English Speaking Performance Research Articles

English Self-concept: The portrait of English Speaking performance of Indonesian Nursing Students

Recognizing the target level of teaching competency is crucial; matching the level of proficiency of students with teaching style will make the learning goal evident. As noted in mandatory competency in learning goals, nursing curriculum demands communication competency, and English has become a worldwide requirement for cross-national language, which will play a role as a supplementary skill for nursing students to graduate. The purpose of this study was to examine how Indonesian nursing students portrayed their English self-concept in relation to their English speaking competence. The sample size is 93 nursing students, and the study methodology is a relationship with convenience or accidental sampling procedures. Marsh, Parker, and Smith (1992) created the Self-description assessment II scale that was used to gather data. According to bivariate study, English self-concept is unrelated to English speaking performance. The r-correlation was larger than 0.05, suggesting that no meaningful relationship exists between the two variables. The average English self-concept score is 82.50, but the average speaking English performance score is 2.44. More cues are needed for EFL students to improve their speaking by managing their English self-concept as a means to create a speaking English environment; this situation should be generated at all educational levels

Developing English language learners’ speaking skills through applying a situated learning approach in VR-enhanced learning experiences

A situated learning environment is crucial for language learners to develop speaking skills as learners can apply their speaking skills in context, helping them adapt language use to various situations and improve their language proficiency and communication effectiveness. Although various features of situated learning environments have been explored across different subject areas and in many platforms, there is limited research on their application to language learning within VR environments. This convergent mixed-method study adopts a situated learning framework and examines the impact of situated learning on learners’ English-speaking performance, specifically in areas of fluency, vocabulary, pronunciation, and grammar, and explores learners’ perception of the instruction based on the situated learning approach. Sixteen first-year English majors at a university in China participated in eight role-play speaking classes using the desktop-based VR application, Immerse. The study involved pre- and post-assessments of speaking performance and semi-structured interviews with six participants. Paired samples t-tests were used to assess the difference in the speaking performance and respective areas, and a thematic analysis was adopted to explore learners’ perceptions of the instruction based on the situated learning approach. Quantitative findings show a significant improvement in learners’ speaking performance (t(15) = 7.41, p < .001, Cohen’s d = 1.82), with notable progress in fluency, vocabulary, pronunciation, and grammar. Thematic analysis of the qualitative data indicated the authenticity of the context and activities, the collaborative nature of the tasks, the expert guidance, and the opportunities for reflection all contribute to a comprehensive learning experience that aligns well with the principles of situated learning.

The Impact of Cooperative Learning on English Speaking Skills at Intermediate Level

This study was conducted to determine the effectiveness of the cooperative learning (CL) strategy on English speaking competence at the intermediate level at the University of Finance-Marketing (UFM). It was conducted within 2 months. A pre-test and post-test were applied to determine the effectiveness of research treatments (i.e. Kagan CL strategies) in English speaking comprehension at the intermediate level. Moreover, a questionnaire was used to enquire into the students’ attitudes towards applying CL in the classroom. To determine the result of this study, the independent sample t-test, paired sample t-test and frequency command were used to analyze the collected data. The result showed that CL strategy enhanced English as a foreign language (EFL) students’ English-speaking competence at the intermediate level. The result of the study affirmed the positive effectiveness of CL strategies in teaching English-speaking performance at the intermediate level of EFL students. Through the study, the author also suggested using some different teaching strategies such as Student Teams-Achievement Divisions in teaching English to continue to enhance the effectiveness of CL on English speaking performance.

The Impact of Integrating Gamification Strategies Into Courses on Students' English Speaking Anxiety

Before speaking a foreign language, people will always spend more time and think more than they do about their native language. Such “more” has been defined as foreign language learning anxiety since the work of Horwitz et al. in 1986. Gamification teaching is one of the potential teaching methods that have been found by many educators to benefit learners, in terms of both learning motivation and self-confidence. In this study, the group activities were integrated into the fifth-grade English curriculum of Taiwan's elementary school to explore the correlation between students' English-speaking anxiety and English-speaking performance; through an empirically experimental test, it was found that the experimental group's English speaking effectiveness and English anxiety showed a significant negative correlation, but there was no significant correlation in the control group. The interview records showed that students enjoyed the learning method of integrating English into group activities because not only was it easy and enjoyable, but it also enabled them to learn while playing and interacting with peers.

The Influence of the PERMA Model on EMP Students’ English Speaking Performance

Despite gaining great concerns in English language teaching (ELT), students’ wellbeing and the role of the Positive emotion, Engagement, Relationship, Meaning in life and Accomplishment (PERMA) model has not been thoroughly explored in English for Specific Purposes (ESP) and especially English for Medical Purposes (EMP). In Vietnam, the PERMA model has also been understudied, especially in ELT. These gaps trigger this study to examine the increased importance of student wellbeing in academic settings, with a particular focus on English learning and speaking performance. Conducted at a university of Medicine and Pharmacy in the Mekong Delta, the mixed-methods research involved 675 students who completed a questionnaire via Google Forms and five volunteers who attended face-to-face interviews to provide triangulated data. The sampling technique and data analysis methods used in the study included the convenience sampling technique, the Descriptive analysis of the SPSS version 22, and the thematic analysis. The results show that the PERMA model has a moderate to high impact on EMP students’ speaking performance. The aspects of the PERMA model were ranked in order of influence as follows: Accomplishment, Positive emotion, Engagement, Relationship, and Meaning in life. Based on these findings, it is recommended that EMP lecturers and ELT teachers integrate this model into their teaching methods for English speaking. These findings will inform the development of PERMA-based learning activities in future EMP English speaking lessons, supporting a larger ongoing project. Recommendations for further studies and related stakeholders were also made.

Speaking Performance of Maritime Students: A Pre-Experimental Study

The Philippines provides several workers all over the world, particularly in the Maritime industry. The need to train graduates who are proficient in the English language is a must. However, academic institutions need to identify ways that can facilitate enhancing the students' speaking skills. This pre-experimental study determined the speaking skills of 38 Maritime students enrolled in an English Proficiency class in one of the Higher Education Institutions in Ozamiz City. The Speaking Test performance of the participants and the intervention materials were taken from the DynEd courseware. The data were analyzed using Mean, Standard Deviation, and t-test. The study revealed that the participants' pretest performance for the Speaking Test was categorized at the elementary level, while their post-test performance was at a lower intermediate level. There was a significant difference in the participants' speaking test performance after the intervention was conducted. The use of computer-based instruction as facilitated by teachers could improve the English-speaking performance of language learners. It is recommended that institutions utilize computer software that can enhance the speaking skills of college students.

The Effect of Gamification on Learners’ English-Speaking Skills Performance: A Case of Five Selected High Schools in Kicukiro District, Rwanda

This paper sought to investigate the effect of gamification on the improvement of English-speaking skills among high school learners. The paper employed a mixed method involving both quantitative and qualitative data, with a sample size of 336 respondents from the target population (N = 2100). The study was analyzed through the lenses of gamified learning theory, or the Theory of Gamified Learning, which was introduced by Lander’s (2014). The t-test was used to analyze the data. Furthermore, guided interviews, the Gameful Experience Questionnaire (GAMEFULQUEST), and classroom observation methods were used to gather data. The findings indicated that the scores of a pre-test had a mean of 42.25 with a standard deviation of 8.42, while the scores of a post-test had a mean of 81.21 with a standard deviation of 8.56. This marked an average increase of 38.96 points from the pre-test to the post-test with the mean difference (MD) (post-test - pre-test): 81.21 minus 42.25 = 38.96. The standard deviations indicated that the scores for variability remained relatively consistent before and after the intervention. The findings also indicated that the difference between the score means of the experimental groups was statistically significant at the 0.05 significance level (P-value 0.01&lt;0.05). The findings of the study showed how gamification contributed to the enhancement of English-speaking performance and how gamification increased students' motivation and made learning fun and enjoyable. The paper recommended that the Rwandan Ministry of Education, in partnership with REB, make investments in the development and implementation of gamified learning platforms that foster interactive and enjoyable learning. Extensive teacher training initiatives that guarantee the successful use of gamification in the classroom should be encouraged.

Factors Affecting Students’ English Speaking Performance in Classroom Participation

Factors Affecting Students’ English Speaking Performance in Classroom Participation

IMPROVING STUDENTS’ ENGLISH-SPEAKING PERFORMANCE BY USING CAKE APPLICATION

This research aimed to describe how Cake application improves the English speaking performance of the tenth grade students at SMK Negeri 01 Mempawah Hilir. Based on the researcher’s observation, the students encountered several problems in speaking English. Most students faced problems in pronouncing words due to lack of pronunciation mastery. The students also faced difficulty to speak English fluently due to lack of confidence and afraid of making mistakes. Therefore, the researcher used Cake application to improve students’ English speaking performance. This Classroom Action Research was conducted in two cycles on the tenth grade students of Marketing Class which consisted of 31 students. The research data were collected through observation and measurement techniques by using field notes, observation checklists, and tests. In cycle I, the mean score of students’ speaking test was 75.16. Meanwhile, the percentage of classical completeness was 67% of 31 students, which did not meet the expected percentage of this research (90%). In cycle 2, the mean score of students’ speaking test increased to 83.19. The percentage of classical completeness increased to 93%, which met the expected percentage of this research (90%). The research findings show that Cake application has improved the students' English speaking performance.

Retelling Yassawi’s Hikmets: The impact on EFL students’ English-speaking performance and vocabulary size

Retelling Yassawi’s Hikmets: The impact on EFL students’ English-speaking performance and vocabulary size

An Analysis Of Students’ Anxiety Factors In English Speaking Performance: A Descriptive Study At The Second Semester Students Of English Education

In learning English, the ability to speak English is one of the skills that students need to master, but there are still many students who feel anxious when speaking in front of many people. This study aims (1) to investigate what anxiety factors are faced by second-semester students and (2) to find out the most dominant anxiety factor faced by the students in English speaking performance. The data were collected by using observation and questionnaires. There were 28 students in the second semester of FKIP Universitas Tanjungpura Pontianak 2022 taken as the subject of this research. In this study, the researcher uses qualitative research as the design. There were seven anxiety factors faced by students in English speaking performance. The factors were grammatical issues (72,49%), lack of vocabulary (71,42%), lack of preparation (62,14%), fear of making mistakes (61,18%), classmates (60,47%), lack of confidence (58,47%), and lack of motivation (49,51%). Meanwhile, the dominant anxiety factor faced by the students was grammatical issues. In conclusion, there were various factors of anxiety faced by the students when performing in English.

Pronunciation Errors on Vowels and Consonants in Students’ English-Speaking Performance

Pronunciation Errors on Vowels and Consonants in Students’ English-Speaking Performance

Correlation Between Students’ Perception on English Language Learning and Their English Speaking Performance

The present study is entitled Correlation Between Students’ Perception of English Language Learning and Their English-speaking Performance. The study aimed to investigate whether there is a significant correlation between students’ perception and the speaking performance of the third-semester students in the Faculty of Foreign Languages Mahasaraswati Denpasar. The data were obtained by the quantitative method in correlational design. The study was conducted at the Faculty of Foreign Languages Mahasaraswati Denpasar. The population was 189 Faculty of Foreign Languages students in Mahasaraswati Denpasar, divided into 6 classes.This study applied the purposive sampling method, which took 16 students of the same class. The instruments used in collecting the data of two variables were the perception of the English Language online learning questionnaire and oral test video of speaking performance. The questionnaire used Sugiyono’s perception scale, which contained 32 valid questions, and an oral test video rubric to measure speaking performance based on Harmer. In analyzing the data, SPSS software version 26 and Cronbach's Alpha formula were used to determine the reliability of the questionnaire. The study findings were that the third-semester students in the Faculty of Foreign Languages Mahasaraswati Denpasar had 50% high perception with a mean score of 116.81, and their speaking performance was at a minimal level of 43,75% with a mean score of 82,5. The coefficient relationship (rxy): 0.583. Based on the result of the study, it could be concluded that the perception of English Language online learning had a highlypositive relationship with the speaking ability of the chosen third-semester students in the Faculty of Foreign Languages Mahasaraswati Denpasar.

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement.

The capacity to speak English for academic purposes is a pivotal facet of language education and assessment. Despite the substantial research approving the significant role of teachers in L2 learning, it remains unclear how exactly teachers' support for students' learning autonomy influences EFL learners' academic English speaking performance. To address this primary concern, this study drew ground from the Self-System Model of Motivational Development (SSMMD) and adopted a mixed-method approach to examine teacher autonomy support's direct and indirect effects on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement. 247 first-year university students participating in academic English speaking courses were recruited in this study. The quantitative results of the questionnaire indicated that students' perceived teacher support for autonomy directly predicted English speaking performance, and it also indirectly influenced students' speaking performance via the mediation of classroom engagement and basic psychological needs. Students' responses in the semi-structured interview further verified the positive effect of teacher autonomy support on academic English speaking development in the classroom. Pedagogical implications were also discussed based on the findings.

PENINGKATAN KEMAMPUAN BERBICARA BAHASA INGGRIS DENGAN METODE DEBAT UNTUK MAHASISWA FAKULTAS HUKUM UNIVERSITAS RIAU KEPULAUAN

This activity was aimed to improve English speaking skills by using debate methods to improve English language skills for students of the Law Study Program at the University of Riau Kepulauan. Mastering English skills and improving the quality of speaking in a foreign language were able to improve English speaking performance in handling legal cases involving foreigners in the jurisdiction of the Riau Islands province. The material used in English debates was very effective in improving Law Students' English skills. The results of the training showed an improving of the students of the Faculty of law’s' speaking abilities, understanding, knowledge and grades. Apart from that, the level of students' ability to understand to improve their abilities is very high. In conclusion, Debate requires students to argue, defend opinions and conclusions which require students to think before expressing their opinions. This certainly provides an opportunity for participants who are usually less active in learning activities in class to become active because they have to convey arguments or answer questions given by other groups to improve their language skills. these students increase. Apart from that, this training also received a high level of satisfaction from participants in terms of material, instructors, teaching methods. Overall, this training succeeded in providing positive results and met the participants' expectations in their preparation to improve their speaking skills using English.

I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students

Instead of learning in a passive learning mode or aimlessly exploring VR scenarios, a collaborative design-based VR learning environment has great potential for developing classrooms. Through personal knowledge construction in a collaborative design-based learning (CDBL) environment, this study combines CDBL and VR technology to motivate students to build VR projects and practice speaking English in rich contexts through learning by design; students gradually generate knowledge from design experience and sufficient practice. Peer assessment was further introduced to enhance timely evaluation and reflection. Therefore, this study proposed a VR-supported collaborative design-assessing activity. 113 Chinese seventh-graders participated in a quasi-experiment to evaluate the effectiveness of this method. Compared to the collaborative design-assessing (CDA) activity, the results demonstrated that students in the VR-supported collaborative design-assessing (VR-CDA) activity greatly enhanced their English-speaking performance, collaboration tendency, and critical thinking awareness while lowering their English learning anxiety. In contrast to the VR-supported collaborative design (VR-CD) activity, however, the VR-CDA group activity did not significantly improve students’ English-speaking performance. The interview results proved that the students in the VR-CDA group were highly motivated to learn English because of the innovative classroom instruction. They also enjoyed designing the projects collaboratively, posting assessments, and self-reflection.

The Application and Innovation of Data Mining Technology in College English Speaking Teaching

Abstract College English speaking, as an important part of English teaching, is getting more and more attention from many scholars. Data mining technology has brought new opportunities for teaching spoken English in universities. The article builds a portrait and analyzes students through the data generated in the process of teaching spoken English at university in order to understand their relevant attributes and learning habits. Then, the decision tree model is used to predict several scenarios of students’ oral English performance. Finally, 2 classes of a university majoring in English were selected as the empirical research subjects to be tested. In the analysis of the changes in the oral English scores, the mean score of the pre-test of the control class was 21.43. The mean score of the pre-test of the experimental class was 21.29, which led to a small difference in the mean scores of the pre-tests of the two classes. In contrast, after the experiment, the mean score of the post-test of the control class was 27.51, and the mean score of the post-test of the experimental class was 30.85. The experimental class’s mean score increased by 3.34 points, and the overall English-speaking performance saw a more significant improvement.

An Investigation of Dynamic Assessment on EFL Learners’ Speaking Performance

This research investigates the effect of DA on increasing students' English-speaking performance as Foreign Language (EFL) learners in university. The research used a qualitative method involving four university learners from different faculties in the first semester. The participants received the same treatments through tests, self-evaluation, feedback and knowledge expansion, and semi-structured interviews. The instruments used in this research aim to analyze the learners' non-fluency and mastery problems. The finding showed some positive attitudes of DA on EFL learners’ speaking performance. In interviews, learners showed positive experiences and attitudes toward DA since it served them as a comfortable, structured, practical, and meaningful platform to recognize their speaking behaviours, weaknesses, strength, and needs. Furthermore, it also helped them to get objective feedback with less anxiety. The researchers conclude that DA can be applied as a primary alternative assessment to increase English speaking performance.

The Effects of Using Youtube-Based Videos on English Speaking Performance of Grade 2 Students at Iris Primary School

English as an international language play a more important role in many parts of our life nowadays. Master English, especially speaking skill, is importantly need for the students to allow them to communicate with other people global. This study aimed to investigate the efficacy of utilizing YouTube videos to improve students' speaking performance using YouTube-based videos in language classroom. The data were taken using an instrument in the form of speaking tests given at the beginning and at the end of the study and an observation on students’ speaking performance in the classroom during the treatment of using YouTube-based videos. The results showed that there were significant differences between students’ pretest and posttest scores. In particular, before employing YouTube-based videos in the classroom, students’ speaking skills were not really good enough; however after the course students performed considerably better on the post-tests than pretest. Therefore, it is claimed that the YouTube-based videos approach is truly beneficial and effective for improving students’ speaking performance.

Mobile assisted language learning: investigating English speaking performance and satisfaction

With their growing popularity, mobile technologies can be seen as having the capacity to enhance language learning by offering learners a flexible and dynamic learning environment that is not limited by time or location. While the integration of technology in foreign language education has demonstrated overall success, including enhanced language learning outcomes through mobile technologies, it is important to acknowledge that there is also research highlighting potential drawbacks. Therefore, conducting further studies in this area remains crucial for a comprehensive understanding. This is more significant when speaking is considered as a skill of paramount importance compared to others and student satisfaction which can lead to overall success of the course. Therefore, the primary goal of this descriptive study is to investigate the potential advantages and consequences of integrating mobile technologies into blended learning language classes. Within this framework, the study focuses on examining the utilization of a recognized Web 2.0 tool, specifically Voki, to assess its effects on the English speaking proficiency and satisfaction perceptions of preparatory school students in blended learning settings. The results of the study reveal that the implementation of Voki leads to a significant enhancement in students' speaking skills, accompanied by a noticeable increase in their satisfaction levels. These findings suggest that intentional integration of mobile technologies into language education, particularly through the utilization of a Web 2.0 tool like Voki with its multimedia capabilities, holds the potential to serve as a valuable educational asset.