English Speaking Ability Research Articles

Evaluating the effectiveness of oral presentations towards students' English speaking ability at Nguyen Tat Thanh University

The purpose of this research is to evaluate the effectiveness of oral presentations to improve the ability to speak English of first-year non-English major students at Nguyen Tat Thanh University. A quasi-experimental design is conducted with two groups, including an experimental group that receives instruction utilizing an oral presentation approach and a control group that receives no intervention. Pre-test and post-test assessments are used to systematically evaluate the impact of oral presentations on students' English speaking ability in terms of grammar, pronunciation, lexical proficiency, fluency, and discourse coherency. The results show the significant improvement of oral presentations compared to traditional teaching method in improving the English speaking skills of first-year non-English major students at Nguyen Tat Thanh University.

Research on the Application of POA Theory in the Cultivation of English Listening and Speaking Abilities in Universities

Research on the Application of POA Theory in the Cultivation of English Listening and Speaking Abilities in Universities

Mobile Learning and Verbal Proficiency: A Cross-Sectional Study Investigating English Speaking Skills Enhancement

Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities.

The Impact of Repetitive Methods to Enhance Students' Pronunciation in The Post-Pandemic

The obstacles that students face when learning pronunciation in the post-pandemic becomes the topic of the present study. This study aims to explore the impact of repetitive methods on the pronunciation phenomenon that affects high school students to address this issue. The present study used a qualitative case study. To gather the data, first, a questionnaire was administered to 23 students of the tenth grade from one of the Islamic Senior High School in Ciamis. Then, interview was conducted to an English teacher and three students as representatives of three pronunciation levels. To address the problem, the purpose of this study is to investigate the impact of repetitive methods on the pronunciation phenomenon that appears in Islamic Senior High School students. This study explores the obstacles encountered, the possible causes of the obstacles, the state of English-speaking ability, and the use of repetitive methods in pronunciation learning based on the perspectives of students and the teacher. The findings of the study showed a significant positive impact experienced by students from the use of repetitive methods as seen from several statements, namely increased confidence, fluency, and memory related to the pronunciation they learned during the post-pandemic. In addition, this study provides new insights into the use of repetitive methods as a powerful method in improving students' English-speaking ability.

Breaking the Silence: Unveiling the Hidden Challenges to English Speaking Among Undergraduates

This study aimed to explore the challenges encountered by undergraduate students in speaking English, utilizing a sequential explanatory design to gather both quantitative and qualitative data. In the first phase, a five-point Likert-scale questionnaire, based on Shen and Chiu (2019), was administered to 80 students from the Department of Education at three public universities in Rawalpindi and Islamabad to assess their challenges in speaking English. In the second phase, qualitative data was obtained through semi-structured interviews with six participants (two from each university), to provide deeper insights into the challenges identified in the survey. Quantitative data was analyzed descriptively, with frequencies and percentages calculated to identify prevalent trends, while qualitative data were subjected to open coding for thematic analysis. The findings revealed that linguistic barriers were the most significant contributors to students' challenges in speaking English. Key linguistic difficulties included limited vocabulary, poor sentence structure, and inadequate grammatical proficiency. Additionally, psychological barriers such as anxiety, fear of making errors, and a lack of confidence were also prominent, alongside environmental factors, notably a suboptimal learning environment characterized by insufficient support and limited opportunities for English conversation. Moreover, the qualitative data underscored the importance of regular practice, with participants emphasizing daily English-speaking exercises as a critical strategy for improving language proficiency. These findings have important pedagogical implications, suggesting the need for targeted interventions to enhance students' English-speaking abilities, particularly by addressing linguistic deficiencies and fostering more supportive and interactive learning environments.

Social Media Influences for the English Students’ Speaking Ability at SMP Negeri 1 Kuala Batee

Speaking is one of the most important skills when learning English. Speaking is also a way to convey ideas and thoughts clearly and intelligently through sentences addressed to the listener or interlocutor. The purpose of this study is to determine whether there is an effect on students' English speaking ability using social media at SMP Negeri 1 Kuala Batee. This research used quantitative approach with pre-experimental method with One-Group Pretest-Postest design. The sample of this research is the class of VIII students. MIA.1 which amounted to 23 students. Data collection was carried out using a test instrument. This study was analyzed using the data normality test to test the distribution of data and paired sample t-test to analyze the data. Based on the results of the Kolmogorov-Smirnov Test calculation is 0.200, this result is more than 0.05 which is the general significance level, which indicates that the Pretest data is considered normal, on the post test using the Kolmogorov-Smirnov test, the p-value obtained is 0.119, more than 0.05, this indicates that the post test data is considered normal. The increase in mean scores observed in the paired-samples t-test table shows the positive impact of using YouTube social media as a learning medium in improving students' English language skills. The results obtained in this study are the influences of social media for the English students’ speaking ability in class VIII.MIA.1 SMP Negeri 1 Kuala Batee.

The Effect of Self-Confidence on Students' English Speaking Ability in Front Office Subjects at State Vocational School 32 Jakarta

This study aims to determine the influence of self-confidence on students' English speaking ability. The research method uses an associative quantitative approach and data collection in May 2024. The research was conducted by speaking English and distributing questionnaires using Google Forms. The research sample was selected using a saturated sample technique of 70 students consisting of classes XI Hospitality 1 and XI Hospitality 2. This study shows that students' self-confidence is in the medium category and students' English speaking ability is in the good category. The results of the regression test in this study showed that there was an influence of self-confidence on students' English speaking ability with a p-value of 0,002<0.05. This study shows that the higher the student's self-confidence, the better their English speaking ability and vice versa, if the student's self-confidence is low, the worse their English speaking ability will be.

Enhancing University Students’ English Competence for Communication through the Whole Language Approach

This research consisted of 4 objectives. They were to 1) examine the English listening and speaking competence of NRRU students, 2) compare NRRU University students’ English listening and speaking competence scores before and after the treatment with the criterion of 70%, 3)examine English reading and writing competence of NRRU students, and 4)compare NRRU University students’ English reading and writing competence scores before and after the treatment with the criterion of 70%. The population in this study consisted of 100 learners from Nakhon Ratchasima Rajabhat University. Samples consisted of 50 learners from Nakhon Ratchasima Rajabhat University. Samples were selected through purposive sampling random. Six weeks were spent on this research. The instruments were (1) the questionnaire related to students’ problems with English instruction, (2) classroom observation, (3) a semi-structured interview, and (4) an English-speaking ability test. The scores of English competence for communication through the Whole Language Approach were analyzed and interpreted statistically in terms of mean (xˉ), standard deviation (S.D.), and t-test (pre-test and post-test) with the criterion of 70%.The study results showed that most students scored much higher on the English reading, writing, listening, and speaking competence post-test than on the English competency pre-test. Students’ post-test English reading, writing, listening, and speaking competency scores were substantially higher than the threshold of 70% at the .05 level.

EFL Students’ Needs in Promoting English Speaking Skills at Lower Secondary Schools

EFL Students’ needs for spoken English are considered important to fulfill, and the idea to capture what they need requires some ways and efforts so as to make them eager and keen on practicing English better. However, an analysis on needs environment is not much discussed and conducted for EFL students, mainly in lower secondary schools. Thus, the aim of this study is to examine the needs of EFL students in terms of enhancing their English-speaking skills in lower secondary schools. Three ninth-grade students from three distinct lower secondary schools located in Depok, West Java, Indonesia were the subjects of the research. This study employed a qualitative design with descriptive analysis, and the instrument used to collect the data was semi-structured interviews. The resulting data was analyzed with some steps such as reduction of data, data display, and data presentation. The results demonstrated that EFL students’ English-speaking proficiency is influenced by a variety of needs, including necessities, lacks, and wants. Considering the significance of these needs in the enhancement of EFL students' English-speaking abilities, it is advisable that teachers of English should comprehend and employ efficient learning strategies and stimulating learning media that facilitate the progress of students' English-speaking capabilities.

Research on Improving the English Listening and Speaking Ability Development of College Students Wearing Masks During the Pandemic

This study investigated the impact of wearing masks on students’ English listening and speaking performance in a classroom setting. The study was conducted with 30 first-year students of a practical English course at a southern Taiwan science and technology college. The class was designed using social-cognitive tools and profession-related podcasts to reduce interference from wearing masks. The study tested the impact of wearing a medical mask and a transparent mouth mask on students’ motivation, anxiety, and clarity of message communication. Students believed wearing a medical mask and a transparent mouth mask had a stronger motivation to learn, but their classroom anxiety was insignificant. The course used selective podcasts and online voice recording exercises to make students respond more positively. Students were more capable of changing the negative external factors of mask-wearing for their precision English communication. However, students generally did not agree that the use of transparent mouth masks affects the clarity of English communication. Based on this study, the practical English course design and teaching experiences for students’ learning needs in mask-wearing circumstances of English teaching environment can further benefit future research

Educational Game Teaching Methods on Communicative English Listening and Speaking Abilities for Early Childhood Students

Background and Aims: Early childhood education (ECE) in China has undergone significant transformations, shaped by historical, cultural, and socio-political factors. The foundations of early education in China can be traced back to Confucian traditions, emphasizing moral development and the importance of family and community in transmitting cultural values. This overview explores the historical roots, current practices, challenges, and notable reforms in China's general early childhood education system, providing a comprehensive understanding of its evolution. Thus, the purposes of this research were to:1) To compare the communicative English listening abilities of early childhood students after learning through the educational game teaching method with the criterion determined of 70 percent of the full score. 2) To compare the communicative English speaking abilities of the early childhood students after learning through the educational game teaching method with the criterion determined of 70 percent of the full score. The sample of this study is 30 early childhood students (1 classroom) of Jinshan Xinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Materials and Methods: The population of this study is 180 early childhood students (6 classrooms), who were enrolled in English courses. The sample of this study is 30 early childhood students (1 classroom) of Jinshan Xinyuan Preschool Zoucheng City in the academic year of 2023 which was selected by cluster random sampling method. Data was collected through listening rubrics and speaking rubrics and SPSS software was used to analyze the collected data, the data used for analysis were the mean value of samples, standard deviation, and single sample t-test. Result: The results of the study were as follows: (1) As presented in Table 4.3, the mean scores of students’ English Communicative English Listening Abilities after learning through Learning Management Using the educational game teaching methods were 11.8 and the standard deviation was 1.69. which was statistically higher than the criterion of 70% at a .05 level of statistical significance (t29 =38.25, p＜0.05). The data above showed that Learning Management Using the educational game teaching methods was able to enhance the students’ Communicative English Listening Ability. (2) As presented in Table 4.3, the mean scores of students’ Communicative English-Speaking Abilities after learning through Learning Management Using the educational game teaching methods were 14.77 and the standard deviation was 2.65. which was statistically higher than the criterion of 70% at a .05 level of statistical significance (t29=30.54, p=0.000 < .05). The data above showed that Learning Management Using the educational game teaching methods was able to enhance the students’ Communicative English-Speaking Ability. Conclusion: According to the research results, we can draw the following conclusions: The average score and standard deviation of the preschool students who adopted the educational game teaching mode were higher than the standard of 70% at the level of statistical significance of 0.05. The educational game teaching method can enhance the preschool students’ Communicative English Listening and Speaking Abilities.

IMPROVING STUDENTS’ ENGLISH SPEAKING SKILLS THROUGH THE GALLERY WALK TECHNIQUE

With the requirements of the curriculum outcome and also the workplace, English skills are increasingly receiving special attention. The ability to communicate in English fluently is especially thought to help candidates find a good job after graduation. This research paper is conducted with the aim of improving student’s speaking skills through the Gallery Walk technique. The activity provides an opportunity for students to be exposed to the language regularly, which can help them foster and develop pronunciation, vocabulary, grammar and fluency. The participants of the study are 36 first-year English major students at a university in Hung Yen. The data collection process was carried out during eight periods over two cycles. Research data collection tools are speaking tests, the action and questionnaires. Both quantitative and qualitative results have shown that students’ English-speaking ability has improved significantly in terms of vocabulary, grammar and pronunciation. Moreover, adopting the gallery walk technique also helps students not be afraid of being judged when speaking English and be able to communicate actively in the real world.

Correlation Between English Speaking Self-Efficacy and Proficiency: A Case Study of English Majors at Modern College of Northwest University

This study explores the link between self-efficacy in English speaking and speaking proficiency among English majors at Modern College of Northwest University during their English Speaking class. By examining the beliefs students hold about their English-speaking abilities and how these beliefs relate to their speaking scores, the research seeks to determine the effects of various speaking tasks on students’ self-confidence in speaking. Data gathered from 155 participants using questionnaires and English-Speaking scores demonstrated a positive relationship between speaking self-efficacy and proficiency. The results emphasize the significance of boosting speaking self-efficacy in English Speaking classes and provide guidance for teaching methods that enhance students’ confidence and performance in speaking.

THE INFLUENCES OF THE FIRST LANGUAGE ON ENGLISH-MAJORED FRESHMEN’ SPEAKING SKILL, CASE STUDY AT THE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY.

In the fast-changing environment of global education, English language skills have become pivotal to most students at higher education institutions, including the Industrial University of Ho Chi Minh City (IUH). However, while the mother tongue tends to be overused in the speaking class setting by IUH’s first-year English language students, the students rely excessively on translation strategies, which restrains the former’s speaking confidence and fluency. The primary goal of the present study includes exploration and analysis of the factors contributing to and influencing mother tongue usage and the development of IUH-specific recommendations to address these challenges. Using quantitative research method through questionnaire, the research emphasizes the prominent reasons for source language overreliance, as well as the necessity for mandating target language primarily. The results of the study demonstrate the significance of communication and support the interactive task-based innovation in English language instruction. Additionally, the study presents the impact of teachers on the classroom environment and their views regarding English education in Vietnam. The students’ reflection includes the significance of English in global integration and advice on steps, including reducing excessive mother tongue usage. Furthermore, this research presents a new perspective on the development of the English-speaking ability of IUH freshmen and helpful recommendations for educators.

Investigating EFL Students’ Environment Analysis on English Speaking Competencies at Senior High School

English speaking is one skill or competence of English that should be owned by EFL students in the era of 21stcentury. Thus, each EFL student needs to achieve the abilities of oral communication in English better. However, teachers of English often neglect the students’ constraints in learning English. Not many studies are discussing about environment analysis on English speaking competencies. This study aims to analyze EFL students’ environment on English speaking in senior high schools. This current study employed a qualitative design to capture the students’ responses on learning environments. The participants of this study were four students of senior high school level in state and private schools in Jakarta and Depok, West Java, Indonesia. The results showed that EFL students’ interest, motivation, time, and their classroom significantly could impact their English-speaking ability. Thus, this study recommends that teachers of English should motivate the students to learn English better and accommodate them with comfortable classroom.

The Correlation Between Student’s Self-Esteem and English Speaking Ability of Tenth Grade in SMAN 3 Bulukumba

This research was aimed to know the correlation between student’s self-esteem and English speaking ability of tenth grade in SMAN 3 Bulukumba. This research applies a quantitative method with a pre-experimental research design, where the sample was class 25 students in grade tenth and used simple random sampling. The instrument used questionnaire for the student’s self-esteem and the English speaking ability test. The result of data analysis showed that there are correlation between student’s self-esteem and English speaking ability of tenth grade in SMAN 3 Bulukumba. It can be proven by the result of Pearson Correlation Method that have a significance value (sig) 0.040 < α (0.05). This indicates a rejection of the null hypothesis (H0) and acceptance of the alternative hypothesis (H1). It can be concluded that there are correlations between student’s self-esteem and English speaking ability of tenth grade in SMAN 3 Bulukumba.Key words-- Correlation, Student’s Self-esteem, English Speaking Ability

From Classroom to Workplace: How English-Speaking Skills Facilitate Career Success for Sports Management Students

In the context of globalization, the importance of English proficiency in the field of sports management has become increasingly prominent. This paper explores the impact of improving English speaking skills on the employment and entrepreneurship of sports management students through literature review and theoretical analysis. The findings indicate that enhanced English-speaking skills significantly improve students' job readiness and job hunting rates. Additionally, entrepreneurship education significantly boosts students' entrepreneurial skills and intentions. Various teaching strategies, such as task-based language teaching (TBLT) and cooperative learning, have been proven effective in enhancing students' English-speaking abilities. Based on the results, this paper proposes a series of recommendations, including strengthening English-speaking instruction, introducing entrepreneurship education, providing career guidance, utilizing technological resources, and policy support to further enhance the English-speaking skills and career development potential of sports management students.

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

HIRE ME!: Interactive Gaming Simulation as a Teaching Aid to Enhance English Speaking Skills Among UTHM Students

English is the dominant language in many nations throughout the world. Nonetheless, despite the government’s efforts, Malaysian university students still see speaking English as a daunting endeavour. This article discusses how interactive simulation games may be used as a teaching tool to help Universiti Tun Hussein Onn Malaysia (UTHM) students improve their English-speaking abilities. Furthermore, the purpose of this research is to study the fundamentals of English-speaking skills, to design an informative and appealing interactive simulation gaming as a teaching aid, and to verify the effectiveness of interactive simulation gaming in enhancing English-speaking abilities. A mixed method design combining qualitative and quantitative data collection approaches was employed. A semi-structured interview was conducted with a professor from the Centre for Language Studies at UTHM, and the collected data were carefully verified with content analysis. Additionally, a questionnaire was distributed among 69 UTHM students from different faculties to gather insights on how to design an interactive and engaging gaming simulator for English speaking learning. Once the data have been collected, it will be thoroughly analysed and validate with descriptive analysis. The findings of this study offer valuable insights into the fundamental aspects of English language learning and provide opportunities for further improvement and refinement of the game. Future studies could focus on refining the game’s aesthetics and overall visual appeal, creating a more immersive and captivating gaming experience, and incorporating elements of gamification to further enhance motivation and drive sustained engagement. The game can be created by making it into Virtual reality, the players are able to immerse the gameplay of feeling in a real situation of being interview while answer the questions that has been given out by the game has provided.

The Influence of the Use of Role Playing Methods and Interest in Learning on the English Speaking Ability

This study aims to evaluate the effect of using role-playing methods and interest in learning on the English speaking abilities of class IX students at Junior high school 2 Merangin. The research design follows a 2x2 factorial design with pretest and posttest, where one factor is the use of role-playing methods and the other factor is interest in learning. The subjects of this research were class IX students at Junior high school 2 Merangin. The instruments used include questionnaires to measure students' interest in learning and oral tests to measure students' English speaking abilities. The data analysis techniques used include descriptive analysis for questionnaires, parametric statistical tests such as the t-test and analysis of variance (ANOVA) test for oral test data, as well as correlation analysis to determine the relationship between students' interest in learning and speaking ability. It is hoped that the results of this research can provide a deeper understanding of the effectiveness of the role-playing method in improving students' English speaking skills, as well as understanding how interest in learning influences the language learning process. It is hoped that the implications of this research can make a positive contribution to the development of more effective learning strategies in the field of language at the secondary school level.