Development Of Speaking Skills Research Articles

Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills

he research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students’ speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners’ impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.

Corporate training in a professional foreign language

Introduction. The need for employees of various companies to use a foreign language to solve professional tasks has contributed to the emergence of corporate language courses. However, the effectiveness of corporate courses for a specific target audience will depend on the chosen methodological approach to learning: a foreign language for specific purposes or content and language integrated learning. The purpose of this paper is to develop a methodology for corporate training in a professional foreign language and test its effectiveness experimentally. Materials and methods. The study involved employees of a recruiting company in Moscow (N=44). In order to test the effectiveness of the methodology for the control and experimental groups, the subject-thematic content of training and a set of training materials were developed. Participants in the control group (N=22) studied a foreign language for specific purposes, and participants in the experimental group (N=22) studied a course built on the basis of a model of content and language integrated learning. The subjects of control were: professional vocabulary, grammar, speaking (monologue and dialogic speech), oral professional communication in English, written speech, written professional communication in English, and professionally oriented knowledge. To process the obtained results, the Student's t-test was used. Research results. The study revealed that a corporate language course built on the basis of an content and language integrated training proved to be more effective than a foreign language for specific purposes in mastering grammar (t = 3.33; p ≤ 0.05), developing speaking skills (t = 3.78; p ≤ 0.05), oral professional communication (t = 4.19; p ≤ 0.05), written speech (t = 4.19; p ≤ 0.05), written communication (t = 5.57; p ≤ 0.05), and professional knowledge (t = 4.07; p ≤ 0.05). At the same time, the statistical analysis of the data did not show differences in the mastery of professional vocabulary by students (t = 1.81; p> 0.05), which confirms the effectiveness of the two compared approaches in the formation of this aspect of the language. Conclusion. The novelty of the study is in determining the stages of development of a corporate course in a professional foreign language and to determine the advantages of a course built on the basis of a model of content and language integrated learning over a foreign language course for specific purposes. The results obtained can be used in the development of a methodology for corporate courses in a professional foreign language.

Engaging Junior High School Students in Speaking Skills Through Digital Storytelling

Abstract: Speaking is one of the language skills in daily life. The people more often choices to speaking in communication, because the communication more effective by talking or speaking. Speaking is very important in life. This makes speaking skills must be considered and developed properly, of course by using a good way and method. With this skill, a person can convey ideas or thoughts that can be understood by others. Therefore, there needs a learning method that can help someone, especially students in handling it. The combination of methods with skills can make it easier for students to develop and increase knowledge in speaking, especially in English. Digital Storytelling is a method that is starting to develop at this time, because of the coved 19 pandemics that occurred in various countries, then this method is very functional in the development of student skills. Therefore, this study aims to analyze whether the Digital Storytelling method can influence the development of speaking skills in students. This study was conducted on 8th graders. The data collection is done with, teacher interviews, learning video analysis, and student videos that have been done. The research method used is a qualitative method with a focus on the study case, so it can be analyzed that this method can make a good contribution to the development of student speaking skills in eighth grade at junior high school.

Adaptive Learning for Improving German-Speaking Skills in the Digital Age

Abstract. Language teaching has developed with the support of techniques, media, and learning approaches that complement each other. However, the need to develop linguistic skills never arrest and need to be improved continuously. One of the models developed in the early 21st century is adaptive learning, but this learning tends to be more widely applied outside of language teaching. Therefore, This study aims to find concrete forms of adaptive learning that can be applied in appropriately developing speaking skills in German. A qualitative, descriptive approach is employed in this study, focusing on an inductive inquiry into phenomena and fact-finding on adaptive learning. The learning source employed in the learning is a coursebook called Netzwerk Deutsch als Fremdsprache.To bridge the rigidity of the content and the less flexible learning aspects delivered by the coursebook, we tried to integrate it with the campus internal learning management system Besmart-Moodle. There were 12 students (initials P1-12) who participated in learning and practising speaking-oriented learning. We collected data using video recordings, digital questionnaires and field notes. Afterwards, we analyzed participants' conduct and responses using coding procedures to formulate categories relevant to adaptive learning forms. The results showed that most participants viewed this learning positively, and it supported improving their speaking skills effectively. In addition, for both students and lecturers, this learning model thoroughly impacted the learning process concerning certain linguistic facets and enriched previous research.Keywords: Adaptive learning, German, Speaking Skills, Digital Learning, Besmart

THE INTERPLAY OF PERSONALITY FACTORS AND LANGUAGE LEARNING STRATEGIES IN DEVELOPING SPEAKING SKILL

Speaking skill was one of essential parts in language learning and needed to be mastered by every student for a better foreign language communication. The aims of this research were (1) to find out the language learning strategies used by the students based on their personality factors (2) to observe the extent to which the personality factors and language learning strategies correlate with speaking skill, (3) to elaborate the interplay of personality factors and language learning strategies in developing students’ speaking skill. 25 students in the fourth semester of 2015/2016 class of English Education Department at Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Muhammadiyah Bone were selected by purposive sampling. The research employed mixed method of descriptive quantitative (correlation) and descriptive qualitative analysis. Quantitative data were collected first from questionnaires and speaking test and qualitative data from interview. The results of the research indicated that most of extrovert students prefer to use indirect learning strategies (69%) while introvert students prefer to use direct learning strategies (89%). The correlation of personality factors and speaking skills was low (r=0.08), whereas the correlation of language learning strategies and speaking skill was strong (r=0.6). Therefore, the interplay of personality factors and language learning strategies showed that personality factors contribute to important roles in choosing the appropriate language learning strategies in developing speaking skill.

An analysis of English language used in daily communication by students of Dayah or Islamic boarding schools

The objectives of this study were to analyze the policy regarding the language used and to know students’ perceptions about the use of English language for daily communication. This study used a mixed method and the researcher combined questionnaire, document analysis, and interview to gain the data needed. The subject of this study were 20 students of the sixth grade, and the leader of Dayah or Islamic boarding school. The research finding showed that the Dayah Modern Darul 'Ulum arranged the regulations regarding English language implementation and developed some programs to increase and motivate students to use the English language. In addition, from the questionnaire, in terms of the students’ perceptions, the finding of this research showed that 72,5% students perceive using English as daily language plays a good role in their speaking skill development, 93,3% students expected daily language program that can help them improve their English speaking skill, and 70% students perceive English language speaking implementation was good enough.

The Development of Playstore-Based German Speaking Skills with German Conversation Practice Application Hallo

This study aims to identify the need for German language teaching materials for class XII students at HKBP Pematangsiantar High School. The type of research used is qualitative with a qualitative descriptive approach. Data collection techniques used are interviews and questionnaires. Needs analysis in this study uses the theory of Briendley, Hutchinson and Waters, and the theory of Nation and Macalister by dividing the needs analysis into objective needs and subjective needs. Objective needs include the identification and background of students, while subjective needs include needs, deficiencies, and desires. The results of the study indicate that the teaching materials that have been used so far are not enough, but the need to look at the needs of students in improving the four abilities that lead to 21st century learning. The teaching materials expected by students are teaching materials that have text, images, animation, audio, audiovisuals as well as independent German speaking exercises. Students also want teaching materials that are easy to carry and accessible at any time.

Think-Pair-Share strategy in speaking skill development

Introduction: Mastery of oral expression is a powerful factor in the development of structured thinking and cognitive abilities. However, the traditional methodologies of English teaching, based on grammar and writing, determine a poor performance of students in the international context. Think-pair-share (TPS) as a collaborative learning strategy is an appropriate tool to solve the problem. Objective: This research analyzes the influence of the TPS teaching strategy in the speaking skill development of A1 students at a language center in a university in Ambato, Ecuador. Methodology: From direct observation and the application of a survey, it was detected that the students presented difficulties in constructing effective communication. A quasi-experimental study was considered, in which two groups, control and experimental, were established. The first group received classes through traditional learning strategies and the second through strategy based on TPS. Initially, the oral proficiency level of both groups was evaluated by applying the Cambridge Key English Test (KET). The teaching strategies were implemented in both groups. In the experimental group case, the TPS strategy consisted of collaborative work among students, each participant uploaded short videos in an online platform about their ideas regarding topics suggested by the teacher. The students then reviewed the material prepared by their class partners, made suggestions for improving their speaking skills, and gave an oral presentation to their classmates. Another KET test was applied to know the speaking skill development. Results: Students improved their performance, although the experimental group showed better results, to the point that the mean was 12.48 out of 15, compared to the mean of the control group, which was 9.70 out of 15. Conclusion: The students were well disposed to work using the TPS strategy and the teaching program allowed the students to improve their speaking skills to communicate in the English language.

Public speaking and personal branding skills for student organization managers at Dharma Wanita High School Surabaya

Self-confidence Not everyone has good self-confidence. Therefore, it needs to be encouraged in several ways: through public speaking combined with personal branding. The purpose of this service was to develop public speaking and personal branding skills for student organization managers at SMA Dharma Wanita Surabaya through the PIKAT scheme. The training is divided into two; offline and online. The training program is carried out by carrying out counseling on public speaking and personal branding based on theories in communication. The second activity is to train public speaking and personal branding where the participants can practice their public speaking skills. Monitoring after mentoring and training activities is still carried out. At the end of the program, there are four outputs/recommendations, training modules, activity news, and community service journals. It can be concluded that this activity encourages the development of public speaking and personal branding skills for student organization managers at SMA Dharma Wanita Surabaya.

The Role of TED Talks in Forming Soft Skills in Foreign Language Lessons

The popularity of TED Talks is increasing among the teachers of foreign languages. The study focuses on the issues of TED Talks potential for being used at foreign language lessons. The relevance of the study is caused by the need to concentrate on TED Talks efficiency for soft skills development in teaching foreign language. This research aims at studying and analyzing the advantages, as well as the results of using TED Talks services for the development of public speaking skills. The methods we applied involved the study of theoretical works on the problems of using TED Talks video materials and some empirical methods including observation and analysis of experience in using these materials. The results obtained represent the practical importance of a complex of special tasks for the students of International Relations major. The conclusion can also be drawn that further work is needed to make workbooks and complexes of special exercises for developing soft skills at the lessons of foreign languages.

Public Speaking and Online Peer Feedback in a Blended Learning EFL Course Environment: Students’ Perceptions

This paper reports on a blended learning approach for public speaking in an English as a foreign language (EFL) context. The researcher implemented the course design through reduced weekly face-to-face class sessions and online student interaction using a speech video-based blog. Using a survey conducted at the end of the semester, multiple comments provided for online peer feedback, structured outlines submitted to Turnitin, and instructor’s weekly observation of the students’ presence and performance online, the researcher collected data about the students’ progressive learning of the public speaking skills, peer feedback, and the students’ assessment of each aspect pertaining to the blended learning experience. The qualitative analysis revealed the effectiveness of online peer feedback in public speaking skills development as demonstrated by students’ attainment of course intended learning outcomes, as well as an overall positive student perception towards the blended learning model, with minor reservation of less confident students at the onset of the online implementation phase. 

Developing Speaking Skills on EFL Learners through Biography-Driven Instructional Strategies

This mixed-method case study evaluated the effectiveness of Biography Driven Instructional (BDI) strategies in developing EFL learners’ speaking skill. The participants of the study included 23 students from a high school in Loja, south of Ecuador. Data were collected through interviews as pre and post tests and a focus group. Findings from descriptive and inferential analysis show a statistically significant difference in pre-post speaking tests and participants’ perceptions revealed that the use of these strategies had a positive effect on their oral skills. It was concluded that BDI strategies were found to be beneficial to improve EFL learners’ speaking performance after the integration of these tools in the classroom. Implications for teaching and future BDI application are also discussed. Keywords: Biography-Driven Instruction, BDI strategies, speaking skills, EFL learners DOI: 10.7176/JEP/13-3-01 Publication date: January 31 st 2022

НАВЧАННЯ УЧНІВ 10 КЛАСУ АНГЛІЙСЬКОГО ДІАЛОГІЧНОГО МОВЛЕННЯ З ВИКОРИСТАННЯМ ТВОРІВ ЖИВОПИСУ

Background. The article investigates the educational potential of visual arts for teaching English dialogue to high school students. The analysis of literature indicates the importance of using visual arts in teaching dialogue to secondary school students as it enables increasing the motivation of students to communicate, creates favourable conditions for creativity, and also reduces anxiety in the classroom. Purpose. Numerous studies have examined the educational potential of visual arts for teaching foreign languages, but no research has been found which give insight into the impact of visual arts on teaching spoken dialogue to high schoolers. Therefore, the goal of this paper is to study the effectiveness of using painting in an English classroom for enhancing dialogic communication. Methodology. The methodology of the research rests on the experimental instruction of the 10th-graders (n=42) which was carried out in three stages. In the first stage, the survey was conducted in order to identify the difficulties that students face while doing tasks on the development of English dialogic speech. The second stage of the experimental research was the instruction in English targeted at the development of dialogic speaking skills in students using works of art. In the third stage of the experiment, the results were analyzed and the conclusions of the research were formulated. Results and discussion. The analysis of the surveyed difficulties faced by the students in the process of instruction indicates that 59.5% of the respondents feel anxiety because of fear to make a mistake, 42.9% of the students have difficulties because of limited vocabulary, 35.7% of the schoolers are passive in class for fear of receiving a poor mark, and 35.7% of the respondents feel shy to speak up. The survey made after the experimental instruction showed that 99% of students exercised positive emotions in the classroom; 88% of the students found it interesting to communicate with each other while discussing fine arts and 70% of the respondents did not feel anxious when it was necessary to participate in the dialogue. The obtained data confirm the effectiveness of using visual arts for teaching spoken dialogue to secondary school students.

Development of English speaking skills in bilingual students by teaching in cooperation

This article examines the development of oral English-speaking speech in bilingual students and teaching conditions. Conditions in the labor market require changes in the education system. Employers expect graduates to have skills such as teamwork, stress tolerance, sociability, multitasking, and empathy. There are strict requirements for professional training, including fluency in English. It is necessary to develop basic skills of English speaking and focus on spoken language, while attracting interactive teaching methods in cooperation. This becomes a daunting task for English teachers, given that the majority of students are bilingual. For the development of English-speaking oral speech among bilingual students, such interactive pedagogical technologies as: collaborative learning, case methods, project method, role-playing and business games, debates were applied and tested, and ways of their effective use in the conditions of the university were substantiated. As it can be noted, students develop oral speech in English, as well as business skills of joint cooperation.

The Effect of Using Educational Drama on Developing Speaking Skill of the Sixth Graders in the English Language

For the purpose of study, drama lessons were implemented through a selected unit of the English textbook for an experimental group of the sixth grade, compared with teaching the same units by employing the conventional teaching method for the control group. The study uses the quasi- excremental approach to collect data via a designed oral pre-test and post-test consisted of (13) questions, and students’ attitude questionnaire consisted of (35) items distributed over four main domains. The study sample includes (70) students divided into two groups; experimental and control consists of (35) students for each. The results of the study revealed that the application of drama teaching method had positively influenced English language speaking outcomes. In addition, the results showed that the use of drama activities technologies opens the opportunity to support English language speaking skills with advantages over conventional teaching patterns. Moreover, results of the study confirmed that the students developing a positive attitude when adopting dram classes and can improve their students’ performance. Finally, the study recommended developing and including the dram activities in teaching English speaking and other English learning skills.

ENTREPRENEURSHIP BASED LEARNING SPEAKING SKILL DEVELOPMENT THROUGH DRAMA TEXTS AT SENIOR VOCATIONAL HIGH SCHOOL

This research focused on entrepreneurship based learning Indonesian speaking skill development through drama texts with the following research questions (1) how are objective conditions of students’ speaking skill? (2) How are the conceptual frameworks of learning of speaking skills through drama texts, and (3) how are the effectiveness of entrepreneurial based learning speaking skill through drama texts, Therefore, the research objectives are (1) to find out the objective conditions of speaking skill, (2) to find out conceptual model of entrepreneurship based learning speaking skill through drama texts, and (3) to find out the effectiveness model of entrepreneurship based learning speaking skill through drama texts. This research used qualitative-quantitative approaches with R and D design. The steps for research development were (1) introductory research for finding condition of students and students’ needs before developing product, (2) developing entrepreneurship based lesson plan for speaking skill (3) assessing the effectiveness of model of Entrepreneurship based learning speaking skill through drama text. Data were collected by using tests, observation, interview and documents. Data were analyzed quantitatively and qualitatively related to objective condition, product design, and the effectiveness of the product. The results indicated there are significant validity and eligible of model according to experts’ validation and it can be used for further effective implementation. Entrepreneurship based learning speaking skill through drama is effective to develop speaking skill and entrepreneurship behavior and spirit.

An online book club for ESOL learners

Abstract In the spring of 2021, I started an online book for ESOL learners studying in an adult education college in London. Over the course of four weeks, 12 intermediate to upper intermediate learners read the story ‘Suffragette’, adapted from the film of the same name, meeting weekly online to discuss the story and its themes. The result was a greatly beneficial experience for the learners. They were able to engage with an extensive text on a much deeper level than is generally possible during normal classroom hours, leading to a variety of positive outcomes: the building of new vocabulary, the development of speaking and reading skills, the opportunity to create an online community during a time of social isolation, and a chance to explore some of the significant themes the story contains, in an accessible way.

Developing Speaking Skill of Grade XI Students of SMA Negeri 1 Ampibabo through Problem Solving Method

This research aims at proving whether or not teaching speaking skills using problem solving method can develop the students’ speaking skills of Grade XI at SMA Negeri 1 Ampibabo. The research employed a quantitative method with one class pretest-posttest design. The instrument of this research was a test. The populations of this research were the Grade XI students at SMA N 1 Ampibabo. The samples were 38 students of class XI IPA 1. The data of this research were collected by administering pretest and posttest. The results of the data analysis indicate that: the mean pretest score is 58.44, the mean posttest score is 67.13 and the t-counted value is 13.35. The t-critical value with a degree of freedom (df) 37 and significance level at 0.05 was 1.687. Based on the analysis above the alternative hypothesis of this research was accepted, because the t-counted value is greater than the t-table value (13.35>1.687). Thus, teaching speaking skills by using problem-solving method can significantly develop the students’ speaking skills.

Modern technologies and mobile apps in developing speaking skill

Speaking is one of the abilities that students must develop when studying English. Speaking is a necessary technique for communication. Improving pupils' speaking ability has long been a priority in the classroom. Various novel technologies are being developed to educate speaking skills in classrooms in the rapidly expanding twenty-first century. Technology is the means through which we may gain access to this updated environment. Technology has been viewed as a means of assisting pupils in improving language abilities such as speaking ability. The Internet, podcasts, video conferencing, movies, and voice recognition software are regarded as the most effective instruments for training public speaking. The purpose of this paper is to explore some of the current tools that are accessible to English instructors today to help second or foreign language learners improve their speaking skills.

Development of English Speaking Skills Through Task-Based Learning Among Primary School Students in Malaysia

Effective teaching and learning activities are required to provide language learners with chances to develop communicative competence. In 2000, the Malaysian Ministry of Education introduced a program entitled “Literacy and Numeracy Screening” (LINUS) to enhance learners’ language proficiency. Despite the existence of this program, research shows that students in Malaysia face difficulties in developing English speaking abilities. This study, therefore, focuses on the application of task-based learning, particularly under the LINUS program. Specifically, the study aims to explore primary school pupils’ English speaking achievements and determine the extent of their improvements after learning through the task-based approach. This study employed a quasi-experimental method in which English-speaking tests (pre-test and post-test) were used as data-gathering instruments. The data were collected from a sample of 30 first-year primary school pupils at a national primary school using purposive sampling. The findings showed that as most of the pupils scored higher marks in the post-test compared to the pre-test. Further analysis revealed that task-based learning under the LINUS program enhances pupils’ English speaking achievement significantly. The task-based learning approach provides learners with chances to interact with peers and teachers to develop self-confidence, which in turn, helps them acquire language skills. It was envisaged that this study could provide English instructors, particularly primary school teachers, with valuable insights into the development of a more creative approach to teaching English speaking subjects through task-based learning under the LINUS program.