is, Step 1: Determine expected learning outcomes (OBE) Step 2: Design teaching activities(OBE) Step 3: Design teaching methods (blended learning) Step 4: Design teaching assessments (OBE and blended learning) Step 5: Continuous feedback and adaptation (OBE) Step 6: Reflection and improvement (OBE and blended learning) 3) the results of implementation of College English Listening and Speaking Course based on outcome-based education approach combined with blended learning found that (1) Students’ English listening skills after using outcome-based education approach combined with blended learning method was higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (2)Students’ English speaking skills after using an outcome-based education approach combined with the blended learning method were higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (3)The satisfaction of students after using the outcome-based education approach combined with the blended learning method was at a higher level (M=4.11, SD=0.64). Conclusion: The developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning has a significant effect on enhancing the English listening and speaking skills of non-English major students at Xi’an University. Students are satisfied with the developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning.

Ethical decision-making, plagiarism, and using ChatGPT in the first-year public speaking course

ABSTRACT This study explores the ethical decision-making of introductory public speaking students (n = 190) when considering using ChatGPT to generate speeches. Using a modified version of Jones (1991) model, this study examined how students perceived moral aspects, recognized ethical issues, judged situations, and formed intentions. Results showed that perceived moral intensity directly affected recognizing ethical problems. Better recognition led to more appropriate ethical judgments, particularly among those with higher perceived moral intensity. Ethical judgments significantly influenced intentions to use ChatGPT for speeches. Students who viewed the use of ChatGPT as ethically problematic were inclined to avoid it.

The Challenges and Countermeasures in Integrating Chinese Traditional Culture into English Listening and Speaking Course

Foreign language education involves not only language education but also cultural education. It is the new mission of today’s foreign language education to integrate Chinese traditional culture into foreign language teaching and cultivate foreign language talents who can tell Chinese stories well and spread Chinese voice. As a basic course for English majors, English Listening and Speaking faces many challenges when it is integrated into Chinese traditional culture, such as complex teaching content, limited teaching resources, insufficient teachers’ literacy, and students’ listening and speaking difficulties. In order to solve these problems, teachers and universities should work together to sort out the connotation of Chinese traditional culture, develop audio-visual teaching materials, organize teacher training, and innovate teaching methods, so as to effectively promote the connection between Chinese traditional culture and English Listening and Speaking curriculum system.

For Grades or for Learning? Influence of Academic Orientations on Vietnamese Undergraduates' Learning Strategy Use and Mental Well-Being

<p style="text-align:justify">The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students’ learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to explore Vietnamese university students’ orientations toward learning and grades, learning strategy use, mental well-being, and how these variables correlate. In addition, the study examines the potential interplay between learning orientation and grade orientation to influence the latter two variables. A quantitative research design was employed to achieve these goals. Survey responses were collected from 38 second- and third-year students majoring in English Language at a large, public university during a summer semester. Specifically for learning strategy use, participants were directed to pull from their experiences in a Public Speaking course that they had completed in the previous semester. Results revealed that a learning orientation was moderately related to both adaptive learning strategy use and mental wellness, whereas a grade orientation was only negatively related to learning strategy use and unrelated to mental well-being. Moreover, a strong learning orientation alone resulted in the most positive outcomes for both learning and mental health, and higher levels of grade orientation weakened those outcomes. Limitations of the study, directions for future research in this area, and implications for students and educators are then discussed. </p>

Impact of Video Podcasts on Speaking Proficiency in Indonesian Higher Education: A Study of Diverse Learning Styles

This study investigates the effectiveness of video podcasts as a supplementary tool for enhancing speaking proficiency among second-semester higher education students majoring in English, with varying learning styles. It examines the impact of video podcasts on speaking proficiency across visually-dominant, auditory-dominant, and kinesthetic-dominant learners and explores the differences in effects among these three learning styles. It involved 42 respondents, specifically within an Intermediate Speaking course, categorized into three groups based on their dominant learning styles: visual, auditory, and kinesthetic. Data were analysed through paired sample t-tests and one-way ANOVA. The result shows that visually-dominant learners improved from a pretest mean of 60.24 to a posttest mean of 67.48 (p = .000), auditory-dominant learners increased from 60.36 to 66.73 (p = .001), and kinesthetic-dominant learners showed an increase from 64.33 to 72.83 (p = .022). Despite these improvements, the one-way ANOVA indicated no statistically significant differences in the level of improvement among the three learning styles (p = .707) which implies that video podcasts are effective across different learning styles. This study’s findings contribute to the understanding of multimedia tools' role in language learning and the positive impact of utilizing video podcasts on speaking proficiency. The flexibility of video podcasts enables students to learn at their own pace, revisit content, and receive personalized feedback, which can be particularly beneficial for students with different learning styles.

THE USE OF GAME TEACHING METHOD FOR CHINESE SPEAKING SKILL OF GRADE 5 STUDENTS IN CHACHOENGSAO PROVINCE, THAILAND

This study aimed to compare the Chinese speaking skills of grade 5 students before and after using the game teaching method, as well as assess their satisfaction with its use in a Chinese speaking course. The participants consisted of 41 Thai students in Grade 5 in Chachoengsao Province, Thailand. We collected data using four lesson plans, a pre-test, a post-test, and a questionnaire, and used descriptive statistical analysis and paired sample mean differences for analysis. A school in Chachoengsao Province conducted the teaching experiment and collected the data over a four-week period. Pre-test and post-test results showed a significant improvement in participants' Chinese speaking skills, with a mean difference of 3.53 points between pre-test scores (=16.02, SD=2.49) and post-test scores (=12.49, SD=2.57). All items in the questionnaire received high ratings, according to the collected data from the questionnaire. The majority of participants expressed satisfaction with the application of the game teaching method to Chinese-speaking learning. This study demonstrated that the game teaching method provided an alternative and effective way of learning Chinese in Thailand.

Distribution of rhythmic groups in the paradigm of gender and type of speech activity

This article describes the major results of exploring the contemporary American English particulars of rhythmical groups’ structural types quantity distribution as observed in the course of impromptu speaking and compared with extemporaneous reading, subject to the speaker’s gender. A number of specific features relating both to gender and oral speech production form are discussed. It was found that when switching to impromptu speaking both gender groups show an increase in the number of rhythmical groups of all structural types, however, the specificities of such an increase are different in either group. Women showcase an approximately twofold total gain in the number of rhythmical groups than men. Against the background of the general increase in the number of rhythmical groups of all structural types in a phrase, the Stress Rhythmical Group’s percentage share dynamics in the total gain turned out negative being the only negative indicator for men. With women the negative percentage share dynamics in the total gain is observed in rhythmical groups of two structural types: the Stress and the Proclitico-Enclitic ones. It is noteworthy that both gender groups attest to the same value of the aggregated negative percentage share dynamics in the total gain in the number of rhythmical groups which is equal to -0.8%. The major driving force of the gain in the total number of rhythmical groups is the Enclitic type. However, women evince an approximately 1.5 times greater percentage share dynamics in the gain of the Enclitic rhythmical group than men. Men compensate the reduced Enclitic rhythmical group gain percentage share dynamics by an increase of the indicator in such types as Proclitic and Proclitico-Enclitic. The most rigid structural type of rhythmical groups for women is the Proclitic one, it is also the least numerous for both genders. However, with men, the Proclitic rhythmical group is as agile as the Proclitico-Enclitic one provided, when the latter can be observed almost four times more often than the former. The author makes a number of assumptions and develops several hypotheses about the reasons for these observations, as well as draws possible perspectives for further studies.

Beyond Gender: How Personality Types Affect Pre-Service EFL Teachers' Speaking Skills

This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.

Recommendations for English-Speaking Course in Higher Education in China

A blended approach to learning is crucial for future English-Speaking courses. This study explores the application of TESOL six principles in English language instruction for blended learning. The recommendations include online questionnaires, conducive learning en-vironments, quality lessons, student progress monitoring, and fostering collaboration. Implementing these principles can effectively support student speaking course in higher education. Further research is needed to explore their implementation in different contexts and address chal-lenges in English language education.

A Study on the Teaching Strategy of "Telling Chinese Stories" in Italian Listening and Speaking Courses Based on POA Theory

A Study on the Teaching Strategy of "Telling Chinese Stories" in Italian Listening and Speaking Courses Based on POA Theory

A Study on the Teaching Mode of Integrating Value Cultivation with Critical Thinking in the Listening and Speaking Course for English Majors

In order to solve the long-standing problems in English listening and speaking class, such as “Centralization of language knowledge and skills”; “Absence of critical thinking,” and “Separation of knowledge and affection”, this research put forward the model of Integrating Value Cultivation with Critical Thinking (IVCCT) (Note 1), which breaks through the traditional “Language-centrism” model. With values education as the core, this mode systematically cultivate the multi-competences in students, such as innovation, research, communication, cooperation and so on, through cross-cultural critical thinking activities, which will help the participants achieve the educational goals of integrating value shaping, knowledge transmission and competence cultivation.

Pentingnya Kemampuan Menguasai Bahasa Inggris bagi Calon Pustakawan Indonesia dalam Meningkatkan dan Mempertahankan Profesi di Era Digital

This study discusses the importance of mastering english for prospective Indonesian librarians in improving and maintaining a profession in the digital era. This study aims to find that expected librarians must prioritize the importance of english in their job in today's digital era. The research method used is the literature study method to find out more deeply about a series of activities related to the method of collecting library data, reading, recording, and managing research materials (Zed, 2008: 3). In general, literature study is a way to solve problems by tracing the sources of writing that have made before. The data needed in this study can obtained from library sources or documents, such as textbooks, journals, scientific articles, as review literature containing the concepts to research. Research with the study of literature does not have to go down to the field and meet with respondents. The results of this study show that mastering english can increase "value" and a career that will be more valued in the international world of work. Composition of english speaking course material are: 1) Importance of english speaking for librarians 2) English vocabularies in library 3) English daily routine expressions 4) English presentation.

Construction and Reform of the Russian Audiovisual Speaking Course in Higher Vocational Institutions in the Context of Deep Learning

Abstract This paper focuses on the development and construction of language teaching in higher vocational colleges and universities under the perspective of deep learning, proposes the use of multimedia courseware to update the course content, interactive teaching to optimize knowledge transfer and skills training, and the creation of an interactive training environment for the Russian language. Analyze the language learning environment of higher vocational colleges under deep learning, clarify the direction of Russian language teaching, use wavelet transform algorithm to compress and process Russian language teaching resources, and enrich the teaching construction. Classify language classroom teaching interaction behaviors, clarify the criteria for judging teaching interaction behaviors, put forward connection timing classification technology under deep learning, and construct classroom interaction behavior recognition based on speech recognition. Combining video samples to analyze the classroom interactive behaviors of Russian language teaching, analyzing the use of Russian digital teaching resources, and evaluating the advantages of the reform of the Russian Audiovisual Speaking course in the light of students’ satisfaction with the reform of the course. In the interactive Russian language classroom teaching, the proportion of teacher’s and student’s speech is 24.24% and 30.205%, respectively. The proportion of open-ended questions and closed questions is 4.68% and 3.67%, respectively, and 83.62% of the students are satisfied with the classroom teaching of Russian Audiovisual and Speaking, so it can be seen that the construction and reform of the Russian language course forms a classroom that takes the students as the main body and the teacher as the auxiliary teaching This shows that the construction and reform of the Russian language course forms a classroom with students as the main body and teachers as the auxiliary teaching, which is in line with the needs of Russian language teaching.

A Study on the Teaching Design of Blended College English Listening and Speaking Course Based on Unipus

A Study on the Teaching Design of Blended College English Listening and Speaking Course Based on Unipus

Application of OBE Educational Philosophy in English Listening and Speaking Courses in Vocational Colleges under the Context of Industry-Education Integration

Application of OBE Educational Philosophy in English Listening and Speaking Courses in Vocational Colleges under the Context of Industry-Education Integration

Application of PBL Model in Public Speaking Courses

Application of PBL Model in Public Speaking Courses

Instructional Design of Front Vowels in College English Listening and Speaking Course Based on BOPPPS Teaching Model

Instructional Design of Front Vowels in College English Listening and Speaking Course Based on BOPPPS Teaching Model

Research on the Path of Integrating Aesthetic Education into College English Public Speaking Courses

Research on the Path of Integrating Aesthetic Education into College English Public Speaking Courses

Promoting Students' Higher Order Thinking Skills (HOTS) through Classroom English Debate in Critical Speaking Course at IAIN Bone Students

The analyzing, evaluating and creating skill that are drilled during debate practice have been shown to support students' critical thinking skill. It proves how debate inspires students to analyze a situation from their own point of view. This research, therefore, aimed to evaluate debate in promoting students’ higher order thinking skill, particularly among Students of English Education Program at IAIN Bone, South Sulawesi. The research adopted qualitative analysis in which observation and interview were used as data-gathering instruments. The findings showed that debate promoted students’ higher order thinking skill because in debating students are required to think critically according to aspects of Bloom's taxonomy, they were analyzing, evaluating and creating. However, there were several problems faced by some students during English debate classroom in critical speaking subject, namely trouble defining the motion, had a limited vocabulary, difficult to rebut the opponent's argument, the difficulty of expressing an argument and nervous when practicing debates because they have to think critically. Keywords: Debate, Higher Order Thinking Skill, Critical Speaking, Students’ Problem.

Exploring the Strategies of Teaching in Italian Listening and Speaking Course Based on Production-Oriented Approach

Exploring the Strategies of Teaching in Italian Listening and Speaking Course Based on Production-Oriented Approach