Learning English Speaking Skills Research Articles

The Utilization of Flipgrid in Learning English Speaking Skill for EFL Teachers in Muhammadiyah Schools

This community service aimed to introduce the utilization of Flipgrid in learning English speaking skill for EFL teachers. There were 31 EFL teachers that consisted of 22 female teachers and 9 male teachers who participated in this activity. The method used in this activity was a training which discussed the concept of Flipgrid application and demonstrated it for the practice of speaking skill. The instruments used were questionnaire and semi-structure interview. The collected data were analyzed with descriptive analysis to provide mean and standard deviation for the questionnaire data and with qualitative analysis for interview data. The result of this activity showed that the materials of the training were suitable with EFL teachers’ need in enhancing English speaking learning activity at schools. In addition, all the EFL students had positive perceptions on the use of Flipgrid in increasing the quality of speaking skill as Flipgrid was easy to operate and access as well as it was useful for any modes of learning situations. It is thus recommended that Flipgrid be good to use by EFL teachers for the students’ English-speaking practice.

INVESTIGATING EFL VOCATIONAL HIGH SCHOOL STUDENTS’ SPEAKING PERCEPTION THROUGH INSTAGRAM VLOG

The growth of technology in industry 4.0 was really fast and unimagined. The development also happened in the education field. The use of technology was helping teachers and students to develop their competencies. This study was conducted to investigate vocational high school students’ views of speaking through the use of Instagram vlogs in English courses. Thirty-two students’ perceptions toward the use of Instagram vlogs in learning English speaking skills were studied. The result was presented in the form of descriptive analysis using the mean and percentages. Moreover, there were three open-ended questions to give further information on students’ perspectives on learning English speaking skills through Instagram vlogs. The result indicated that Instagram vlog helped students to learn English better, improve their vocabulary, and widen their knowledge.

The Perceptions of Undergraduate Students towards Using Flipgrid in Learning English Speaking Skills

The Perceptions of Undergraduate Students towards Using Flipgrid in Learning English Speaking Skills

The Impact of Using Language Games on Motivating High School Students To Learning English Speaking Skills

The use of language games to increase high school pupils' motivation for learning English speaking abilities. This essay examines how language games are used at U Minh Thuong High School to teach students how to speak English. Eighty teenagers from two high school classrooms made up the participants. They were 36 boys and 44 girls in grade 11 at U Minh Thuong High School, and they ranged in age from 16 to 17. A questionnaire and an interview on participants' opinions on the usage of language games in English speaking lessons served as the study's primary data collection instruments. The goal of this study is to identify the most effective strategies for encouraging speaking in the classroom, as well as what language activities are most effective for enhancing academic achievement and generating interest in children who are learning English.

Analysis on the Effectiveness of Speaking Class during Online Learning in COVID-19 Pandemic Period

The purpose of this study was to determine the effectiveness of learning English speaking skills online during the COVID-19 period, and whether there were any obstacles encountered in the implementation of online speaking skills teaching and learning during the COVID-19 period. This study used mixed method research with explanatory sequential design, in which collecting and analyzing the quantitative data was done in the first stage, followed by the qualitative data collection and analysis in the second stage. A questionnaire was given to 20 English department students of University of Serambi Mekkah from two different batches; year 2019 and year 2020. An interview was then conducted to verify the data and to validate the data. In general, almost all students stated that learning speaking skills online was not effective, and they experienced obstacles during the learning process which resulted in a decreased interest in learning.

The Attitudes of Primary Teacher Education Program Students Towards Utilizing Flipgrid in English Speaking Skill

Normal 0 false false false EN-ID X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman",serif;} This research was aimed at investigating the students’ attitudes of primary teacher education program (PTEP) towards utilizing Flipgrid in enhancing English speaking skill. The participants of this research were 60 students of PTEP in one of Muhammadiyah Universities located in Jakarta who attended an English course. The research used a mixed method to collect the quantitative and qualitative data to analyze. Thus, the instruments used were observation, questionnaire and semi-structure interview. The result showed that most of the students agreed to use Flipgrid in learning English speaking skill as this app had benefits and could motivate the students to practice speaking better as well as increased the students’ confidence. It is thus recommended that lecturers should be encouraged to use Flipgrid in English learning activity, mainly in speaking skill to boost the students to be more active to create videos and engage in interactions with lecturers and classmates mediated with video discussion forum.

Studies of Teaching and Learning English-Speaking Skills: A Review and Bibliometric Analysis

This study conducted a comprehensive historical review and bibliometric analysis of the literature on English-speaking (ES) education and mapped the current state of the field, trends, and emerging topics, as well as identified gaps where further research is needed. We retrieved 361 sample documents on ES teaching and learning in Scopus (2010–2021) under certain conditions and analyzed the extracted data using Excel and VOSviewer 1.6.17 from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on ES education increased from 2010 to 2021, but there was a lack of sustained engagement with this topic by researchers. Countries with an ESL or EFL context focused more on the subject of ES, although studies from native ES countries were more influential. The research topics showed a multidimensional trend, covering communicative skills, language knowledge, assessment, teaching or learning methods, ICT-related applications, and cognitive factors, of which ICT-related applications (such as flipped classrooms, blended learning, and e-learning) and cognitive factors (such as motivation, anxiety, and affect) were the areas of focus. Students in higher institutions, rather than children, became the main research subject of ES education over the period studied.

Discovering Student's Preferences of Learning English Speaking Activity during PTM Terbatas at MAN 1 Gresik

Implementation of PTM Terbatas or limited face-to-face meetings affects English learning activities both online and offline. When it comes to learning, selection activity is crucial since it will connect to the learning outcomes. However, the primary objective of this study is to explore the student’s preferences for learning English Speaking skills during PTM Terbatas. This study applied Qualitative research. A series of questionnaires adapted from Huang Huang and Hu has been distributed to 36 students in 12th grade and an interview guideline for the English teacher of MAN 1 Gresik. The result of this study indicated that asking and answering questions with the teacher and playing online games are the most favorable activities. The conclusion is that students prefer asking and answering questions in offline activities while in online activities, they like playing online games more than other online activities.

Saudi EFL Learners’ Speaking Skills: Status, Challenges, and Solutions

This study focused on Saudi female English as a foreign language (EFL) learners, second-year level, English Department, College of Arts, Bisha University. Most the learners are exposed to the English language at a late stage, which is one of the challenges they encounter. The main objective of this study was to identify the main challenges faced by the Saudi female EFL learners in English-speaking skills. Main question of this research was what are the Saudi EFL learners’ main challenges in English-speaking skills in and outside the classroom? The significance of this study was to get a benefit both learners and teachers. This study contributed to finding solutions to the challenges encounter the Saudi English as a foreign language (EFL) learners in the English-speaking skills. This study used only one of the academic research methods, which was the students’ questionnaire. The study concluded that the Saudi English as a foreign language (EFL) learners need enough time to practice English-speaking skills in the classroom and they should be motivated to speak English with anyone in and outside the classroom. The syllabus and teaching materials of the English-speaking skills courses need development to match the needs of the learners in their daily lives and to meet the demands of the labor market. The recommendations and solutions would help to tackle the current status and challenges in learning English-speaking skills.

An Investigation into the Causes of Students' Anxiety in Learning English Speaking Skills

The origins and effects of anxiety in learning English speaking skills are explored in this research report. Because the study's focus was on the affective aspect of young learners experiencing mental and physical changes, 150 students and four speaking teachers at the College of Electro-Mechanics, Construction and Agro-Forestry of Central Vietnam (CECAC) were chosen as participants in this research. This study was conducted using quantitative and qualitative data collection approaches, which were complimentary. The data collected from the two methods reveals that the reasons for posing inhibition among the students come from themselves, their teachers, and other sources as well. Anxiety, an affective factor, was noticed to interfere significantly with the outcome of students' performance in speaking classes. To help the students become less inhibited, suggestions for employing strategies were also put forward for students and local teachers to help reduce speaking anxiety.

Using Seesaw Application in Improving English Speaking Skills: the Case of an International Middle School

This study is designed to identify factors affecting the 6th grade Korean students’ English speaking learning as well as the difficulties they encountered and then investigate the impacts of SeeSaw on speaking skills at an international middle school in Hanoi. In this study, the students’ improvements on speaking skills were measured by a pre-test and a post-test after the intervention. In order to address the factors causing the students’ difficulties in speaking, their learning motivation, interactions with teachers, peers and parents, and attitudes towards SeeSaw, 20 post-intervention questionnaires were delivered to the 20 students belonging to the experimental group. The questionnaire result analysis with SPSS also provided qualitative data on the social well-being of the Korean students. Furthermore, qualitative data taken from the interview with some random respondents were used to make the results obtained from the questionnaires clearer and more reliable. The study results revealed the students’ difficulties in learning English speaking skills and some enhancement in their speaking skills. It can be concluded that SeeSaw is a useful tool for the teaching and learning English speaking skills.

English Major Students’ Attitudes Towards The Use of Zoom Meeting for Online Learning in Learning English Speaking Skill

Many students may find it difficult to build good English speaking abilities due to the language’s complexity. The differences between English and the native tongue cause discomfort when speaking the new language in front of others. Therefore, Zoom Meeting application can be used by teachers to teach English, especially in teaching English speaking classroom. A case study research was conducted to explore English major students’ attitudes in using Zoom Meeting for online learning in learning English speaking skill. The data collection were collected by creating a questionnaire that consisted of 15 statements. The questionnaire was distributed via Google Form. The participants of this study were students of English Education Department from a state university in Karawang which is selected randomly about 9 students from second semester students. The result revealed that the use of Zoom Meeting applications make students understand some speaking class learning materials easily. However, in the other case, most of the them were bored with the implementation of online classes and lost of motivation to study during the COVID-19 pandemic. In conclusion, the majority of English major students’ had both positive and negative attitude toward the use of Zoom Meeting for online learning in teaching English speaking skills.

THE IMPLEMENTATION OF SOCIO-AFFECTIVE STRATEGIES IN IMPROVING INDONESIAN JUNIOR SECONDARY SCHOOL STUDENTS’ SPEAKING ABILITY

The study aimed at finding out: (1) whether the implementation of socio-affective strategies could improve Indonesian junior secondary school students’ English speaking ability; and (2) the students’ perceptions on the implementation of socio-affective strategies in teaching and learning English speaking skill. The study employed quantitative research method. Pre-experimental research design was used to assess the improvement of the students’ English speaking ability and questionnaire was used to find out the students’ perception on socio-affective strategies in English speaking classroom. Thirty three (33) seven grade students of Public Islamic Junior Secondary School (MTs. Negeri) Gowa Regency South Sulawesi Province were taken as samples of the study by using cluster random sampling technique. The pre-test and post-test results were collected from the students’ speaking assessment then analyzed by using IBM Statistic SPSS 20 Software. Questionnaire responses were classified into sub-themes and then analyzed using percentage. The study found: (1) the t-test value of English speaking ability was greater than t-table (16.476>1.693). Therefore, the alternative hypothesis (H1) was accepted and null hypothesis (H0) was rejected. It can be concluded that there was significant improvement on students’ English speaking ability by implementing socio-affective strategies at the seventh grade students of MTs Negeri Gowa Regency; (2) the result of questionnaire analysis showed that the students had positive responses to the implementation of socio-affective strategies in speaking class with the range score of 130-142. In addition, the students believed that socio-affective strategies have benefit to their interest and behavior toward language learning, and improved their English speaking ability. 

Development of Pragmatic-Based English Learning Material for Front Office

This study aimed at (1) describing the realization of the use of teaching materials in learning English speaking skills in the field of front office services, (2) developing learning materials for English speaking skills in the field of front office services, and (3) examining the effectiveness the learning materials for English speaking skills in the field of front office services with a pragmatic approach. This research was conducted using Research and Development (R&D) research methods and applying Borg and Gall (1983). Based on the results of the analysis, it was found that learning English for tourism and hospitality currently does not include linguistic elements in it. The books or modules available were limited. Based on this reality, this research develops two educational products, namely a pragmatic-based syllabus and module. The syllabus and modules have 12 learning topics that have been adapted to the use of English for hotel front office services. Learning materials for English speaking skills for front office services with a pragmatic approach are effective for use in organizing the teaching and learning process as evidenced by the t-test results, namely 0.001 (0.001 <0.005). In addition, the perceptions of students and lecturers also showed a positive response to the modules developed in this study.

The Effectiveness of Educational Environment Based on Smart Learning in Developing English Language Speaking Skill among IUG Female Student

This study aimed to investigate the effectiveness of educational environment based on smart learning in developing English Language speaking skill among IUG female students. To achieve this aim, the researcher adopted the quasi-experimental approach. The study was applied on a representative sample of (30) female students of journalism and media second-level at the Islamic University of Gaza, and that is in the second semester of the academic year (2020-2021). In order to collect data, the researcher used one main tool, a pre- and post-speaking test, and then he verified the validity and reliability of the test. Results of the study revealed that There were significant statistically difference at level (0.05) between the average scores of female students in journalism and media at the Islamic University in the pre and post applications to test skill of speaking in English language and in favor of the post application. Based on upon the previous findings, the study recommended the necessity of implementing smart learning in teaching and learning English speaking skill to bring about better outcomes in female students' achievement. Also, the researcher suggested that further research should be conducted concerning the effectiveness of educational environment based on smart learning in teaching different English language skills.

The Effect of Using WhatsApp on the Jordanian 5th Grade EFL Students' Speaking Skill

The aim of this study is to investigate the effect of using WhatsApp on developing fifth grade EFL students’ speaking skill during the first semester of the academic year 2020-2021. To achieve this purpose, the researchers selected carefully a representative sample of 46 male students studying at Jijin Secondary School for Boys. The participants were already divided into two groups; a control group of 21 students and an experimental one of 25 students.This study tended to apply this experiment by using the quasi-experimental method. The instrument was a performance test in a shape of an interview that was used as a pre-test and a post-test. Moreover, this test was used to measure any possible differences between the both groups. The results of the study indicated that there were statistically significant differences between both of the groups and the mean scores, in favor of the experimental one in speaking due to the suggested strategy of using WhatsApp.In the light of the findings, the researchers recommend the necessity of implementing contemporary strategies such as WhatsApp in teaching and learning English speaking skill. Besides, the researchers suggest that further studies should be conducted on the effect of WhatsApp on developing other English language skills and in other language competences.

Factors Influencing English-majored Freshmen’s Speaking Performance at Ho Chi Minh City University of Food Industry

It has been commonly recognized that many Vietnamese students encounter difficulties in communicating and speaking the English language. This study aims to explore the problems influencing university students’ performance in learning English speaking skills. The author carried out this research by surveying 178 English-majored freshmen at Ho Chi Minh City University of Food Industry. The findings from the analyzed quantitative data revealed that the respondents’ difficulties mainly came from internal factors. The internal factors were categorized into five main aspects: overuse of L1, weak listening and pronunciation, lack of topical knowledge and ideas, shyness and nervousness, and fear of mistakes and criticism. Some other external factors having less impact on the students’ speaking performance involved practicing time, the content of the topics, IELTS-oriented speaking tests, and lecturers’ support. This study was expected to help students overcome their internal problems and suggest some recommendations to minimize the undesirable effects of negative factors.

The Attitudes of Pupils towards using Flipgrid in Learning English Speaking Skills

. The objective of this research is to conduct an investigation into the attitudes of primary pupils towards using Flipgrid in learning English speaking skills in a Year 4 Common European Framework of Reference for Languages (CEFR) classroom. The research used a mixed-methods approach using an explanatory sequential design. Data collection was via a questionnaire and semi-structured interviews with 60 CEFR primary Year 4 pupils with low English-speaking proficiency. The results of the questionnaire were analysed descriptively, whereas the data from the semi-structured interviews was analysed using thematic analysis. The findings showed that primary pupils in a CEFR classroom had a high positive attitude towards using Flipgrid to learn English speaking skills. This research has highlighted the potential use of Flipgrid in both learning and teaching English speaking skills in a CEFR classroom. More extensive research into the use of Flipgrid by secondary pupils in a CEFR classroom would be of further interest. Future research on this topic may provide greater insight into the different ways in which English educators can teach English speaking skills to secondary pupils. Moreover, the results could provide useful information to the Ministry of Education on the use of the e-learning approach in the learning and teaching of English speaking skills in the Malaysian CEFR classroom.

An Investigation into the Causes of Students’ Inhibition in Learning English Speaking Skills in Quang Phuong LowerSecondary School

An Investigation into the Causes of Students’ Inhibition in Learning English Speaking Skills in Quang Phuong LowerSecondary School

MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.