Development Of Oral Proficiency Research Articles

The Role of Video-Based Shadowing Practices in L2 Oral Proficiency Development

This quasi-experimental study investigated the effect of shadowing practices on oral proficiency and pronunciation, specifically in terms of comprehensibility, pronunciation, intonation, and speech rate in second language learners. To this end, intact freshmen classes in an English language teaching program were randomly assigned to experimental and control groups. The experimental group carried out 11 shadowing tasks bi-weekly in two academic terms and submitted their shadowing recordings to the learning management system to receive feedback from their instructor. After the intervention, oral rating forms, an activity evaluation survey, and a semi-structured interview were used to investigate the outcomes. The oral assessment forms including pre- and post-treatment oral recordings of the participants were rated online through a 7-point Likert scale by native speakers of English. The ratings of the experimental and control groups were compared through ANOVAs. The descriptive statistics revealed that the experimental group demonstrated a relatively higher but small increase in the oral rating components (comprehensibility, intonation, speech rate) except for the pronunciation of individual sounds. However, the pre- and post-test differences of both groups were not found to be statistically significant in the ANOVA analysis. The 5-point Likert scale activity evaluation questionnaire and the content analysis of the interviews showed that the experimental group participants thought shadowing improves pronunciation and overall, participants had positive attitudes towards the shadowing practice.

Action Research in ESL: Enhancing English Oral Proficiency in an Asynchronous Speech Course

This action research investigated the impact of remedial collaborative techniques, pedagogical methods, and multimedia resources on enhancing oral language proficiency development among college English Language Learners (ELLs). Action research was used to gather data through a survey questionnaire and interviews with 25 ELLs enrolled in an asynchronous speech course. The participants’ experiences with the remedial course strategies were positive for practicing their English communication skills. The participants attributed their satisfaction to the ample opportunities for collaboration with peers and the instructor, the course structure, and relevant multimedia resources. Feedback emerged as a critical factor in learner engagement and progress. The results underscore the potential of asynchronous learning for fostering oral language proficiency. However, further research is required to validate these findings in different contexts. This study provides a foundation for a more comprehensive understanding of factors contributing to the holistic improvement of oral language proficiency in asynchronous settings for college ELLs.

Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity

This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester‐long experiment, 49 university students were divided into an experimental group (n = 25) and a control group (n = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre‐ and post‐questionnaires on FLSA and WTC, coupled with pre‐ and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media‐based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills. Practitioner notesWhat is already known about this topic Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills. Social media‐integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners. Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety. What this paper adds This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC. The findings suggest that social media‐integrated speaking activities, specifically vlogging, offer a beneficial and effective pedagogical strategy to ameliorate speaking proficiency, FLSA, and WTC in supportive and non‐intimidating contexts. Implications for practice and/or policy This study offers crucial insights for EFL teachers planning courses to enhance speaking proficiency: The integration of vlogging and similar social media‐based activities into language instruction is strongly supported by the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group. This study provides a concrete foundation for such innovative approaches. The creation of an engaging, interactive and stress‐free learning environment is essential, enabling learners to practice speaking English without anxiety. This approach can also aid learners in overcoming affective barriers and enhancing their language skills. EFL educators should prioritize improving key attitudinal factors, such as anxiety and WTC. These factors significantly contribute to the holistic development of oral proficiency. When incorporating social media‐based speaking activities like vlogging, teachers' targeted feedback on recurring learner mistakes can foster improvements in speaking accuracy. EFL teachers must recognize their critical role in nurturing a supportive, non‐intimidating environment, paving the way for learners to effectively enhance their speaking proficiency.

Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance.

This study investigated the effects of mobile-supervised question-driven collaborative dialogues (QDCDs) on reducing lower-intermediate-level English as a foreign language (EFL) participants' tendency of their first language (L1) use in academic collaborative dialogues and on improving their academic foreign language (L2) oral performance. Throughout a whole semester, one group (n = 20) was involved in a mobile-supervised QDCDs intervention and a control group (n = 26) was involved in QDCDs with no supervision. Three semi-open-ended and three closed-ended academic questions were used to elicit pre-and post-study oral performance data from the participants. Independent-samples t-tests showed that after the intervention, the mobile-supervised group outperformed its control counterpart in a statistically significant manner in terms of Non-repeated L2 word production (NRW), T-unit count (TC), and Mean Length of Run after pruning (MLRP). The intervention group also significantly reduced their dependence on their L1-based speaker compensatory communication strategies (SC-CSs) in QDCDs. These results suggest that the intervention group outperformed the control group in their L2 academic oral performance and their language use tendency moves toward the L2 during QDCD. Based on the findings, we conclude that, even though L1 oral output may temporally enhance the quality of lower-intermediate-level EFL learners' tasks, it may inhibit their academic oral proficiency development in the long run. Methods for fragmental bilingual oral output analysis are introduced. Pedagogical implications of the findings for MALL are also discussed.

A bibliometric analysis of the trends, topics, and findings of research publications on asynchronous and synchronous online language learning over three decades

Since the first study on computer-mediated communication tools in support of language learning was published in 1992, asynchronous and synchronous tools have been widely adopted; however, few reviews have been conducted to explore the research status in this field. As COVID-19 has increased the use of online tools in education, the need to understand how asynchronous and synchronous tools are being used in language education has grown. In this bibliometric analysis, we reviewed asynchronous and synchronous online language learning (ASOLL) by analyzing the trends, topics, and findings of 319 articles on ASOLL. The results indicate that interest in ASOLL has increased over the past three decades with ASOLL for oral proficiency development and collaborative ASOLL being the two main research issues. Interest in three topics – collaborative ASOLL, emotions, and corrective feedback – was especially apparent. The review contributes to the understanding of ASOLL while providing practical implications for using information communication technologies to enhance language learning.

Shadowing Practice Using TED Talks on the Metaverse Platform, Gather: Affective Factors and Oral Proficiency Development

This study aimed to investigate the effectiveness of employing the metaverse platform Gather for shadowing practice using TED Talks, focusing on the development of oral proficiency and affective attitudes among Korean EFL learners. A total of 49 college students participated, divided into two experimental groups. Group 1 (<i>n</i> = 24) engaged in shadowing practice on Gather, while group 2 (<i>n</i> = 25) partook in the same shadowing activities in a traditional classroom. Data collection involved pre- and post-speaking tasks and pre- and post-questionnaires assessing affective attitudes. The results revealed significant improvements in speaking skills for both groups, with group 1 demonstrating a higher degree of effectiveness. Furthermore, participants in both groups exhibited increased interest, motivation, and confidence levels. However, a notable difference emerged in anxiety levels, as the students in group one displayed a significant decrease in speaking anxiety, while those in group two showed no improvement in speaking anxiety after participating in the study. The findings indicate that integrating Gather for shadowing practice can effectively enhance Korean EFL learners’ oral proficiency and positively influence their affective attitudes toward language learning. The study contributes to the growing body of research on the potential of metaverse platforms as alternative learning environments for language instruction.

The relationship between proficiency‐based instruction and student oral proficiency

AbstractOver past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar‐based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency‐based instruction, few studies have investigated the relationship between proficiency‐based programs and student outcomes. Thus, in the present study, the researchers used a mixed methods approach, involving the collection and analysis of assessment and interview data, to investigate the relationship between approach to language teaching and oral proficiency outcomes of high school students enrolled in Level III Spanish, French, and Chinese classrooms. More specifically, the study explored how a proficiency‐based approach enhanced the oral proficiency outcomes of students in comparison to a traditional grammar‐based approach, and how teachers and students perceived the different learning environments. Quantitative data revealed varied oral proficiency development, based on language of study, and that students in the proficiency‐based program had greater oral proficiency than their counterparts who completed the traditional grammar‐based program. Qualitative data suggested that when compared with the grammar‐based program, instruction in the proficiency‐based program was perceived by students to be more relevant and led to more motivated and confident students. Recommendations are provided based upon these critical findings.

Difficulties in the Development of Genre and Style Subcompetence among Frst-years of Non-philological Profiles

The article describes requirements for communication competencies of a university graduate, in particular, for the genre and style sub-competence. Further listed and described are the difficulties which a lecturer in the higher educational institution may encounter, while developing the sub-competence in first-year non-philologists. These are, first of all, shortcomings of the layout of the course program, in which, as a rule, almost no time is planned for the analysis of characteristics of language styles and the development of oral proficiency in business and scientific styles, next, the consequences of a poor training of style at secondary school, finally, the lack of students' knowledge of the stylistics terminology, which leads to erroneous ideas about the structure of the stylistic system of the modern Russian literary language and an underdevelopment of students' language intuition. In addition, the article suggests some ways of eliminating the indicated difficulties.
 

Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development

AbstractHigher education Spanish programs in the United States are diverse and complex, especially when it comes to student linguistic background. However, most studies on language proficiency were designed for traditional learners (L2s). In this study, we examine oral proficiency development of 125 Spanish majors in light of four linguistic profiles: Extended Stay Abroad learners, Second Language Learners, Native Speakers, and Spanish Heritage Language Learners. Data were collected using an oral exam based on the ACTFL Oral Proficiency guidelines at the beginning and end of students' upper division coursework. Quantitative analysis reveals significant differences within groups for senior exit oral proficiency exam scores as well as level gains. These findings suggest that oral proficiency exams are a valuable tool for understanding differences in oral proficiency development for the four student categories. This information is pertinent for program assessment and has important research and pedagogical implications.

Oral narrative development of Mandarin Chinese dual language immersion learners

ABSTRACT This study explored the development of oral narrative retell proficiency among Mandarin Chinese-English dual language immersion (DLI) learners in Utah. The study compared the younger and the older DLI learners’ oral narrative retelling production in order to provide information regarding the Mandarin narrative developmental trend of the DLI learners. A total of ten first graders and ten fifth graders who spoke English as their native language from a Mandarin DLI program in Utah were involved in this study. Oral narratives were elicited via retelling a story. MANOVA tests were run to detect any significant differences at the macrostructure and microstructure levels of the participants’ narratives. The results showed significant differences in the older learners for many macrostructure and microstructure features; however, certain components in both macrostructure and microstructure features remain at similar levels. The results could be explained by children’s typical progress in oral narrative development (e.g. progressing from word level through sentence and story formation), the DLI curriculum, and the difference between the Chinese and English language features.

Self-Concept and English Oral Proficiency of Senior High School Students

The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.

Perceptions of isiZulu-speaking pre-service teachers’ classroom English proficiency

Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using it for instructional purposes. As a sub-study, in this article we report on the oral proficiency of isiZulu-speaking pre-service teachers who use English when expounding content in rural schools. The conceptual framework draws primarily on research relating to instructional communication and Classroom English. For this mixed methods case study, using questionnaire data from 52 pre-service teachers and 18 tutors, we sought to establish the perceptions that respondents had of students’ oral proficiency while teaching in situ. Responses were statistically analysed using computing software. Unedited audio recordings of lessons presented in rural KwaZulu-Natal schools during pre-service teachers’ work-integrated learning stint provided oral data from which to gauge proficiency using a self-designed rubric. Findings correspond with those of previous studies, pointing to pre-service teachers’ oral proficiency being less than ideal for effectively facilitating learning. However, what is considered adequate proficiency and what is ideal is yet to be agreed upon. We recommend that interventions which address the development of oral proficiency required for classroom use be considered. Our pilot rubric may serve as a useful data-gathering tool in future research.

Predictors of English as second language learners’ oral proficiency development in a classroom context

AbstractThe study investigates whether the relationships between complexity and fluency of English as second language (ESL) learners’ in‐class oral presentations as well as their individual differences (ID) and L2 oral proficiency change over time. Individual oral presentations completed by 76 ESL learners were audio‐recorded both at the beginning and end of a 15‐week semester. Each speech‐sample was rated for proficiency by two expert raters using the TOEFL speaking rubric. Linguistic variables included syntactic complexity indices, lexical sophistication indices, and breakdown and speed fluency measures. Learners’ first language background, age, gender, previous L2 learning experiences, and class‐levels were the ID variables. The results show that articulation rate was predictive of development in oral proficiency over time, and intermediate learners were more successful in developing their proficiency.

Who do you hang out with?

Abstract Social interactions that take place during study abroad in linguistically rich settings are important for oral proficiency development; however, few studies have explicitly examined the underlying network structure of students’ social experiences in study abroad contexts and its role in oral proficiency development. This mixed-methods research examined the relationship between self-reported social network structures and self-perceived English oral proficiency gains among 88 Chinese international students at a UK university. While the majority of participants’ networks consisted of Chinese-speaking peers, most of them managed to develop strong and frequent relations with English-speaking peers. Students reported gains in oral proficiency, especially in areas related to language use that require higher levels of proficiency. Diverse networks with significant and high-frequency English-speaking relationships were more likely to be associated with L2 oral proficiency gains, while dense networks with only frequent and strong in-group relationships could potentially limit L2 development.

The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency

This study reports the results of a mixed-methods investigation on the impact of a virtual reality (VR) tool on Iranian EFL learners' willingness to communicate (WTC) and oral proficiency. Twenty upper-intermediate EFL learners were divided into experimental and control groups role-playing as museum guides with and without Google Expeditions VR tool, respectively. Data collection comprised the participants' video-recorded oral performance, willingness to communicate scale, and focus group semi-structured interviews. Independent and paired sample t-test measures were used to investigate the groups' differences in terms of their WTC and oral proficiency development. Thematic analysis was also adopted to explore the participants' attitudes and perceptions toward the use of Google Expeditions in language classrooms. Quantitative findings showed that the experimental group significantly outperformed the control group in terms of oral performance and were more willing to communicate at the end of the experiment. The thematic analysis of the qualitative data indicated that the VR tool enhanced the participants' general knowledge, motivation, enthusiasm, cultural awareness, and confidence.

Group Dynamic Assessment and EFL Learners’ Oral Production, Motivation, and Classroom Anxiety

The present study examined the impact of group dynamic assessment (G-DA) on English as foreign language (EFL) learners’ oral production, motivation, and classroom anxiety. For this purpose, Student Motivational State Questionnaire Guilloteaux and Dornyei, TESOL Quarterly 42, 55–77, (2008) and Foreign Language Classroom Anxiety Scale (FLCAS) Horwitz et al., The Modern Language Journal 70, 125–132(1986) were employed. In addition, IELTS Speaking Sample Tests were used to assess participants’ oral proficiency levels before and after the treatment. At first, 100 EFL learners at pre-intermediate and intermediate levels of English proficiency were selected through convenience sampling procedure from some language institutes. Next, a sample TOEFL Junior Standard Test was administered to the participants and based on test rubrics, 77 A2 and B1 level EFL learners were identified and randomly assigned to experimental G-DA groups A and B, and non-dynamic assessment (NDA) control groups C and D. All study groups participated in 14 sessions of speaking practice in which G-DA-based mediations were employed for groups A and B following Poehner’s (2005) mediation typology, while groups C and D were subjected to NDA forms of practice. The results underscored the relative positive impact of G-DA on EFL learners’ oral proficiency development and classroom anxiety reduction. However, compared to NDA, G-DA did not have any positive effect on the participants’ motivation level. The findings seem to imply that a socially constructive environment which is more likely created in EFL classes as a result of the application of group-based dynamic assessment of the EFL learners’ language problems leads to more efficient identification of the group’s zone of proximal development (GZPD). Furthermore, G-DA seems to be an efficient procedure for lowering the anxiety level of foreign language learners in classroom context.

Assessing second language oral proficiency development with holistic and analytic scales

The present study discusses how a group of experienced raters use different types of scales to assess the development of oral proficiency in English as a second language (L2). Raters assigned rates to speech samples first using a holistic scale (CEFR, 2018) and then assigning rates for pronunciation, vocabulary, grammar and fluency performance using individual scales. The speech samples were recorded by five Brazilians. There were two data collection sessions, with the second one occurring 7-8 months after the first one. The results indicate high levels of agreement among raters for all scales. Furthermore, the raters detected changes in speakers’ performance in four out of five scales: L2 oral proficiency, vocabulary, grammar, and fluency, and these differences in rates across time were significant for oral proficiency, vocabulary, and fluency. Thus, the different types of scale allow detecting L2 oral proficiency development.

The Role of Transcribing Group Discussion Task in Promoting Autonomy and Oral Proficiency of University EFL Learners

This study investigated the effect of transcribing group-discussion tasks on the development of university students' autonomy and oral proficiency. A quasi-experimental research design was followed to compare the performances of four groups: two experimental groups and two control groups (each group divided into low and high proficiency students). The study lasted for 12 weeks, and the teacher assigned a classroom oral discussion task in each session. The students were divided into discussion groups of three or four students, with low and high proficiency learners in different groups. The participants had to record their group discussion tasks. Control groups’ students had to submit their recorded conversations to their instructor, but they did not do any post-task activity. However, the experimental groups’ students had to transcribe their recorded speaking tasks, to find their own and their peers' grammatical mistakes, and to correct them. Finally, while working in groups, students discussed the texts and reformulated their mistakes. Employing ANCOVA to analyze the results, researchers found that experimental groups significantly outperformed the students of the control groups on post-tests of oral proficiency and learner autonomy. Thus, transcription followed by reflection on inaccurate production contributed to the superior performance of participants in the experimental groups.

Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context

ABSTRACT The Filière Bilingue (FiBi) is a Swiss public two-way immersion program integrating French-speaking, German-speaking and allophone learners (having neither French nor German as an L1) in each class. Located in the bilingual city of Biel/ Bienne, the diglossic situation represented by the use of Swiss German and standard German results in francophone students learning both the dialect and the standard language up to a certain degree. In school, standard German is gradually introduced and exclusively used to teaching from Grade 1 on. Our longitudinal study reports findings from statistical analyses of FiBi learners’ oral proficiency development in French and German (n = 138) and their monolingually taught peers (n = 94) by means of 1173 interviews during their first four years (K-4). Findings show that FiBi learners’ performance in their registration language is significantly higher than in control classes during Kindergarten. Allophone learners’ performance of both groups impressively increases but FiBi allophone learners’ performance appears to be significantly higher compared to their monolingually taught peers. Regarding the partner language, performance in French of K-4 German-speaking FiBi learners impressively improves. Probably due to the diglossia, performance in German of French-speaking FiBi learners also significantly increases although less impressively. To conclude specific pedagogical implications are discussed.

Exploring the Use of Drama-Based Activities as a Learning Tool in English Oral Proficiency Development among Students from Non-Malay-Medium Nation Schools: A Preliminary Study

Transitioning from Non-Malay-medium national schools to Malay-medium or English-medium secondary schools proved to be a struggle for many students due to the negligence in developing audio-lingual skills of the second language (L2) throughout the six-years of primary education. This study aims to explore the effectiveness of drama-based activities as a language learning strategy on L2 oral proficiency among the students aged between 12 to 13 years old from Non-Malay-Medium National School. Over a period of five weeks, pre-intervention interviews (on the first week), intervention (over the span of three weeks with two hours per week), and post-intervention interviews (on the fifth week) were carried out. The content of the intervention was adapted from Trinity College London's Grade 4 Communication Skills syllabus. The instruments used for data collection included: (1) pre-determined pre- and post-intervention speaking assessments, (2) classroom observation speaking assessments and (3) oral proficiency assessment rubric adapted from Cambridge English speaking assessment of Common European Framework of Reference Level B1 and a published drama assessment tool focusing on elements such as Grammar and Vocabulary, Pronunciation, Discourse Management, and Task Completion. The results of the post-intervention oral proficiency assessment showed that the there was an overall improvement especially in discourse management and task completion.