English Speaking Skills Research Articles

OPEN FOR DISCUSSION: РАЗВИТИЕ НАВЫКОВ РАЗГОВОРНОЙ РЕЧИ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ СО СТУДЕНТАМИ ХИМИЧЕСКОГО ФАКУЛЬТЕТА

In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overview of the course, its underlying concepts and practical application. At that, special focus is made on cooperative learning strategies and collaborative discussion as the most effective ways to enhance the communicative competence and boost English speaking skills. The described course may be used to strengthen methodological support for foreign-language teachers at nonlanguage faculties.

ENHANCING EFL SPEAKING SKILLS THROUGH SPOTIFY: THE POWER OF INTERACTIVE COMMENTS

The ability to communicate verbally is essential for learners to interact within society, particularly in mastering English speaking skills. However, many students struggle with speaking due to a lack of understanding, confidence, and fear of criticism. This study aims to motivate students to enhance their speaking skills through the use of the Spotify application for commenting. Utilizing a qualitative descriptive approach, data were collected through observations, interviews, and document analysis involving 20 students. The findings indicate that the use of Spotify significantly motivated students and improved their speaking abilities. This is evidenced by the variety and quality of comments submitted by the students. The results suggest that integrating digital media like Spotify in language learning can effectively enhance students' speaking skills by providing a flexible and engaging platform for practice.

Indonesian University Learners’ Views on Optimizing English Speaking Skills through the Use of OME TV Media

The present study aims to explore the students’ voices in using OME TV media to improve English speaking skills among students and their reasons for using OME TV media in learning English. Following the qualitative case study method, the research data of this study were collected through semi-structured interviews with six students in Indonesian higher education. The findings revealed that most students view the use of OME TV as beneficial for them in shaping their English-speaking skills, enriching insights through English conversation with foreigners, showing self-existence using English, obtaining information about English, looking for relationships, and networking. In addition, the reasons for using OME TV include having entertainment, looking for friends to play games together, and building relationships and communication with friends. This study presents an implication of the need for learners to make use of technology including social media as a platform for learning English.

MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS SISWA MELALUI STRATEGI PEMBELAJARAN EXIT TICKETS DI KELAS XI SMA DAERAH SWASTA AIR JOMAN

Motivated by problems in learning English. From the teacher's point of view, teachers mostly use their mother tongue (regional language) during the teaching and learning process, preparing teaching plans, teaching media, choosing appropriate teaching methods, and limited teaching time. Furthermore, from the student's perspective, problems include lack of self-confidence, limited vocabulary, minimal mastery of grammar, incorrect pronunciation and intonation of words, embarrassment about speaking English, and low motivation. The aim of this research is to determine the improvement of students' English speaking skills through the exit ticket strategy in class XI of SMA Daerah Swasta Air Joman. This type of research is classroom action research (PTK). This PTK was carried out at SMA Daerah Swasta Air. This research was conducted in semester 1 of the 2023/2024 academic year. The research subject was class XI of SMA Daerah Swasta Air. There are 28 students consisting of 11 male students and 17 female students. In the pre-cycle, 10 students (35.72%) completed the speaking proficiency level, while 18 students (64.28%). In the first cycle, the level of students' speaking skills, namely 16 students (64.28%) had completed and 12 students (35.72%) were declared complete. In cycle II, the speaking ability level of 24 students (85.71%) was complete and 4 students (14.29%) were declared complete. Learning with the Exit ticket learning strategy can improve the speaking skills of class.

KHÓ KHĂN TRONG VIỆC HỌC KỸ NĂNG NÓI TIẾNG ANH CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC VINH

This paper discusses the difficulties and solutions perceived by English-majored students when it comes to developing their speaking skills. To uncover and analyze these problems, one hundred fifty-seven students and five English lecturers at Vinh University participated in this study by completing the questionnaire and doing follow-up interviews to specify the findings. The findings indicate that students encountered difficulties in speaking proficiency attributed to two main factors: internal and external. Some suggestions given by both students and lecturers are proposed to assist students in improving their English-speaking skills.

UTILIZING MYSTERY BOX MEDIA TO IMPROVE ENGLISH SPEAKING PROFICIENCY AT MAYJEND SUTOYO SCHOOL

This research aims to assess the effectiveness of using mystery box media to improve English speaking skills among eighth-grade students at Mayjend Sutoyo Middle School in Medan. The study employs a Classroom Action Research (CAR) approach, encompassing three phases: Pre-cycle, Cycle 1, and Cycle 2. This methodology allows for a comprehensive evaluation of the strategy's impact on student engagement and performance. Data collection methods include observations, speaking rubric evaluations, and documentation analysis. The results indicate a marked enhancement in students' speaking abilities following the implementation of the Mystery Box strategy. These outcomes highlight the value of interactive, game-based learning techniques in fostering English speaking proficiency. Future studies might investigate the prolonged effects of this method on students' overall language development.

Factors causing students’ challenges in learning English speaking skills: A review of empirical works

Factors causing students’ challenges in learning English speaking skills: A review of empirical works

PROJECT-BASED LEARNING INTEGRATED WITH HIGHER-ORDER THINKING SKILLS (HOTS) ASSESSMENT TO ENHANCE THE STUDENTS’ SPEAKING SKILLS IN THE EFL CLASSROOM

This study examined the implementation of project-based learning (PBL) integrated with HOTS assessment in helping students develop their English-speaking skills. In addition, this study sought to explore the challenges faced by the teacher when implementing PBL with HOTS assessment. Using classroom action research (CAR) involving 32 ninth-grade students of a junior high school, qualitative and quantitative data were gathered in two cycles. The quantitative data were obtained via speaking tests whereas the qualitative data were acquired through interviews and observations. This research indicated that project-based learning through HOTS assessment helped the students hone their speaking skills as they had more chances to practise speaking. The students were more confident to speak in English. They actively participated during the discussion and could think creatively while performing the project. However, the teacher faced challenges as there were still students with a low mastery of vocabulary and a lack of participation in designing mini-drama scripts. PBL with HOTS assessment can be used as an alternative to facilitate students’ speaking practice in the EFL classroom.

Assessing stress causing factors and language related challenges among first year students in higher institutions in Pakistan

This mixed-methods study delves into stress factors among first-year undergraduate students in universities across Punjab, Pakistan. Five hundred students underwent evaluation for stress levels and academic achievement, with 10 selected for further analysis. The Perceived Stress Scale (Cohen et al., 1983) and demographic sheets were utilized for data collection. Analysis revealed a significant negative correlation between perceived stress and academic achievement. While women exhibited higher stress levels but better academic performance, students from public sector universities reported greater stress and lower academic success. In-depth interviews identified key stressors including heavy academic workload, financial constraints, limited support systems, competitive academic environments, and language-related challenges, notably weak English-speaking skills. These findings underscore the urgent need for enhanced support services, increased financial aid accessibility, a balanced academic culture, and the implementation of language support programs in Southern Punjab's higher education institutions. Addressing these stressors is crucial for fostering the well-being and academic success of first-year students, emphasizing the importance of creating a supportive learning environment during this transitional phase. The study offers insights into the multifaceted nature of stress experienced by first-year students and highlights the imperative of addressing these stressors to promote a nurturing learning environment conducive to academic success. Future research should explore the effectiveness of interventions aimed at reducing stress among first-year students and investigate additional factors that may contribute to stress in this population.

Filipino Students’ Vlogging Experiences: Insights on English-speaking Skills Development

Filipino Students’ Vlogging Experiences: Insights on English-speaking Skills Development

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

How Drama Enhances English-Speaking Skills: The Role of Drama in Teaching English-Speaking Skills in Selected Secondary Schools in Kigali City, Rwanda

Enhancing Speaking Skills Through Role Play and Multimedia Technology

This study explores and evaluates the effectiveness of integrating roleplay methods and multimedia technology in improving students' English-speaking skills in the hospitality industry. Using an action research approach, this study was conducted among third-semester by totalling sampling 30 students majoring in travel business at Prasetiya Mandiri Polytechnic Bogor. This research method includes three cycles of action: planning, action, observation, and reflection. In the planning stage, roleplay scenarios relevant to real situations in the hospitality industry are designed and combined with multimedia technologies such as video tutorials then participate in roleplay activities integrated with these multimedia elements. The results showed that integrating role play and multimedia technology significantly improved students' speaking skills. Students become more confident in using English, can communicate more effectively, and show improvement in pronunciation, intonation, and proper use of vocabulary. This study concludes that the integration of Role play with multimedia technology is a practical approach to improving English-speaking skills among hospitality students.

STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA

In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education;

Optimizing Students' Speaking Ability Using Padlet in Giving Opinion at Indonesian Junior High School: A Classroom Action Research

This study aims to determine the impact and perceptions of students in English speaking skills, especially giving opinions via Padlet. This study was conducted at Indonesian Junior High School with 20 students as respondents. Data has been obtained using qualitative descriptive methods. Qualitative data has been obtained from interviews, pre-tests, and post-test. To solve the problem, the study has carried out Class Action Research (CAR) which consists of planning, acting, observing, and reflecting. The test only given to students. The result of the study showed that Paddlet has positive impact on students’ speaking ability. It reveals increase about 21.15% from the pre-test. It can be concluded that optimizing students’ speaking ability using Padlet in giving opinion can be an alternative of effective teaching ways. Keywords: CAR, Padlet, Speaking Ability

English language learning anxiety and academic burnout in Chinese freshmen: a chain mediating approach.

The university stage is critical for cultivating and enhancing students' practical English proficiency, encompassing listening, speaking, reading, writing, and translation skills. Losing interest in English studies at this stage not only hampers the development of practical English competence but also has a negative impact on future employment and personal growth. This study aimed to explore to how English language learning anxiety (ELLA) affects academic burnout (AB) of freshman in China and explores the role of academic peer support (APS) and academic self-efficacy (ASE) in the relationship between the two. The study involved 1,355 college students who completed English Language Learning Anxiety Scale, the English Academic burnout Scale, Academic Peer Relationship Scale, the Academic Self-efficacy Scale. AB was significantly impacted by ELLA. ELLA and AB were mediated by ASE. Another factor that acted as a mediator between ELLA and AB was APS. ELLA and AB were mediated by a chain reaction involving ASE and APS. The chain mediation model validated in this study, providing valuable insights into the effects of freshmen's ELLA on AB in China, as well as practical insights into the prevention and intervention of ELLA and AB in other current college students.

Using Smartphones for English Speaking Skill Development from the Omani EFL Learners' Perspectives

The widespread use of hand-held devices, including smartphones, has been invested in language learning education around the world. This study intends to inspect Omani EFL learners' perspectives on using smartphones to develop their speaking skills. To answer the research questions, the researchers used a 5-point Likert questionnaire to collect data from 259 Omani EFL students from the English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences (UTAS) in Salalah, Sultanate of Oman. Findings showed positive beliefs about using smartphones. The participants stated that they sometimes use smartphones for oral skills. In the study, a significant difference between female and male students in terms of perceptions towards smartphones was evident, in addition to a positive correlation between the students' levels of study, perceptions, and uses of smartphones. In light of the results, the study provides invaluable recommendations and pedagogical implications for students, teachers, and syllabi designers.

METHODOLOGY OF DEVELOPMENT OF SPEAKING SKILL IN TEACHING TECHNICAL HIGHER EDUCATION STUDENTS AND THE IMPORTANCE OF WIKI-TECHNOLOGIES IN IT

This article recommends the methods of developing English as a foreign language, one of the main language skills -speaking skills using wiki technologies for students of technical universities. It is based on scientific facts that this method is equally useful for students of technical higher education institution and pedagogues of English language. In the process of writing the article, the author approaches mainly from the perspective of a teacher-pedagogue, and gives instructions on how and for what purpose to use wiki-technologies in the course of the lesson. In order to make the text of the article more understandable, emphasis is placed on what wiki technology actually is and how important its role is in the field of education. It also provides a brief overview of English-speaking skills and their level of difficulty, the benefits of teaching speaking skills to students, and how this skill is taught effectively. In the article, special attention is given and explained to what the pedagogue should emphasize more in the process of teaching, the importance of time, the primary and secondary factors in the process of teaching speaking skills. Some of the wiki-technologies that develop speaking skills are named in the article and their function is explained separately.

The Implementation of Problem-based Learning on Students’ Speaking Skills in English for Personality Development Course

This research aimed to determine the effect of the implementation of Problem-based Learning on improving students' speaking skills in the English for Personality Development course. This research was qualitative research supported by quantitative data, involving 28 students of the Ganesha University of Education. The data were collected using pretest and posttest, questionnaires, semi-structured interviews, and observation sheets. This research used one group pre-test post-test, to determine the effect of PBL on students’ speaking skills. Meanwhile, qualitative data were obtained from observation sheets, questionnaires and semi-structured interviews with students regarding their perceptions of the PBL learning model. Based on the results obtained from statistical data, questionnaires, and observations, it can be concluded that the PBL model influences on improving students' English-speaking skills in the English for Personality Development course. The average score of the pretest and post-test shows a significant difference (Sig. <0.005). This is also supported by the result of the questionnaire and observation data where students responded positively to the PBL model in class in improving their speaking skills. This means that there is an influence of the PBL model in improving students’ English-speaking skills

YouTube for EFL Students: Perceptions on Building Speaking Confidence

This study aimed to investigate students' perceptions of utilizing YouTube as a learning medium to foster their speaking confidence in English. Specifically, it explored students' views on YouTube's accessibility, usefulness, and practicality while examining its potential to enhance their confidence in speaking English. The researchers collected data through questionnaires and interviews with 10 second-grade students from SMAN 1 Tinambung. The findings revealed that students perceived YouTube as an accessible and user-friendly platform, aiding their comprehension and vocabulary expansion. Furthermore, they found it useful and motivating to practice proper English-speaking skills. Notably, students acknowledged YouTube's role in triggering their confidence to speak English, whether in front of a camera or in class settings. Peer feedback and comments were deemed valuable for augmenting knowledge and confidence. The questionnaire data indicated positive perceptions, with 80% acknowledging YouTube's accessibility, 82% recognizing its usefulness, 84% appreciating its practicality, and 72% reporting increased confidence levels. The interview data further corroborated these findings, with most students endorsing the continued integration of YouTube, as it facilitated their understanding of lesson materials and bolstered their confidence in spoken English. The study underscored YouTube's potential as an effective learning medium for developing EFL learners' speaking confidence.

Exploring Spoken English Instruction in the Post-Pandemic Landscape: Assessing Social Media's Role, Challenges, and Prospects in China

In the post-pandemic era, education in China has undergone a momentous transformation, with a notable shift towards utilizing social media platforms as educational tools. Educators in the field of teaching English as a foreign language (EFL) have been seeking ways to take full advantage of them to enhance students’ learning and apply new information in China. As English speaking skills become increasingly vital in academic and professional settings, educators are exploring innovative approaches to language learning and experimenting with integrating social media into spoken English teaching. This paper aims to examine the current status, challenges, and opportunities associated with this pedagogical shift, by synthesizing existing research findings, and to present an overview of spoken English teaching through social media in China in the post-epidemic era. The current landscape showcases a rapid increase in the use of platforms such as WeChat, Zhihu, Bilibili, Weibo and Douyin live streams for facilitating speaking practice. However, challenges persist, including ensuring the quality of instruction, bridging the digital divide, and navigating cultural nuances in communication. Nonetheless, where there are challenges, there are opportunities. This transition presents numerous opportunities, such as innovative teaching methodologies, access to authentic language input, global connectivity, and personalized learning experiences. Effective integration of pedagogy and technology is crucial in harnessing the potential of social media for enhancing English speaking skills in the post-pandemic era.