English Speaking Skills Research Articles

EFL Students’ Perception and Attitude towards the Use of ChatGPT to Promote English Speaking Skills in the Saudi Context

This study aims to investigate English as a Foreign Language students’ perceptions and attitudes towards using ChatGPT to enhance their English-speaking skills in English as a foreign language classroom. The study is significant as it contributes to the body of research on Artificial Intelligence in teaching and learning in English as a foreign language context in general and Saudi higher educational institutions in particular. 74 students from three public universities in Saudi Arabia participated by completing a five-point Likert scale questionnaire after carrying out oral tasks for six weeks using ChatGPT. The purpose of students’ responses is to answer the research questions: What are students’ perceptions and attitudes towards the use of ChatGPT to promote their English speaking skills? The Participants in the study were all female students majoring in English language in their departments at their educational facilities. Descriptive statistics were used to analyze the questionnaire data. Results generally indicated a high-level of perception and a positive attitude toward using ChatGPT in English-speaking classes. The findings of this study will hopefully further the understanding of students’ beliefs about ChatGPT and how this technology can be best employed for the advancement of English learning and teaching

Improving the English-speaking skills of tourists in Wonocoyo village through bilingual guidebook

Through this research, the researchers intended to seek information and data on how a bilingual guidebook improves the tour guides' speaking skills. This research provides an overview of classroom action research conducted in Wonocoyo Tourism village to investigate their improvement in English skills using a bilingual guidebook the researcher designed. The research participants were four tour guides in Desa Wisata Wonocoyo Panggul, Trenggalek. They were given a pretest and two post-tests to observe their pretest skills deposit tests. The pretest showed that the English skills level of the tour guides was low to intermediate. The treatment was then given using the bilingual guidebook designed for the post-test. The researcher designed the planning, action, observation, and reflection that become the fundamentals of two post-tests. The first post-test indicated good results, and the tour guides experienced improvement in some aspects. After some reflection, the researcher conducted the second post-test, resulting in a better score for the tour guides. The result revealed that the English skills of the tour guide English skills, mainly speaking, can be improved through the bilingual guidebook.

Introduction of English-Speaking Observation Method and Process

The evaluation and monitoring of English speaking skills has gained great prominence in today’s world which has been globalized to such an extent that English is used both at the academic and occupational level. This research paper attempts to shed light on the strategies and the practices of the assessment of spoken English ability in different settings. After a literature review, original research, and case studies, we discuss the available methodologies for the observation, their efficacy, and what can be done, if anything, to enhance them. The results of this study suggest that the best way to assess speaking ability is to use both quantitative and qualitative measuring components. Research literature and practice dealing with the traditional interviews, computer based testing (CBT), e-assessments, and recent developments in the area of peer assessments are considered. The paper discusses the concerns of instructors and evaluators, such as those related to issues of reliability and validity and on the other hand, practicality. Ethnocultural aspects, as well as non verbal aspects of speaking, and even more, enhancing speaking with artificial intelligence are discussed as well. These days, new technologies facilitate solving many problems. However, these findings imply that considering all the human aspects of communication is also very important. The paper concludes with practical recommendations for teachers, researchers, and language testers that relate to improvement of techniques of performance observation and to the enhancement of English language teaching and learning in the changing world.

Developing University Students’ English Speaking Skills: Assessing Hindrances in the Educational Environment of Higher Learning Institutions in Rwanda

Developing University Students’ English Speaking Skills: Assessing Hindrances in the Educational Environment of Higher Learning Institutions in Rwanda

Examining EFL Students’ Self-Regulated Motivation for Improving English Speaking Skills: A Study of High-Achieving Thai University Students in an English Speaking Course

Self-regulated motivation is essential in language learning, especially for developing English speaking skills among EFL learners, as it empowers them to plan, monitor, and control their learning, set personal goals, and apply strategies to achieve those goals. Therefore, strong self-regulated motivation can support the learners in overcoming challenges in learning English. The present research thus aimed to examine the self-regulated motivation (SRM) of Thai university students to enhance their English speaking skills in an English speaking course. 37 students who excelled in the English speaking course during the 2024 academic year participated voluntarily, with 5 top-performing students selected for interviews. Data were collected using the SRMIS-EFL questionnaire and structured interviews. Descriptive and inferential statistical analysis were performed to analyze the quantitative data and the data from the interviews were interpreted and presented in a descriptive manner. Findings indicated a high overall SRMIS-EFL level with the highest mean score for SRM attributed to “Task Value Activation”, reflecting a very high motivation level. No significant differences were found in SRM between students with grades A and B+. However, strong correlations among the 4 SRM subsections were observed. While students utilized 5 various SRM strategies, they unanimously agreed that “Task Value Activation” significantly enhances their English speaking skills. The study suggests that educators should focus on enhancing “Task Value Activation” through activities that highlight the practical benefits of mastering English speaking, particularly to support students with lower grades and boost their motivation.

ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS

The English-speaking skills of students at SMK SPP SNAKMA remain underdeveloped due to specific challenges in using the language within a vocational context. This study explores and analyzes these barriers to understand the underlying factors that hinder effective English communication among vocational students. Employing a qualitative approach, the research gathers data through interviews, observations, and questionnaires to capture students’ perspectives and real-time experiences with English language use. Findings reveal four primary obstacles: limited vocabulary, grammatical difficulties, speaking anxiety, and insufficient practice opportunities. These factors collectively impact students’ confidence and fluency in speaking English, which is critical in vocational settings where practical language skills are increasingly required. The study suggests that a more communicative teaching approach, combined with structured and frequent speaking practice, could significantly address these challenges. By focusing on interactive and supportive teaching methods, educators can create an environment that encourages active language use, helping students overcome barriers and develop essential English-speaking skills for their careers.

Development of College English Listening and Speaking Course Based on an Outcome-Based Education Approach Combined with Blended Learning to Enhance English Listening and Speaking Skills of Non-English Major Freshmen Students at Xi’an University

Background and Aim: This study was a research and development of a College English Listening and Speaking Course. The objectives of this research were 1) To study the background information focusing on course components and existing problems of the College English Listening and Speaking Course. 2) To develop the components and quality of the College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning. 3) To study the effectiveness of implementing College English Listening and Speaking Course based on outcome-based education combined with blended learning to enhance English listening and speaking skills of non-English major students. Materials and Methods: The sample of this study was 40 non-English major freshmen students from Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) College English Listening and Speaking Course based on the outcome-based education approach combined with blended learning and its lesson plans, 2) English listening skills test with .88 of reliability, and 3) English speaking skills test with .74 of reliability 4) students’ satisfaction questionnaire with .79 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: The research results found that 1) the background information of the College English Listening and Speaking Course and its current problems were principles, objectives, content, instructional strategy, media, and resource evaluation. 2) College English Listening and Speaking Course based on outcome-based education approach and blended learning consisted of 6 steps, that is, Step 1: Determine expected learning outcomes (OBE) Step 2: Design teaching activities(OBE) Step 3: Design teaching methods (blended learning) Step 4: Design teaching assessments (OBE and blended learning) Step 5: Continuous feedback and adaptation (OBE) Step 6: Reflection and improvement (OBE and blended learning) 3) the results of implementation of College English Listening and Speaking Course based on outcome-based education approach combined with blended learning found that (1) Students’ English listening skills after using outcome-based education approach combined with blended learning method was higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (2)Students’ English speaking skills after using an outcome-based education approach combined with the blended learning method were higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (3)The satisfaction of students after using the outcome-based education approach combined with the blended learning method was at a higher level (M=4.11, SD=0.64). Conclusion: The developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning has a significant effect on enhancing the English listening and speaking skills of non-English major students at Xi’an University. Students are satisfied with the developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning.

Evaluating the Impact of Senior Five Learners’ English Vocabulary Knowledge on their English-Speaking Skills in Three Selected Schools in Gakenke District, Rwanda

Empirical studies have evidenced the correlation between vocabulary knowledge and English-speaking skills in various English as a foreign language (EFL) contexts but research is scarce in rural Rwandan schools. The present study evaluated the impact of senior five (S5) learners’ vocabulary knowledge on developing their English-speaking skills in three selected schools in the Gakenke District in Rwanda. The current study was guided by Harmer’s and Bygate’s vocabulary knowledge hypothesis and communicative competence theories for developing speaking proficiency. A quantitative descriptive research design was employed and cluster sampling was used to select 90 S5 learners from 116 who made the target population. A structured questionnaire was administered to assess the current status of vocabulary knowledge and English-speaking skills and the impact of vocabulary knowledge on English-speaking skills. Descriptive statistics was used for data analysis using MS Excel. Key findings revealed that 73.3% of learners regularly look up new vocabulary, and 100% reported having insufficient vocabulary. Additionally, 84.44% indicated that their speaking proficiency was low to moderate. Despite this low vocabulary knowledge, 95.56% of learners acknowledged that vocabulary enhances speaking skills. However, only 15.5% reported using new vocabulary frequently. Many learners (81.11%) felt that vocabulary development improved their self-expression, and 54.44% noted increased confidence in speaking English. Motivation was the highest-ranked factor influencing speaking skill development (M=4.40, SD=0.85), while assessment ranked lowest (M=2.96, SD=0.97). The study concluded that S5 learners in the selected schools have insufficient vocabulary knowledge to achieve the required level of speaking proficiency. The study recommended reinforcing vocabulary acquisition instructions and opportunities for learners to practice communicative English and assigns that future work should emphasize formal tests that examine English proficiency in correlational and experimental studies.

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.

Vietnamese College Students’ Perception Towards Using TikTok for Independent English Speaking Practice

With the rise of digital platforms, TikTok has emerged as a popular social media platform with potential applications in English language learning. Among its features, TikTok Duet, allows users to create split-screen videos with others, presenting unique opportunities for practicing speaking skills. This study explores non-majors' perceptions of using TikTok Duet to independently improve their English speaking skills. Participants were students at an elementary English level at a private college in Vietnam, including 9 interviewees and 40 students completing questionnaires. The study indicated that most students felt TikTok Duet enhances their English speaking, pronunciation, and confidence, and even grammar and vocabulary. However, some students expressed reluctance to use TikTok Duet due to privacy concerns, limited response time and technical issues. The study suggests implementing technical support, offering privacy protection measures, and providing external incentives for students to engage with this practice.

The Utilization Of Homework Videotaping To Enhance The Students’ English Speaking Skills

Enhancing students' oral proficiency is a key objective of English courses, and one effective pedagogical approach is assigning video-based homework that features English conversations aligned with the curriculum. English language students encounter numerous challenges when attempting to enhance their speaking abilities. One limitation is the restricted amount of time available for in-class practice. One possible homework assignment is to create video recordings. This offers a chance for students to enhance their creativity and boost their self-assurance as the homework encompasses various elements of oral assignments, such as productivity, intention, challenge and authenticity. Hence, this webinar aims to disseminate knowledge on the specific teaching methods and procedures that teachers can implement when utilising this instructional approach. The purpose of this webinar was to provide the teachers, instructors and practitioners in the field of English education with an interactive forum for discussion. Participants will have the chance to share their experiences and ask questions, which will lead to a fruitful exchange of knowledge. Engaging in activities can yield fresh perspectives and impart useful skills that are immediately applicable to the classroom or other educational setting.

Pelaksanaan Program Little Chef dalam Upaya Meningkatkan Motivasi Berbicara Bahasa Inggris Siswa KG 1 di Kiddos Preschool

The little chef program at Kiddos Preschool has succeeded in improving the English speaking skills of KG1 students. Before the program, students were hesitant to speak English, but after joining the program, they showed significant improvements in vocabulary and confidence. On average, students were able to mention 10 new vocabulary words related to cooking and participated more actively in discussions. Cooking activities create a fun learning atmosphere and support active language use. Interviews with students and teachers show that the program not only improves language skills, but also students' self-confidence and social skills. With the right teacher support, this program can continue to evolve to meet student needs.

Speaking Skill Assessment Instrument Validity: An Investigation into Instructors’ Perceptions

To EFL learners, speaking the target language with satisfactory fluency is a highly significant aspect of learning the language. Assessment of learners’ progress and achievement in speaking skills is equally significant to identify the course of further action, whether it is for feedback, placement, or grading. At the English Language Institute (ELI), King Abdulaziz University in Saudi Arabia, learners’ proficiency in spoken English is assessed for end-of-the-term grading using Interview and Speaking Project as test instruments. The Interview questions are random, while the Speaking Project involves collection of materials on a chosen topic and report writing, followed by presentation and question-answer session. An empirical research study was conducted to examine ELI teachers’ perceptions on the reliability and validity of the two assessment instruments to accurately measure learners’ proficiency in speaking skill and meeting the requirements to reflect the learning outcomes designed for the speaking English course. The data were collected through a survey questionnaire and a structured interview. The surveyed instructors were also encouraged to express their opinions on the role of formative assessment in determining learners’ final grades in English speaking skill.

Blended Learning, and Its Impact on English Speaking Skills in Pronunciation in Group 11-4 of Liceo de Santo Domingo, I Quarter 2024

Blended Learning is a type of teaching that is very interesting to investigate, so throughout this research the different techniques used for its correct application in students specifically of the English language will be observed, in addition to working in a mixed way, both face-to-face and -face-to-face and face-to-face. as virtual since we wanted, in addition to teaching this method, to also apply it, so later we will show how it was applied, the objectives and it can continue to be implemented in the future to continue supporting this type of learning in the classrooms.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.

Exploration on the Training Methods of English Listening and Speaking Skills for Cruise Major

This article explores training methods for listening and speaking skills in cruise professional English, aiming to improve students' English proficiency to meet the demands of the cruise industry. The paper first analyzes the current status and existing problems of cruise professional English teaching, then emphasizes the importance of listening and speaking skills in cruise work. Subsequently, this article proposes a series of innovative training methods for listening and speaking skills, including practical simulations, role-playing, and the utilization of multimedia and online resources. Finally, the effectiveness of the proposed methods is verified through empirical research, and corresponding teaching suggestions are provided.

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.

Modified Literature Circles: Improving ESP Students’ English-speaking Skills Through Movie Circles

For Thai students, English-speaking skills have been among the most problematic. This study aims to compare the English-speaking skills of English for Specific Purposes (ESP) students before and after employing movie circles, and to investigate their attitudes toward employing movie circles. The participants consisted of 30 ESP students studying a dual program in social development and education at a public university in Thailand. They were also classified as pre-service social studies teachers. A mixed-methods study was performed utilizing the one-group pre-test-post-test design. Both qualitative and quantitative methods were employed. The instruments were movie circle lesson plans, pre- and post-English-speaking tests, an attitude questionnaire, and semi-structured interview questions. The results revealed significant improvement in the ESP students’ English-speaking skills, as well as positive attitudes toward using movie circles to improve English-speaking skills. The findings suggest that movie circles, or peer-led discussion activities, can be integrated into ESP classrooms with the specific goal of improving English-speaking skills.

<span><strong>Diverse groupings in teaching English-speaking skills</strong></span>

This study aims to investigate the effects of diverse groupings on learners' English-speaking skills. Accordingly, diverse groupings as an intervention procedure were implemented over an English-speaking course. This course lasted 15 weeks and 48 EFL students from a university in Vietnam enrolled in the course. On the completion of the course, quantitative data were collected via a questionnaire surveying the involved students' evaluations of the effects of the intervention procedure. Meanwhile, participants' reflections on the course recorded in audio files served as qualitative data for the study. The obtained results from both quantitative and qualitative data reveal that participants highly valued the course because it facilitated their English speaking skills as well as cognitive and social skills. These positive effects were derived from practicing English speaking with various partners. In addition, qualitative data recorded their perspectives on different preferences for partners in group work. These patterns include partners’ English proficiency levels, sex, partnership selection, and working duration. On these results, pedagogical implications are addressed. Further expanded research in this regard within Vietnam and beyond is also suggested to overcome the present study’s limitations.

An Analysis Of Project-Based Learning With The Hilokal Application On Enhancing 8th Grade Student Speaking Skills At Smpn 2 Tulangan In Academic Year 2023/2024

Challenge of understanding the effectiveness of PjBL with the Hilokal Application in enhancing speaking skills. The implementation of the Hilokal Application supports and facilitates project-based learning to improve speaking proficiency among 8th-grade students at SMPN 2 Tulangan.The student''s perceptions of the implementation of the Hilokal Application in supporting and facilitating project-based learning to improve speaking proficiency. the research employs a descriptive qualitative approach to analyze the implementation of PjBL with the Hilokal App and its effectiveness in enhancing speaking skills among 8th-grade students at SMPN 2 Tulangan The descriptive qualitative method allows for a comprehensive understanding of the phenomena through detailed observation, interviews, and document analysis providing rich, narrative data that describe the implementation and its outcomesThe findings from this study suggest that the use of PjBL with the Hilokal app is an effective strategy for enhancing English speaking skills among students. The improvements observed in class VIII-D demonstrate the potential of this approach to address common challenges in language learning, lack of confidence, and limited vocabulary.This study aims to explore the implementation of Project-Based Learning (PjBL) with the Hilokal application in enhancing the speaking skills of 8th-grade students. A qualitative descriptive method is used in this study, with data obtained through observation and analysis of conversation video projects created by the students.