Spoken Language Skills Research Articles

WhatsApp and Zoom for communication activities: speaking proficiency and learner perceptions

ABSTRACT This study explores the perceptions of learners and instructors regarding mobile learning tasks, comparing WhatsApp and Zoom as platforms for facilitating second language (L2) speaking and overall language skills. Grounded in sociointeractionist theories of second language acquisition (SLA), the research involved novice-high Spanish learners who engaged in weekly Communication Activities via WhatsApp text messaging or Zoom video calls. Findings indicate that while both platforms provided valuable opportunities for language practice outside the classroom, participants preferred face-to-face interactions via Zoom. Despite the familiarity with text messaging, WhatsApp was less favored due to logistical challenges, participants’ unfamiliarity with the platform, and a misalignment of task design and modality. The study highlights the importance of intentional task design and the role of partner engagement in the success of language learning activities. While a cross-modality transfer effect–practicing language in one modality (e.g. text) influencing proficiency in another modality (e.g. speech)– was not strongly supported, the research highlights the potential of mobile learning platforms to create low-stress, informal environments conducive to language development. These insights are valuable for language educators integrating mobile devices and text messaging into language teaching, emphasizing the need for clear guidance, consistent support, and task alignment with learners’ interests.

Psychological Barriers Contributing to Students’ Poor English Language Speaking Skills

The study aimed to investigate psychological barriers contributing to students’ poor English language speaking skills at the College of Education and Behavioural Sciences, Haramaya University, Eastern Etiopia. A descriptive survey research design was employed through a stratified random sampling technique to collect primary data from participants (n = 210) by using a questionnaire. Both descriptive and inferential statistics were used to analyze the collected data. The finding indicated that 75% of the participants agreed upon psychological barriers contributing to students’ poor English language speaking skills in Ethiopian Higher Learning Institutions in general and Haramaya University in particular. Students’ lack of confidence in English language speaking skills, lack of motivation to speak the English language, fear of mistakes while speaking in English in front of many eyes, shyness, and stage anxiety (psychological barriers) contributed about 88% to students’ poor English language speaking skills. There was a statistically significant mean difference between female and male respondents in English language speaking during their senior essay presentation, open defense, and advisory activities. To conclude, fear of mistakes, stage anxiety, shyness, lack of self-confidence, and lack of motivation were the five psychological barriers contributing to students’ poor English language speaking skills.

Digital glossary as an instrument of the effectiveness improvement of CLIL model at the technical (aviation) university

Importance. The study presents the results of implementing a methodological model for content and language integrated learning (CLIL) in a technical university, utilizing a digital glossary as both a repository for professional and linguistic data and a pedagogical instrument, aimed at enhancing the learning experience within the context of the aviation English course. The purpose is to foster a consistent improvement of students’ foreign language speaking and related language skills, thereby contributing to the professional development of future aviation professionals capable of effectively carrying out their duties in accordance with International Civil Aviation Organization requirements.Materials and Methods. This study utilizes methods such as analyzing relevant scientific literature and documentation from the International Civil Aviation Organization (ICAO), which govern the requirements for aviation personnel language training. Additionally, online platforms suitable for developing a digital glossary are compared and selected. Furthermore, an experiment is conducted and observations are made.Results and Discussion. Based on the experience of implementing digital technologies in the process of foreign language teaching an experimental training has been conducted on the basis of Saint-Petersburg State University of Civil Aviation.Conclusion. An introduction of digital g lossary as an element o f model in the content and language integrated learning process provides the conditions for development and improvement of foreign language proficiency and professional knowledge and, consequentially, provides a better qualification of future civil aviation pilots

Audiovisual Translation as A Didactic Tool to Enhance Foreign Language Speaking Skills

This current thematic section explores the growing field of didactic audiovisual translation (DAT) and its impact on foreign language (FL) learning, particularly in enhancing FL speaking skills. In the last twenty years, several European-funded projects and independent researchers, have delved into the use of audiovisual translation modes such as subtitling, voice-over, dubbing, and audio description in FL education. The present thematic section gathers six studies that focus on the use of DAT to improve speaking skills, an area often underexplored. The contributions of various scholars examine the effectiveness of different DAT modalities (dubbing, audio description, free commentary, voice-over and respeaking) in enhancing speaking skills, including pronunciation, intonation, and pragmatic training, in a variety of FL such as English, Spanish, and Italian.

Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic: The Primacy of the Spoken Language

AbstractThis study investigates the role of diglossic and orthographic features in reading comprehension in Arabic. Specifically, it probes the independent contribution of language, metalinguistic, and decoding skills in the spoken language and in Standard Arabic to reading comprehension in the abjad writing system of Arabic. A sample of 112 Palestinian Arabic native‐speaking third graders (mean age = 108.31 months) were tested on receptive vocabulary, phonological awareness, morphological awareness, and word decoding independently in the spoken language and in the standard. Listening comprehension and reading comprehension in the standard were also tested, along with cognitive factors. Regression analysis showed that morphological awareness, receptive vocabulary and decoding accuracy and fluency in the spoken language predicted unique variance in reading comprehension in the standard beyond cognitive ability, with morphological awareness emerging as the strongest predictor. Only decoding accuracy in the standard predicted unique variance in reading comprehension beyond spoken language skills. Listening comprehension entered in the last block contributed a small unique variance. The results underscore the contribution of lexical, metalinguistic, and decoding skills for words within the spoken language to reading comprehension in Standard Arabic. Moreover, they underscore the unique contribution of morphological skills to reading comprehension in the Arabic abjad writing system. The results imply that not all of the reading comprehension difficulties that Arabic‐speaking children encounter are related to linguistic distance. Rather, some difficulties are grounded in difficulties with basic language, metalinguistic, and decoding skills for words within their spoken vernacular. The implications of these findings for literacy education in Arabic diglossia are discussed.

Effect of Gamification Combined with Mobile Learning on Chinese Language Speaking Skills of Second-Year Foreign Students at Guangdong University of Foreign Studies

Background and Aims: In the era of the mobile internet, transforming language learning content into interesting game tasks could stimulate students' interest in learning and improve engagement and learning outcomes. The study aimed to evaluate the impact of gamification combined with a mobile learning approach on students' Chinese language speaking skills and satisfaction. The significance of the study was to innovate teaching methods and improve oral expression. Students were guided to participate in interactive learning by designing gamified learning tasks with clear objectives. Methodology: This study utilized a pre-experimental design featuring a one-group pretest-posttest model. The sample of this study was 30 second-year foreign students studying at Guangdong University of Foreign Studies derived from a cluster random sampling method. The research tools were (1) Course lesson plan, (2) Chinese language speaking skill test, and (3) Student satisfaction questionnaire. Conduct pre-test and post-test on the sample using the Chinese speaking proficiency test, and analyze the mean, standard deviation, paired sample t-test, and one sample t-test of the data using statistics. Result: After using gamification combined with mobile learning, students' Chinese language speaking skills improved by 13.75%, surpassing the predetermined criteria of 70% and the difference was statistically significant at 0.05. Based on the scores from the statistical student satisfaction questionnaire, the overall results of Gamification combined with mobile learning by students are at a high level with (M=4.02, S.D. = 0.77) Conclusion: The study confirms that learning management using gamification combined with mobile learning significantly enhances Chinese language speaking skills it stimulates students' interest in learning, develops their independent learning ability, boosts their motivation and initiative, and caters to their individual learning needs. This is a new trend in future education.

Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills

Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills

Parental self-efficacy and early language development in deaf and hard-of-hearing children.

This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children's spoken language skills. A retrospective within-subjects study design was used that included 24 mother-child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy-Revised. Children's language abilities were assessed using the Preschool Language Scale-5th edition. Our data revealed no significant associations between global measures of parental self-efficacy and children's auditory comprehension, expressive communication, and total language scores. However, positive correlations were found between child language skills and specific parents' beliefs about their ability to support their child's spoken language development, their ability to use strategies to help their child communicate, and their active involvement in intervention. Findings highlight the importance of examining discrete aspects of parental self-efficacy as it specifically relates to parents supporting their DHH child's spoken language development. Future directions and implications are provided.

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.

Speech and Language Development 5 Years Post-Implantation:- The Value of Continuity of Auditory Verbal Therapy.

Cochlear implants (CIs) are a well-established treatment for severe to profound hearing loss, particularly in young children. The success of CIs is influenced by various factors, including the age of implantation and the quality and duration of post-operative rehabilitation, such as Auditory Verbal Therapy (AVT). AVT plays a crucial role in developing listening and spoken language skills in children with CIs. However, the impact of AVT duration on long-term outcomes remains unclear. This study aimed to investigate the impact of AVT duration on the long-term auditory and speech outcomes of children who received CIs between 9 and 12 months of age. Specifically, we compared the outcomes of children who received AVT for one year, one and a half years, and two years after implantation. This descriptive cohort study included 45 children diagnosed with severe to profound hearing loss who received unilateral CIs and completed at least one year of AVT. Participants were divided into three groups based on AVT duration (Group A: 1 year, Group B: 1.5 years, Group C: 2 years). Their auditory perception, speech intelligibility, receptive and expressive language, and speech production skills were assessed using standardized tests five years post-implantation.. Children who received AVT for two years (Group C) demonstrated significantly better outcomes in auditory perception and speech intelligibility compared to those who received AVT for one year (Group A). Group C also exhibited higher scores in expressive language and speech production, while both groups achieved similar results in receptive language. These findings suggest a positive correlation between AVT duration and long-term language and speech development. Early cochlear implantation, coupled with continuous AVT for at least two years, significantly enhances auditory and speech abilities in children with severe to profound hearing loss. This study underscores the importance of extended AVT duration to maximize the long-term benefits of cochlear implants and enable children to reach their full communication potential.

Activities Based on Sustainable Education to Foster Students’ English Language Speaking Skills

A quantity- qualitative research was developed at San Daniel Comboni School in the province of Esmeraldas in 2023, with the main aim of the investigating on some activities based on sustainable education to foster students’ English language speaking skills. The methos used were the documentary and explanatory study based on the socio-pedagogical project model with a quantitative approach, also it was used the Inductive – Deductive Metho, Analysis and Synthesis and Statistical one. The technique applied was the survey and the instrument was a questionnaire, and a sample of 46 students in the sixth year of Basic Education and 6 teachers of the mentioned school. The results obtained determined that in the classroom teachers are interested in applying tools focused on sustainable education so that students can strengthen the oral expression of the English language. Therefore, it is concluded that some activities based on sustainable education to foster students’ English language speaking skills in the sixth year of Basic Education students at the San Daniel Comboni School, located in Esmeraldas, in the period 2023. This fact is due to the fact that, through the use of teaching strategies, techniques and teaching resources, it is possible to encourage students to communicate in a natural and simple way in English, and being aware of what is happening around them.

Role Of Communicative Language Teaching Approaches In Strengthening English Language Speaking Skills In ESL Learners

This qualitative study explores ESL teachers' perspectives on the role of communicative language teaching (CLT) approaches in strengthening English language speaking skills among ESL learners. Fifteen ESL teachers from diverse educational backgrounds participated in semi-structured interviews, which were analyzed thematically to identify key themes and patterns. The findings revealed that teachers generally perceive CLT as effective in enhancin[1]g ESL speaking skills, citing the value of communicative activities in promoting authentic language use and fostering fluency and confidence among learners. However, teachers also encountered challenges in implementing CLT methodologies, including large class sizes, limited resources, and time constraints. Nonetheless, they emphasized the importance of adaptation and flexibility in overcoming these challenges and providing meaningful language instruction. The study underscores the dynamic nature of language teaching and the need for ongoing professional development and support for ESL teachers. Suggestions for enhancing language teaching practice include providing professional development opportunities, supporting classroom adaptation, promoting flexibility in instruction, advocating for policy changes, and encouraging reflective practice. By implementing these suggestions, institutions and educators can create supportive learning environments where ESL learners have the opportunity to develop their English language speaking skills authentically and effectively.

The Pros and Cons of Teaching English Language Speaking Skills Online From the Points of View of EFL Teachers at King Khalid University’s (KKU’s) Tehama Campus

English language skills are generally divided into two groups: receptive skills (listening and reading) and productive skills (speaking and writing) with productive skills being the more problematic area for both teaching and learning. Therefore, along with a competent teacher, students need intensive practice to excel in productive skills. With the COVID-19 pandemic in 2020 affecting all sectors of the educational field, the world was forced to shift from face-to-face classroom learning to online learning. As a result, instructors and students struggled to achieve their goals as many problems evolved, particularly in teaching productive English language skills. This study explores the pros and cons of teaching English language speaking skills online from the points of view of EFL teachers at King Khalid University’s Tehama Campus. To get the results of this study, researchers used the systematic descriptive analytical approach using a questionnaire to collect the data. Results were analyzed using the Statistical Package for Social Sciences (SPSS). Findings revealed many pros of teaching English speaking skills online such as developing students’ motivation, confidence, competence, and pronunciation, enriching their vocabulary, saving their energy spent in commuting, and overcoming speaking problems. These pros were compared to the fewer cons which included a lack of facial expressions and body language.

Exploring the Perceptions of Undergraduate University Students about their English Speaking skills in Hazara Division

This study aimed to investigate the perception of BS students about their English speaking skills. The study’s objectives were, to measure English language speaking skills of BS students in Universities of Hazara Division Pakistan and to find out possible reasons of weak speaking skills of English language of BS students in Universities of Hazara Division Pakistan. The population of the study comprised of all enrolled BS students in English Department of two selected universities, Abbottabad University of Science and Tchnology and COMSATS Abbottabad , Pakistan. Data was collected from 50 undergraduate students of English Department of both universities by using systematic sampling technique through a questionnaire consisted of 40 items. For data analysis, percentage and frequency technique were used as statistical techniques. Results revealed that University students generally display confidence in speaking English, expressing ideas clearly, and utilizing vocabulary, but face challenges in maintaining conversations and understanding diverse accents. Pronunciation and grammar skills are considered strong, yet fear of speaking and limited exposure hinder progress. Addressing language balance in classes, enhancing motivation, promoting idiomatic usage, and improving comprehension strategies are key areas requiring focused intervention for students to excel in English language proficiency. It was recommended that Encourage exposure to native speaker audio materials. students listen to improve pronunciation, educators can recommend and provide access to authentic audio resources like podcasts, interviews, and recordings. This exposure can help students develop accurate pronunciation and intonation to improve there language skills.

Health-related quality of life and associated developmental domains of children provided early with cochlear implants

Objectives Quality of life plays an important place in the psychosocial development of children with Cochlear Implants (CI). We assesd health-related quality of life (HRQoL) in children with CI and in hearing children and determined relationships between HRQoL and other developmental characteristics (social-emotional development, Theory of Mind (ToM), spoken language skills). Methods A longitudinal study was conducted including children with CI and hearing children. We used instruments that are widely employed and have been validated for research. At time 1 social-emotional development, ToM and spoken language skills were assessed.HRQoL was assessed using the generic KINDL questionnaire, as was social-emotional development, 2.5 years later (time 2). Results No significant difference was seen in HRQoL between hearing children and children with CI. We show that the age of detection, the age of hearing care, and the start of early intervention are not related to HRQoL of children with CI, but relationships with some domains of social-emotional development are evident. Conclusions This study highlights the importance of targeted intervention not only to improve spoken language skills at preschool age, but also strengthen social-emotional and social-cognitive competences.

Effects of Culture-Based Tasks in Improving Students of English as a Foreign Language Speaking Skills: Jimma College of Teachers’ Education

This study aimed to examine how culture-based tasks can enhance college students’ speaking skills. The researchers used a pre-post-test nonequivalent control group design, which is a type of quasi-experimental design, along with a quantitative research approach. The participants were 60 students in the second semester of the academic year 2021/22, divided into an experimental group consisting of 31 students and a control group consisting of 29 students. To gather data, a pre-test and post-test speaking test were conducted to evaluate the speaking accuracy and fluency levels of both groups before and after the intervention. The analysis of the pre-test results indicated no significant difference between the two groups. Throughout the study, the experimental group engaged in culture-based tasks as a means to improve their speaking accuracy and fluency for a period of three months, while the control group continued with conventional methods. At the end of the intervention, a post-test was administered to both groups, and their achievements were compared. The statistical analysis showed that the experimental group obtained higher average scores in the post-test, indicating that they exhibited better speaking accuracy and fluency after the intervention compared to the control group. These findings emphasize the positive impact of incorporating culture-based tasks in language learning contexts. The study recommends integrating such tasks to cultivate a more conducive English classroom environment and enhance students’ speaking skills.

PELATIHAN SPEAKING DAN LITERASI HUKUM KOMUNIKASI DI SMA NEGERI 27 BATAM

In the world of work, many company need high school or bachelor graduates who have soft and hard skills. One of supporting soft skill needed in work world is the ability to communication. For this reason, students in school are expected to be able to understand communication literacy. Many are proficient in English but sometimes lack direction and lack knowledge of communication literacy. On this occasion, Putera Batam University lecturers conducted training activity for Students in high school on Profession English Proficiency and Communication Law Literacy especially at SMA Negeri 27 Batam. Lecturers who provide coaching and training are lecturers who are experts in their fields; they are from English Literature and Law program. The training provided is oriented towards improving language speaking skills and communication legal literacy using the communication practice method. The results of this training show that students are able to demonstrate their communication skills by 1) appearing in front of the class practicing their language skills 2) Understanding about communication literacy is shown by active participation of students in discussions 3) evaluating by holding practice followed by discussion.

Teaching Strategies to Stimulate Active Learning and Develop English Language Speaking Skills in an Online Environment

Teaching Strategies to Stimulate Active Learning and Develop English Language Speaking Skills in an Online Environment

Teaching English Language Speaking Skills to Business Students at Tertiary Level: Practices in Pakistan

Teaching English Language Speaking Skills to Business Students at Tertiary Level: Practices in Pakistan

Debate: One of the Key Factors to Improving Students’ English Language Speaking Skills

Over the last decade, English debates have become very popular in Cambodia. Most students with experience debating in English tend to have good English-speaking skills. It is interesting to learn more about the effect of debating in English on these students’ English language skills. Thus, this research paper aims to look into the debate's impact on the English language speaking skills of English as a Foreign Language (EFL) university students who have participated in debate competitions in Cambodia. It was a case study at The University of Cambodia (UC). The qualitative approach was used, and the total participants in the study were ten undergraduate students who participated in a debate competition in the English language in Phnom Penh, Cambodia. The study results showed that the respondents positively perceived a debate. They reported that debate improved their English language speaking skills. In conclusion, the debate has positively impacted my speaking performance and other critical thinking skills. Therefore, it should be added to the university's program as an extracurricular activity.