English Speaking Skills Research Articles

THE DEVELOPMENT OF ENGLISH SPEAKING SKILL OF GRADE 7 CHINESE STUDENTS USING GAMES BASED TEACHING METHOD IN ANHUI PROVINCE, CHINA

This study aimed to investigate whether game-based teaching improved the English-speaking skills of 40 7th grade Chinese students in Anhui Province, China, and further investigated their satisfaction. A middle school conducted a cluster random sample to select students from 7th grade classes. We gathered the quantitative data by administering speaking skill tests through the T-test for dependents, and we analyzed and interpreted the student satisfaction data from questionnaires based on two distinct research objectives: We aimed to contrast the English-speaking abilities of 7th grade Chinese students before and after implementing game-based instruction, and to scrutinize the students' contentment with their fellow 7th grade Chinese peers. The results show that speaking skills have significantly improved with the mean difference. And the student’s satisfaction was high. This indicated that all participants demonstrated improvement in speaking skill scores, and students' satisfaction was also positive. The study's findings revealed that game-based teaching could help students improve their English-speaking skills.

Investigating the Challenges Teachers Face in Using an Eclectic Approach for Students’ English-Speaking Skills: A Case Study of Two Public Secondary Schools in Rwanda

Investigating the Challenges Teachers Face in Using an Eclectic Approach for Students’ English-Speaking Skills: A Case Study of Two Public Secondary Schools in Rwanda

The Use of Simulation Techniques to Enhance English Speaking Skills of EFL Secondary School Students

This study aims to compare the English speaking skills of EFL secondary school students in Thailand before and after using simulation techniques, to investigate the progress of the students’ speaking skills, and to study the students’ attitudes towards simulation techniques. The study used a quasi-experimental research design with a one-group pre-test and post-test and involved ten grade-eight students in the 2/2021 semester. The participants learned through five simulations: Asking and offering help, Buying and selling, Asking and giving directions, Making a phone call, and Giving suggestions. The data were collected through a speaking pre- and post-test, with a rubric based on pronunciation, fluency, grammar, and vocabulary, and also through semi-structured interviews. The data were analyzed using percentage, mean, standard deviation, inter-rater reliability analysis, Wilcoxon Signed Rank Test, and content analysis. The findings show that the post-test scores were significantly higher than the pre-test scores at P < 0.05 for all simulations. Moreover, the post-test scores for Simulation Five were significantly higher than the post-test scores for Simulation One, indicating the progress of the students’ speaking skills. Additionally, the students expressed positive attitudes towards simulation techniques, as they were able to learn new vocabulary, practice real-life situations, and increase their self-confidence. However, learning through simulations could make students anxious when they are worried about finding the correct and appropriate words. This result suggests that it is essential to build students’ vocabulary knowledge before having them participate in simulations.

ANALYSIS OF TEACHER’S STRATEGY IN TEACHING SPEAKING SKILLS TO STUDENTS AT MA MODERN NURUL-AMIN

English is an imperative skill to understand because it has a dominant part in almost the current field in globalization contexts such as in media, technology, science, business, and education. This study was conducted to know the strategies were used by the teacher in teaching speaking skills to students at MA Modern Nurul-Amin Kubu Padi. The subjects of this research were students and the English teacher at MA Modern Nurul-Amin. In conducting the research, the researcher constructs a descriptive qualitative approach. Then, the data were collected through observation checklist, field note and interviews, as well as by questionnaires. The observation checklist and field note were conducted at MA Modern Nurul-Amin during the learning process. Meanwhile, the interviews were conducted with students and the English teacher. Additionally, the questionnaires were distributed to students and the English teacher as the additional or a proponent data of the research. Then, the data were analyzed qualitatively. The findings showed that there were several strategies used by teacher in teaching English speaking skills, the strategies were debate, speech, English class conversation, role play, and group discussion. Moreover, the mostly strategies used by teacher was debate, speech, English class conversation, and group discussion in different level. Keywords : Teacher’s Strategy, Students’ Speaking Skills, Analysis of Teaching

Teachers’ Perceptions on Differentiated Learning in Teaching English Speaking Skill Among Upper Secondary School Students: A Conceptual Paper

Teachers’ Perceptions on Differentiated Learning in Teaching English Speaking Skill Among Upper Secondary School Students: A Conceptual Paper

Self-Assessment to Improve English Speaking Skills: an action research with Elementary School Ecuadorian students

This study aimed to determine the impact of self-assessment on speaking skills among A2 movers’ students. The data analysis revealed that its use has a favorable effect on students' speech skills and showed that they could use the content in a real context. They incorporated reflection to be aware of their learning, understood their mistakes, and tried to improve their level of preparation for better results. At that time, they took responsibility for all the steps planned in innovation because they tested their effort and progress in each activity. In addition, the improvement demonstrated in the results of the evaluation carried out by the teacher with the rubric in the posttest was significant in the final part of the unit. The self-assessment helped students take the necessary corrective measures to be more prepared to do speech exercises. According to the students' perspectives, self-evaluation helped them improve their skills because they were able to identify areas of speech that needed to be improved and gradually, could reinforce their discourse to give better descriptions of places and people.

Developing English Speaking Skills of 4th Year Students by Using the Cooperative Learning Strategy on Team-Pair-Solo Technique A Case Study of Faculty of Education, Souphanouvong University

The purposes of this study were to (1) study the effectiveness of using the cooperative learning strategy on team-pair-solo technique to enhance the students’ English speaking skills, and (2) to investigate the students’ satisfaction with the use of its teaching technique. The target groups consisted of 19 students from the fourth-year majoring in mathematics in the first semester, academic year 2020-2021 at Department of Mathematics, Faculty of Education. The instruments used in this research consisted of 4 five-hour lesson plans, one students’ English speaking skills assessment form, one English speaking skills test, one observation check list, and one questionnaire about students’ satisfaction. The obtained data were analyzed to calculate means, standard deviation and t-test (dependent samples) by SPSS program, version 21.0. The findings were as follows: Overall, the students’ English speaking ability was significantly higher after learning with the use of cooperative learning strategy on team-pair-solo technique, at the 0.05 level, indicating that the teaching strategy was effective in enhancing students’ English-speaking skills, and generally, the students’ were satisfied with their improvement in English speaking through the use of cooperative learning strategy on team-pair-solo technique, which is viewed at a high level.

Exploring the Potential Challenges Faced by Sudanese EFL Learners in Acquiring English Language Speaking Skills at the Tertiary Educational Level

This study aims to investigate the challenges that might face Sudanese EFL learners in acquiring the English language as a means of communication and to emphasize the importance of speaking skills in the English language, in Sudanese English language learners at the postsecondary level. To achieve its objectives, the study adopted the descriptive-analytical method, in which a questionnaire was used to address the research inquiries and goals. A total of 100 employed students participated in responding to the questionnaire. As per the study’s findings, students’ confidence in using speaking skills is very weak; they also lack the motivation to practice speaking skills since they were taught by Grammar Translation Approach which ignores speaking skills, moreover most lecturers prefer to avoid classroom interaction which leads to non-smart fluent EFL learners. This study suggests EFL teachers to consolidate the use communicative activities in a variety of ways which help leaners to play a crucial role in using English inside the classroom.

IMPROVEMENT OF PEDAGOGICAL MECHANISMS IN EVALUATING THE PROCESS OF SPEAKING ENGLISH AS A PEDAGOGICAL PROCESS

This article explores the enhancement of pedagogical mechanisms for evaluating the process of speaking English, positioning it as a fundamental pedagogical process within language education. The focus is on integrating contemporary assessment techniques that align with communicative competence and linguistic proficiency. Through qualitative and quantitative analyses, this study proposes a multi-dimensional evaluation framework that supports educators in effectively assessing and facilitating English speaking skills in diverse educational settings.

English Majors’ Perceptions of Psychological Difficulties in English Speaking at a University in Vietnam

English is the most widely spoken language in the world, and its mastery is pursued by university students across various disciplines, including those majoring in English and others from different fields. Effective English speaking skills are essential for communication, yet achieving proficiency can be challenging. This study aimed to explore university students’ perceptions of the psychological difficulties they encountered while speaking English. With a mixed-method design, this research collected data through questionnaires administered to 290 university students and semi-structured interviews conducted with ten respondents. The results revealed that participants experienced psychological difficulties at a moderate level (M=2.9). Specifically, EFL students were confronted with anxiety, fear of making mistakes, shyness, and lack of confidence in their speaking. If university students are aware of the difficulties they face in mastering English speaking skills, they can find solutions to overcome these impediments. This will help them improve their English speaking abilities.

EFL Learners’ Use of Data-driven Learning and their Attitudes in the Improvement of English-speaking Skills

The use of data-driven learning (DDL) to improve the English-speaking skills of learners of English as a foreign language (EFL) remains rare. Hence, this research examines whether two types of DDL – namely, hands-on DDL using the computer software directly and hands-off DDL using paper-based materials – can improve vocabulary production in the English speaking of EFL learners. The EFL learners’ attitudes toward both types of DDL were also examined. A total of 45 Thai EFL learners were involved in this research; they were divided equally into two experimental groups, one using hands-on DDL and hands-off DDL, and one control group. A questionnaire and interviews were used to examine the EFL learners’ attitudes toward DDL and a paired sample t-test and a one-way analysis of variance (ANOVA) were conducted. The results reveal that both hands-on and hands-off DDL approaches significantly improved vocabulary production in the EFL learners’ spoken English. In addition, the hands-on DDL had a significant effect on the quantity (sig. = .000, p <0.05), accuracy (sig. = .000, p <0.05), and complexity (sig. = .000, p <0.05) of the participants’ vocabulary production, while the hands-off DDL only had a significant effect on the accuracy (sig. = .000, p <0.05) of vocabulary production. Furthermore, although the EFL learners had relatively positive attitudes toward DDL, less enjoyable experiences were also noted. Experiences of boredom and stress while using DDL were reported, and the participants did not consider DDL to be suitable for all EFL learners.

Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills

Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills

Student’s Challenge Speaking Skill Toward Merdeka Curriculum By Using Project Based Learning In Juniour High Skill

This study explores the challenges and opportunities associated with developing speaking skills among junior high school students within the framework of the Merdeka Curriculum through Project-Based Learning (PBL). The purpose of this research is to know the character building of student’s speaking skill and to find out the student ability who are able in speaking. This study employs a descriptive qualitative research to explore the challenges faced by junior high school students in developing their English-speaking skills through Project-Based Learning (PBL) under the Merdeka Curriculum. The observation is doing in the second grade of Juniour High School. The data collection was carried out by observation and using video to test the speaking ability. The findings reveal that while students showed notable improvement in their speaking skills when engaged in PBL, several challenges hindered its full effectiveness. These challenges include students' initial reluctance to participate in speaking activities due to anxiety and a lack of confidence, particularly among those with lower English proficiency. Additionally, time constraints within the school curriculum made it difficult for teachers to balance content coverage with providing adequate speaking practice.

Attitudes of Saudi Students Towards EFL, English teachers and learning situations

This research investigated students' attitudes towards learning English as a Foreign Language (EFL) in Saudi Arabia. Specifically, the study detected Saudi EFL students towards English language, English teachers and learning situations. Data were gathered via a questionnaire from a randomly selected sample of 150 Saudi students. Quantitative analysis was conducted using SPSS version 28, with findings presented through tables and interpreted using Mean Scores and Standard Deviation. The study indicated that students have high positive attitudes among Saudi students towards studying EFL. The study also found that students showed moderate perceptions about English teachers and learning situations. The study recommended collaborative efforts to improve the recruitment of proficient English teachers and encourage student participation in extracurricular activities aimed at enhancing English-speaking skills and fostering positive attitudes towards language learning.

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<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.

Effectiveness of Mobile-assisted Language Learning in Developing Oral English in Higher Education: A Comparative Systematic Review

English is a globally prominent language, and oral English proficiency is both crucial and challenging. Mobile technology offers a promising avenue for language enhancement, but research on the role of Mobile-Assisted Language Learning (MALL) in English-speaking skills is relatively scarce. Literature reviews on this topic are even rarer, particularly those that provide comparative analyses between China and other nations. This study addresses this gap through a comparative systematic literature review of 30 relevant studies from 2019 to 2023. The findings reveal similarities between Chinese and global studies, with only slight differences in sample size and oral English proficiency assessment methods. The preferences for mixed research methods, tests, questionnaires, and interviews were found. Additionally, this review identifies limitations in previous research, including a lack of theoretical frameworks, limited large-scale studies, and a need for deeper exploration of mobile app utilization. This comparative analysis provides valuable insights that can guide future studies and foster a more comprehensive understanding of MALL’s effectiveness in enhancing oral English proficiency, both in China and globally.

Enhancing High School English Listening and Speaking Skills: A Deep Learning Approach Aligned with Core Competences

Deep learning is an educational approach that develops English Subject Core Competences. Listening and speaking teaching guided by deep learning can effectively implement the goals of cultivating core competences. By integrating deep learning principles and leveraging artificial intelligence (AI), this research aims to cultivate language proficiency, cultural awareness, critical thinking and learning ability within the English classroom. The paper examines methods for embedding core competences into listening and speaking activities through contextual and associative learning, constructing a thematic language knowledge framework, deep processing of content, innovative transfer and problem-solving tasks. AI is utilized to personalize learning experiences and provide timely feedback, thereby transforming traditional English teaching approaches and fostering comprehensive development of students' core competences.

Transforming English Speaking Skills in Phenomenological Studies in Indonesia

Abstract: This study investigates the challenges faced by English teachers in teaching speaking skills in state junior high schools in Sidoarjo, Indonesia, particularly in the post-pandemic era. Through interviews and class observations with three experienced teachers, the research identifies student-related challenges such as lack of participation, slow speech, and limited vocabulary, as well as teacher-related challenges including curriculum constraints and limited English proficiency. The findings highlight the need for innovative teaching strategies and curriculum adaptations to improve students' speaking proficiency. This research fills a knowledge gap by offering insights into the specific challenges of teaching speaking in an EFL context post-pandemic and suggests avenues for future research to deepen understanding and develop effective solutions. Abstrak: Penelitian ini menyelidiki tantangan yang dihadapi oleh guru bahasa Inggris dalam mengajarkan keterampilan berbicara di sekolah menengah pertama negeri di Sidoarjo, Indonesia, khususnya di era pasca pandemi. Melalui wawancara dan observasi kelas dengan tiga guru yang berpengalaman, penelitian ini mengidentifikasi tantangan yang berhubungan dengan siswa seperti kurangnya partisipasi, lambatnya berbicara, dan terbatasnya kosakata, serta tantangan yang berhubungan dengan guru termasuk kendala kurikulum dan kemampuan bahasa Inggris yang terbatas. Temuan ini menyoroti perlunya strategi pengajaran yang inovatif dan adaptasi kurikulum untuk meningkatkan kemampuan berbicara siswa. Penelitian ini mengisi kesenjangan pengetahuan dengan menawarkan wawasan tentang tantangan spesifik pengajaran berbicara dalam konteks EFL pasca pandemi dan menyarankan jalan untuk penelitian di masa depan untuk memperdalam pemahaman dan mengembangkan solusi yang efektif.

The Influence of the ChatterKid App on the English-speaking Skills of Tertiary Students

The Influence of the ChatterKid App on the English-speaking Skills of Tertiary Students

Project-Based Learning Using Podcast-Assisted Media in the Teaching of English Speaking Skill

Developing speaking skill is difficult for foreign language teachers and learners since they rarely use the target language outside the classroom. However, students need more opportunities and confidence to use it outside the classroom. Thus, teachers must adopt various teaching methods to strengthen the students’ speaking skill in English. Nowadays, students must possess competencies relevant to the 21st century, such as analysis and problem-solving, creativity and invention, communication, teamwork, life skills, and efficient use of technology. Therefore, Project-Based Learning (PjBL) provides opportunities to learn deep content knowledge and 21st-century skills. One of the methods used is using Podcast. A podcast is an up-to-date technology for improving students’ listening and speaking abilities. This qualitative study intends to determine the implementation of project-based learning using podcast-assisted media in teaching English speaking skill at one of the schools in Mojokerto, East Java, and the student’s perspective on it. The research participants were grade XI Science students. The data collection techniques were tests, observations, interview sheets, and audio and video material. The data were analyzed using an analysis flow by Miles and Huberman, which included data reduction, displaying the data, and a conclusion. This study showed that implementing project-based learning using podcast-assisted media in teaching English speaking skill ran smoothly. Students responded enthusiastically. At last, the students’ perspectives are also positive since Podcast-assisted media is able to enrich not only their speaking skill but also develop other language skills.