Development Of Oral Communication Research Articles

Voices of IB Learners: Social Justice Education in the EFL Classroom – Opening Doors to a More Communicative Approach

This research article describes a qualitative study conducted with 14 high school seniors currently enrolled in the International Baccalaureate Diploma program at a private educational institution in Cuenca, Ecuador. This article aims to explore the impact of social justice issue-based education on the development of oral communication in the English as a foreign language classroom. As part of the process, it was essential to analyze the participants’ perceptions and experiences as integral components of language learning. The data obtained was collected in two phases. First, a questionnaire composed of six questions was applied to explore the students’ perceptions of the issue in question. In the second phase, a discussion was held with the intervention of a focus group including five students, which allowed them to openly share their points of view on the subject of this exploration. In this way, it was evident that the topics related to social justice had a positive impact on the development of the student’s oral communication and that they constituted a useful learning approach for students to increase their knowledge of English. The results achieved through the present study aim to improve English-language teaching at different levels, and consequently strengthen oral communication development in class.

Oral Communication Skills Among English-Majored Graduates: A Survey of Those at Companies in Binh Duong Province, Vietnam

Background: This study examines the oral communication skills of English-majored graduates and addresses the challenges they encounter in effectively communicating in English. Methods: A questionnaire was administered to 150 graduates from a university in Binh Duong province, yielding valuable insights into their language proficiency and practical experience since graduation. The majority of participants had less than four years of real-world experience, with varied levels of English oral communication development. Results: Linguistic problems identified included pronunciation errors, ambiguous sentences, and inappropriate sentence structures. Non-linguistic challenges included a lack of interest, shyness, difficulty finding ideas during conversations, nervousness, feeling uncomfortable, and concern about maintaining face. Interviews with ten graduates further confirmed these issues, highlighting limited specialized vocabulary, pronunciation difficulties, and self-confidence as common challenges. Strategies proposed for addressing these challenges include dedicating more time, using subtitles while watching movies or listening to music, and engaging with foreigners for practice. Conclusion: This research contributes to the understanding of oral communication challenges faced by English-majored graduates and provides recommendations for improving their skills.

The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

AbstractBackgroundGiven the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context‐aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was conducted to formulate a facilitation framework aligning with established learning theories or pedagogies.ObjectivesThis review thereby examined the facilitation tenets conducive to the best practice of AR‐based CAUL projects for oral communication enhancement and further established a AR‐guided CAUL framework.MethodsThe researchers systematically reviewed 17 related empirical AR studies from Web of Science from 2000 to 2021 and synthesized the results with focused second language acquisition theories.Results and ConclusionsThree practical tenets were identified, including facilitating learner‐centred pedagogies with personal and contextual learning supports, incorporating constructivist learning design, and encouraging collaborative learning and higher‐order cognitive skills. Furthermore, in accordance with the synthesized results, a facilitation framework combining situated learning, learning‐by‐doing, and social constructivist design was developed to engage students in a learning, applying, and reflecting process in formal and informal learning contexts.Major TakeawaysFor the best practice of oral communication through AR, this review study offers practical facilitation tenets and theoretical framework which are in alignment with research‐proven theories. It is expected that the framework could provide frontline educational practitioners with guidance to foster students' learning outcomes and interactions.

How to promote the development of pupils’s oral speech

One of the main goals of the national curriculum is to develop oral speech culture in students, to develop basic speech skills - writing, reading, listening, speaking. In the standard of Georgian language and literature, one of the most important directions of teaching is the development of oral speech, because this direction combines two closely related speech behaviors: listening and speaking.The consistent development of skills related to these speech behaviors is aimed at forming a person who is ready for free, modern communication. This involves the development of oral communication, expression skills, listening skills, social communication and interactive skills.  At school, the student learns the results of social experience through textbooks, where the necessary information is given in linguistic form. Language is needed so that a person can express his feelings, emotions, mysterious thoughts with its help.A modern school should provide the upbringing of such a person who possesses not only knowledge, but is able to use this knowledge in life. The goal is not for the student to know as much as possible, but to be able to act adequately in any situation and solve problems.We have to teach the child the spoken language, to master the linguistic norms that have been established in the language throughout history, a child's speech and views are formed by the adoption of these norms, a  person needs speech at every step, in every business. After all, speech is a necessary means of expressing thoughts, communicating between people, and perfecting the inner world of a person; It is a type of human action that realizes thinking based on the use of linguistic means; Performs the function of communication, emotional self-expression and influence on other people. Well-developed speech is an important means of active human activity in modern society, and for a student it is a necessary condition for successful learning at school.

Sistema de tareas para mejorar la comunicación oral en inglés en estudiantes del nivel A1

Since the dawn of mankind, there was a need to communicate in the activity and practice men carried out as a social being. Communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. The teaching of English does not escape the methodological principle of language is primarily oral. To contribute to the development of oral communication in foreign languages, since the Common Frame European of Reference, much research has been done. Regarding the specific area of this investigation, the author has found studies carried out on communication, detecting that students receiving English as a foreign language most of the time are not motivated or interested. Therefore, we need to find ways to improve oral communication trying to be as motivational and realistic as possible. An example of that are the communicative tasks we propose, apply and validate in the process of this research, achieving good results improving the students’ oral communication skills in English.

Strategies to Improve Oral Communication Ability through Early Children's Show and Tell Method

Oral communication has an important aspect in early childhood. There are various activities that can be carried out in developing oral communication for early childhood, but sometimes children feel bored and bored in class because teachers teach only focused on magazines which causes the development of oral communication has not developed. The purpose of this study was to develop children's oral communication through the show and tell method at Karana Jaya Kindergarten, Lampung. This research is a descriptive research with a qualitative approach. The research subjects were 19 children aged 5-6 years. Data collection techniques using observation, interviews and documentation. The results showed that in addition to the activities contained in the magazine to develop children's creativity, This show and tell activity is one of the right activities to do in developing children's oral communication. The conclusion of this research is to develop and improve oral communication skills through the show and tell method.

The Impact of Task-Based Language Instruction on Oral Communication Development in ESL Students

In this study, the aim of the investigation was to find the impact of using task-based teaching method son the oral communication skills of ESL students at the undergraduate level. The investigation was carried out in a university at the tertiary level by checking the influence of task-based language teaching on 22 ESL students. After looking at the results obtained in the study, it is found that the task-based teaching method has a significant influence on the oral communication skills of the students.Personally, it was observed that some of the students investigated in the study started to concentrate on the activities; they also started to adopt the words spoken by other students in their vocabulary.Therefore, it was observed that other students speaking significantly improved and enhanced the verbal and non-verbal expressions of the students. On the basis of the results obtained, it can be said that teachers should make use of task-based teaching methods in the classroom activities to improve the oral communication skills of the students, as it will help them to perform well on the job. In addition,speaking abilities are required for different stages of life. Therefore, they should be focused on every degree program for professional development.

From Oracy to Literacy in the Classroom: Implications for Mother Tongue-based Bilingual Education in Cameroon

Observation of early childhood education in Cameroon reveals that children on their first day at school have not acquired sufficient oral competence in their L1. They go to school at the age of two when the language acquisition phase is still in its initial stages. The result is systematic separation of the child from the family. Among educated and working families, this separation becomes almost total and communication significantly reduces between parents and their children who are either under the care of the school mistress or that of the caretaker. This has a serious effect on the development of oral communication competencies as an essential phase in language acquisition and learning. In this paper, I examine oral competence in the classroom as an important phase in the successful development of children’s reading and writing skills. Based on the Cameroonian situation, I argue that efficient mother tongue-based bilingual education must consider oracy as a primary link in overall literacy achievement in the classroom. Oracy is presented to have significant cultural, cognitive and pedagogic implications. Accordingly, programmes for the training of trainers should systematically integrate oral mother tongue teaching at all levels for better and improved levels of sustained literacy skills.

Development of oral communication in hearing-impaired children who could be observed for a long term ―Comparison between groups with moderate/severe hearing impairment and the group with profound hearing impairment―

要旨: 音声コミュニケーションを用いた指導方法で療育を行った中等度・高度難聴群と重度難聴群の音声コミュニケーションの発達経過, および言語力の経緯を長期にわたって検討した。対象は, 指導を行った124例のうち生後５～６か月で補聴器装用を開始し, 聴覚以外に明らかな障害および聴力の変動・低下がなく, 中耳・内耳に異常を認めなかった６症例であった。本指導のねらいである５段階 (①発声模倣, ②単語模倣, ③2語連鎖模倣, ④肯定/否定意思選択, ⑤5W1Hの完成) における発達段階を比較, 検討した。結果, 重度群は平均２歳２か月で人工内耳手術を行ったが, 最終段階に到達するまでに中等度・高度群と比較すると１年４か月以上の遅滞がみられた。しかし, 10歳時の VIQ の結果は両群ともに同程度の結果となった。また, 健聴児の言語発達と比較すると, 明らかに聴覚障害が初期の音声コミュニケーションの発達に影響を及ぼすことが示された。聴覚障害児の音声コミュニケーションと言語の発達のために長期的な観察と個別化療育・医療が必要であることを示唆した。

Proposing a Theoretical and State-of-the-Art Didactic Model to Balance Oral Communication Fluency and Accuracy in English as a Foreign Language

The profile of English as a Foreign Language (EFL) teacher education programs in Chile requires graduates to communicate effectively and master phonetic-phonological, lexical, morpho-syntactic, semantic, and pragmatic aspects of the English language. Graduates should possess an advanced level of oral proficiency which entails an adequate balance of fluency and accuracy in oral communication. Attaining a correct balance between oral fluency and accuracy from the start of EFL pre-service teacher training programs is currently a goal of Chilean Universities. The objective of this article is to analyze EFL oral communication development and propose a theory-based didactic model to address and overcome EFL teacher constraints in Chile (first year EFL pre-service teachers) regarding fluency and accuracy in oral communication development. The proposed didactic model is based on a theoretical revision of constructs in Second Language Teaching literature. The proposed model contributes to the developing research that can support the progress of fluency and accuracy in EFL pre-service teacher oral communication, which is limited by second/foreign language teaching theories, methodologies and approaches which require further study.

Gêneros orais e literatura no ensino de língua inglesa

Neste artigo discutimos a importância dos gêneros orais no ensino de inglês e, em seguida, defendemos que obras literárias, além da potencialidade para o desenvolvimento da oralidade em língua estrangeira por meio de debates, podem exercer um importante papel na formação de opinião do jovem estudante acerca do mundo e mudar sua forma de enxergar e reagir a ele. Assim, apresentamos uma experiência em que os alunos em plenária na sala de aula, presidida pelo professor, decidiram sobre as características fundamentais do gênero “debate”; definiram os critérios de elaboração e de avaliação de um "Conselho dos direitos dos magos" em que se discutiu o tema: “o preconceito e a segregação racial em Harry Potter”. Defendemos que essa potencialidade que a literatura tem de estimular a produção de gêneros orais deve ser amplamente explorada no ambiente escolar, baseada principalmente nas interações interpessoais que estimulem a convivência com o outro e a consequente compreensão de suas diferenças e dificuldades.

EL DESARROLLO DE LA COMUNICACIÓN ORAL EN LOS NIÑOS CON SÍNDROME DE DOWN DE LA INFANCIA PREESCOLAR

El artículo tiene como objetivo presentar el estudio realizado a una niña con Síndrome de Down de la Infancia Preescolar en el desarrollo de la comunicación oral. Propone actividades derivadas de las regularidades que resultaron de la aplicación de métodos y técnicas científicas en el proceso de investigación; estas se caracterizan por su carácter flexible y dinámico. El enfoque investigativo responde al paradigma dialéctico materialista, con elementos de la investigación acción-participativa. Los resultados derivados de la aplicación de las actividades en el contexto educativo desde el programa Educa a tu hijo demuestran su efectividad.

LA PREVENCIÓN DE LOS TRASTORNOS DE LA VOZ EN ESCOLARES DE QUINTO GRADO DE LA EDUCACIÓN PRIMARIA

El artículo trata a voz, como componente sonoro de las palabras, la que constituye uno de los aspectos más importantes en el desarrollo de la comunicación oral, sus atributos, que se adquieren en el proceso fisiológico del niño o la niña, haciéndose más notables sus cambios, en la etapa de la adolescencia, la que requiere de una orientación adecuada por parte de padres y educadores en general, pues de no hacerse, o hacerse inadecuadamente pueden originarse trastornos con carácter definido, afectándose el proceso de comunicación oral y la personalidad en general, constituyendo al mismo tiempo un motivo de preocupación para padres y educadores. Asumiendo esta problemática aborda un estudio realizado en el campo de la Logopedia de un grupo de escolares de quinto grado de la educación primaria, a los que se aplica un diagnóstico inicial sobre el uso y estado de la voz y a partir de las regularidades se proponen actividades con el objetivo de prevenir trastornos de la voz. Las actividades se derivan de la aplicación de métodos y técnicas de investigación científica aplicadas desde la concepción de la atención logopédica. Los resultados obtenidos a partir de su aplicación en el contexto pedagógico avalan un adecuado nivel de factibilidad y efectividad.
 
 
 
 
 
 
 
 
 

Oral communication and auditory skills of hearing impaired children and adolescents and the speech therapy rehabilitation process

ABSTRACT Purpose: to analyze auditory and oral communication behaviors in a group of children and adolescents, users of cochlear implants and to establish a relationship with factors that interfere with aural rehabilitation. Methods: participants were 13 children or adolescents with profound bilateral sensorineural hearing loss. Standardized procedures were applied to check: the auditory and oral communication behaviors of participants and their relationships with the child's age at diagnosis period; the interval between diagnosis and intervention, adaptation onset of the cochlear implant; the hearing age and aural rehabilitation period. Results: statistically significant data were found to correlate the interval between diagnosis and intervention with the scores in the evaluation procedures of oral communication. Conclusion: there was a significant impact on the development of oral communication when the period elapsed between the diagnosis and intervention was analyzed, in such way that the faster the intervention time, the better the results. It was also evident that the earlier the beginning of the use of cochlear implants, the greater the hearing age, and the longer the rehabilitation period, the better the scores in the procedures that evaluated auditory and verbal development.

Children's language development after cochlear implantation: a literature review.

review the literature for studies that describe the language development of children after they receive cochlear implants. Literature review on the PubMed, Web of Science, Scopus, and Science Direct databases, tracing the selection and critical analysis stages in the journals found and selected. We selected original articles looking at children with cochlear implants, which mentioned language development after surgery. Case studies, dissertations, books chapters, editorials, and original articles that did not mention aspects of oral communication development, perception of sounds and speech, and other stages of human development, in the title, abstract, or text, were excluded. A protocol was created for this study including the following points: author, year, location, sample, type of study, objectives, methods used, main results, and conclusion. 5,052 articles were found based on the search descriptors and free terms. Of this total, 3,414 were excluded due to the title, 1,245 due to the abstract, and 358 from reading the full text; we selected 35, of which 28 were repeated. In the end, seven articles were analyzed in this review. We conclude that cochlear implant users have slower linguistic and educational development than their peers with normal hearing - though they are better than conventional prostheses users - and they are able to match them over time. There is great variability in the test methodologies, thus reducing the effectiveness and reliability of the results found.

La motivación y su influencia en la comunicación oral del idioma inglés en los estudiantes universitarios

Motivation is a key process in learning a foreign language. One of its most notable aspects is obtaining a particular student's behavior, in which the teacher has to facilitate that learning is motivating and that, in turn, the student understands the importance of studying the foreign language, linked closely with oral communication. This research work presents the influence of motivation in the development of oral communication from the actual needs of each student, allowing to interest them in learning English as a second language. Emphasis is placed on the use of a more real oral communication where students develop their full communication skills.

Cognitive Strategies for Dual Imperatives: EFL Listening and Speaking in Chinese Universities

Strategic development of oral communication skills (i.e., listening and speaking) in English as a Foreign Language (EFL) in China is fraught with difficulties, including lack of contexts for authentic language use, examination-oriented pedagogy, and tacit educational practices. The quantitative study reported here was designed around a research question of how extensively three specific cognitive strategies – translation, deduction, and contextualisation – are used when students are listening and speaking in class. It was conducted with a large sample (N = 1,440) of Chinese EFL learners at the tertiary level who were learning in class to speak and listen in English. Findings indicate all three strategies are used extensively in both modalities, but significantly more so in speaking. These findings are interpreted in relation to instructional objectives of preparing students for oral communication beyond the classroom and for passing the listening test in the College English Test Band 4 (CET-4). The development of oral communication (listening and speaking) skills as opposed to the development of literacy (reading and writing) for English as a Foreign Language (EFL) learners in mainland China has been a slow and cumbersome process for both learners and teachers. Whilst factors such as limitations on access to resources and upgrading teachers’ qualifications are constraining variables, most difficulties stem from lack of authentic contexts and purposes for oral language use, together with use of pedagogy which is culturally inappropriate within the Chinese educational tradition (see Anderson, 1993; Harvey, 1985; Rao, 2002; Y. Wang, 1991). Multilingual communities usually present pragmatic reasons for authentic use of oral English as a medium of intracommunity communication. However, in non-English monolingual contexts such as China, typically there is no need for intracommunity communication in oral English. As a result, Language Education in Asia, 2014, 5(1), 46-65. http://dx.doi.org/10.5746/LEiA/14/V5/I1/A05/Liyanage_Bartlett_Tao Language Education in Asia, Volume 5, Issue 1, 2014 Liyanage, Bartlett, and Tao Page 47 use of oral English has been limited mainly to language classrooms where learners are prepared for end-of-course examinations rather than for out-of-class contexts. Examination-oriented instruction also calls for heavy reliance on textbook-contrived linguistic accuracy. Hence, major focus has been on explicitly teaching and learning grammar (Rao, 2002). The present study is one of several in a large ongoing research project between Australian and Chinese universities to examine the use of language learning strategies (LLS) by Chinese learners of English. The current research stems from one of the studies (Liyanage, Bartlett, Birch, & Tao, 2012) which explored usefulness of strategies in developing listening and speaking skills as perceived by Chinese EFL learners. The authors extended the focus of that study by revisiting its data with specific interest in three language learning behaviours that are used typically by Chinese learners of English in developing oral communication skills in class. The three behaviours are relying on translation to and from Chinese in mediating meaning in oral English, attending to rules of grammar to deduce meaning when engaging in the use of oral English, and using context as an aid to meaning in the comprehension and production of oral English (see Barlow & Lowe, 1985; Harvey, 1985; Maley, 1983; Scovel, 1983). These behaviours are well represented in the literature – for example, they correspond to the cognitive strategies of translation, deduction, and contextualisation respectively, as described by O’Malley and Chamot (1990, p. 137), and were used in their language learning strategy inventory. In the current study, use of these three cognitive strategies by Chinese EFL learners in university settings was investigated. How these strategies are realised in listening / speaking lessons for a regular class of freshmen and the effect of the use of these strategies on the College English Test Band 4 (CET-4) preparation classes is described in detail.

The Role of Songs in First-Graders’ Oral Communication Development in English

We report on an action research project aimed at developing oral communication in first-graders, using songs as a strategy for young learners to use and enjoy English. It was developed at a Colombian public school over three months. The teacher-researchers attempted to encourage students using simple and amusing songs to help them learn new vocabulary in English and develop oral skills from the very moment they began their literacy process. In this article, we attempt to share our findings obtained from data collected through direct observation, field notes, video recordings, and interviews that show the process followed by very young learners to acquire vocabulary by singing.

“Not a Mission Impossible”

In New Zealand, Bachelor of Nursing (BN) programmes have in recent years attracted large cohorts of students with English as an additional language (EAL). The authors, a lecturer on the BN and a learning development advisor, observed many students successfully achieving both the BN qualification and nursing registration status. Nevertheless the prevailing discourse around EAL students within this programme, elsewhere at the institution and to some extent in the literature seem to be a deficit model in which lacks, gaps, problems and barriers, especially in communication, often have received more attention than acquired skills. This paper reports on a semi-structured retrospective interview-based study which explored the strategies and factors which in their own views helped 8 BN graduates to develop spoken language. We found that the interaction of socio-cultural learning with personal agency and a proactive approach to learning in academic and workplace contexts seem to have helped these graduates successfully develop communication skills. We argue that positively-focused initiatives for staff and students on both socio-cultural and individual contributions to oral communication development could help other EAL students succeed.

Wiki and Digital Video Use in Strategic Interaction - based Experiential EFL Learning

This paper details the use of a free and private wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role in a strategic interaction scenario. Each performance was digitally video recorded and uploaded to the wiki. Students then used the wiki to evaluate their video performance, transcribe and self-correct their utterances, and reflect on changes in subsequent performances. The instructor used the wiki's video and text to give students online feedback and focus post-performance group debriefing sessions. Comparisons of performance transcripts revealed syntactic, pragmatic, lexical and fluency improvement from learning cycle 1 to learning cycle 2, and observations, surveys, and interviews provide evidence for the students' ease of use of the wiki and video cameras, enjoyment of the instructional activities, and improved independence and confidence. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are elucidated. Teaching materials can be downloaded from http://langcom.u-shizuoka-ken.ac.jp/si .