Oral Communicative Competence Research Articles

Developing oral communication skill in Bangladesh

Competency in Oral Communication has become the most spoken issue of Bangladesh in the recent years (Brunfaut, T., & Green, R., 2017). English Language is no more the communication medium for the English only; it has achieved the status of the official or the dominant language for above two billion people in more than 60 countries. In a short period of time, English received a wide geographical coverage and become one of the leading means of communication. In line with the present competitive world, Bangladesh is not an exception. In the country, English continues its domination and expansion as the highly demandable and an inevitable language. People who have a very sound communication skill in English, especially of spoken English, are in the triumphant march. However, the way of increasing this oral communicative competence for the students of Bangladesh, is indeed a very crucial and burning issue. Despite acknowledging the great importance of this language, our students have not reached to that required level. Only ‘mutual intelligibility’ or ‘mere communication through English’ cannot be considered as competency in speaking. Even the students entering the tertiary level have a very poor knowledge in English Language. This paper, therefore, goes through the present scenario of communicative skill especially speaking skill of today’s students and the existing methods of developing this oral communication skill in Bangladesh. In doing so, the researcher collected survey data from 50 students and 10 Teachers from 3 different schools of different geographical locations, data from 30 students’ and 6 teachers’ interviews. Significant innovations are also found from the practical observations of 3 English language classes of three different institutions. The paper, thus, attempts to diagnose the reasons behind the students’ incompetency, and to propose some new strategies to overcome the language barriers.

The impact of the virtual classroom on the development of oral communicative competence in qualifying secondary school learners: A case study of the provincial direction of national education in Agadir

The period, mandated by health decision-makers in Morocco, was characterised by a certain improvisation in terms of the approaches used to enssure some form of pedagogical continuity. WhatsApp groups emerged as one of the methods adopted in an imposed manner by most teachers who were content with the digital tools available. In this context, our article aims to analyze the technical, didactic and pedagogical functioning of distance sessions programmed in synchronous mode, in order to determine whether virtual classes simulated real ones. It also seeks to study their effect on the development of oral communicative competence in Moroccan high school students. For this, we employed a mixed methodology: online questionnaire and semi-directive online interview process. The results indicated that no oral production was carried out, and hence there is a barrier to achieve an effective level of communicative competence during virtual sessions.

Effectiveness of English language textbook in developing Oral communicative competence of high school students

This study aimed to evaluate the revised English textbook "Comprehensive English Book One for Class XI" prescribed by the Sindh Textbook Board for its effectiveness in fulfilling the language needs of ESL students in Pakistan, particularly in developing oral communicative competence (OCC) of high school students. Using an interpretivist approach, the research adopted a qualitative method, employing semi-structured interviews with thirty participants-ten teachers and twenty students, purposively selected, along with participant observations. Data from these sources were analyzed using thematic analysis, ensuring validity and reliability through methodological triangulation. The findings indicated that the revised textbook was highly effective in enhancing students' oral communicative competence. However, a major issue identified was the improper classroom implementation of the textbook, undermining its overall effectiveness. The study highlights the need for improved ESL teaching practices in Pakistan, and contributes to existing literature on textbook development. It recommends capacity-building measures for teachers to optimize the use of teaching resources and ensure effective implementation of the revised textbook.

Effects of Blended Learning on EFL College Students’ Oral Communicative Competence: A Critical Review of Studies

For EFL learners’ development of oral communication competence in English, computer-assisted instruction has become an indispensable model. In the face of the arrival of the information and intelligence era and the need for regular pandemic prevention and control, blended learning has become a normalized teaching approach. Although there have been some investigations of the effectiveness of blended learning in enhancing college EFL students’ English communication skills, a review article that synthesizes the findings of these studies deserves an urgent attention. Thus, the overall purpose of this research is to review previous studies that have examined the use of blended learning to improve college EFL students’ English communication skills. The anticipated outcomes of this research can uncover the potential benefits of utilizing blended learning for enhancing English oral communicative competence among college EFL students. This article can offer some critical perspectives, suggestions, and consequences concerning the integration of blended learning in the acquisition of English language communication competence among college EFL students.

The Effectiveness of Cognitive Activation Strategy in Developing Oral Classical Arabic Communication Competency Among Omani Students’ Courses

The Effectiveness of Cognitive Activation Strategy in Developing Oral Classical Arabic Communication Competency Among Omani Students’ Courses

Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study

Content and Language Integrated Learning (CLIL) is increasingly adopted globally, including in Taiwan’s educational initiatives, yet challenges remain in implementing effective CLIL practices, such as pedagogy and curriculum design. This study investigated the effectiveness of multimodal task designs, combining hands-on learning with poster presentations, in enhancing oral communicative competence within CLIL contexts. Employing a mixed-methods, quasi-experimental design with a comparative case study framework, the study assessed English oral communicative competence in four intact fourth-grade Taiwanese CLIL Social Studies classes. The hands-on learning group (EG, n = 40) engaged in activities like Chinese Dumpling Making, Bird’s Nest Building, and Succulent Pot Designing, while the non-hands-on learning group (CG, n = 34) used traditional worksheets on the same topics. Both groups proceeded to poster presentations within their multimodal task design, where students’ oral communicative competence was assessed using rubrics developed based on Coyle’s 4Cs dimensions, focusing on Content, Communication, and Cognition. Additionally, students’ cultural knowledge related to the hands-on topics was evaluated through written tests. To complement the quantitative data, qualitative data from self-reported reflections and video recordings documenting interventions were collected for the assessment of oral communicative competence within a CLIL framework. Results demonstrate that integrating hands-on activities significantly enhanced procedural content, communication (i.e., sentence complexity, pronunciation accuracy for target vocabulary, presentation fluency), and cognitive abilities, confirming the efficacy of multimodal learning approaches in fostering linguistic and cognitive engagement. Post-test comparisons show the EG’s superiority in cultural knowledge acquisition across all three hands-on topics. Student reflections endorsed the enrichment of learning experiences through multimodal task design. Video analysis of both groups’ interventions revealed that despite significant engagement and autonomy, EG students commonly utilized general English rather than target vocabulary, a pattern similar to that observed in the CG. These findings highlight the potential of diverse modalities in CLIL to enhance English content learning and oral skills, shaping future pedagogy and language strategies in Taiwan. The study also emphasizes the role of embodied learning, the interplay between physical actions and cognitive processes, to facilitate deeper understanding and engagement with subject matter within CLIL settings.

Criterios y parámetros de evaluación de competencias comunicativas e interculturales en estudiantes universitarios quechua hablantes de Perú

The present research is qualitative in nature and its objective is to determine the criteria and parameters for the evaluation of oral and intercultural communicative competence in the Quechua language in order to propose an instrument and a rubric to measure the level of oral competence of these mutually interrelated competencies. This instrument was submitted to the judgment of experts and subsequently applied to Quechua-speaking university students of social sciences and humanities at Universidad Nacional Federico Villarreal. These students were selected through the application of a diagnostic file card. The result of the study was that, in order to evaluate oral and intercultural communicative competences in Quechua and other indigenous languages of the country, it is necessary to consider the linguistic, sociolinguistic and pragmatic dimensions of such knowledge, as well as the cognitive, affective and attitudinal aspects, in a holistic way and having interculturality as the transverse axis.

Effect of Communicative Approaches on the Oral Communication Competence of ALS Learners

Effect of Communicative Approaches on the Oral Communication Competence of ALS Learners

The Roles of Situation Setting in Oral English Teaching to Junior High School Students

With the continuous implementation of quality education, the importance of oral English teaching in junior high school English teaching is constantly increasing. Oral English is an important part of English learning, reflecting students’ language expression ability. Oral English communicative competence is one of the four basic skills in English learning and an important goal of English teaching. However, the current oral teaching quality is not very satisfactory due to the lack of an effective oral communication environment. In order to effectively improve junior high school students’ oral English level, the author takes junior high school students in grade one of a training institution as the research object and demonstrates the role of situational setting in oral English teaching to junior high school students. To determine the appropriate situation setting, factors, conditions of oral English teaching level, teaching materials, and students’ oral English level are comprehensively considered. The study of the role of situational settings in junior high school oral English teaching is conducive to a comprehensive understanding of the characteristics of situational settings and can enrich the study of junior high school students’ oral English.

The Correlation Between Awareness and Oral Communication Competency in Students of X from Ages 13 to 18

The research aims to frame an individual's awareness of being monitored as potentially exclusive in altering the quality of one's oral communicative speech by controlling other extraneous factors and isolating the aforementioned variable of interest. A mixed, qualitative, and quantitative method study was conducted by quantifying the qualitative data collected during voluntary interviews. A total of 14 subjects were engaged in the quantitative part of this research study, interview. The results showed that the Hawthorne Effect has a positive and negative relationship between awareness and efficacy in ameliorating speech disfluencies. However, it is not necessarily negatively moderated by the magnitude of explicitness of their state of being monitored. As with any dependent measures, variability in speech is one concern as it may obscure potential differences or indicators due to speech disfluencies for other diseases. Because this study validated that the number of speech disfluencies one exhibits are moderately dependent on the state of awareness, such may be a problem depreciating the credibility of diagnosis of speech disfluencies or other relevant ailments. Exploring this field will advance the contemporary understanding of speech disfluencies, the Hawthorne effect, and the nudge theory.

Designing a Data Literacy-Based Speaking Skills Assessment Instrument for High School Students

This study aims to develop a data literacy-based speaking skill assessment instrument for students at the high school level. Currently, speaking skills are one of the 21st century competencies that must be developed. Students of the 21st century have demands to master both written and oral communication competencies. In addition, data literacy skills are one of the new literacies that students must master as a complement to communication skills. This research uses a research and development method with the Plomp model which consists of five phases, namely the initial investigation phase, design phase, realisation phase, test, evaluation, and revision phase, and implementation phase. Data collection techniques were conducted by interview, document analysis, and questionnaire. The participants of this research involved teachers, assessment experts, linguistic experts, and speaking skill experts. The results of expert validation of the developed speaking skills assessment instrument obtained good results with a very feasible category so that the speaking skills assessment instrument product is feasible to be used to assess students' presentation skills in presenting scientific work at the high school level.

The improvement of oral communicative competence in english through the artificial intelligence

The study "Improvement of Oral Communicative Competence in English through the Artificial Intelligence" focused on exploring how artificial intelligence technology can influence the development of oral communication skills during the teaching and learning process of English as a second language, with the participants of this research being future teachers of the subject. This research aimed to determine the effectiveness of artificial intelligence applications, such as voice assistants and speech recognition systems, in improving students' oral communicative competence. The study examined how these artificial intelligence systems provided instant and personalized feedback, as well as opportunities for continuous oral practice for students. It also explored how artificial intelligence can adapt to the individual needs of students, which was beneficial for those with different skill levels or specific learning needs. The results of this research demonstrated that teaching and learning mediated by artificial intelligence had significant implications, suggesting how artificial intelligence technology can play an integral role in the development of oral communicative competence in English and possibly other languages. Finally, this teaching approach promises to facilitate more effective and accessible learning for a larger number of students, enhancing their oral communication skills in the process.

How to Help English Learners Reduce Speaking Anxiety

With the implementation of NECS, the focus of English teaching has shifted from teacher-centeredness to student-centeredness. Students’ individual factors especially affection are emphasized. Among these, learning anxiety, as one of the most significant affective factors, has great impact on foreign language learning. Since English is seen as a tool for communication, it’s necessary to cultivate students’ oral English and communicative competence. However, it is inevitable that they will feel anxious when confronted with problems in the process of language learning. Thereby, some negative emotions such as tension and fear occur. These debilitative anxieties deemed as one of the most challenging problems in foreign language teaching and learning have adverse impact on their English learning. Therefore, this paper aims to have an in-depth research on the factors causing students’ speaking anxiety. Furthermore, the author hopes to seek for appropriate methods to relieve students’ speaking anxiety to some degree so that their expression ability of oral English and communicative competence can be improved eventually, the implication of this paper will be discussed as well.

Using Shadowing Technique to Improve 7th_ Grade Students’ English Pronunciation. A Methodology

Correct English pronunciation is essential when communicating for international academic exchange, business, education, etc. In foreign language teaching, one of the elements of the oral skill that should be taught in lessons is pronunciation. In Ecuador, though, there is always a call to improve the students’ acquisition of their oral communicative competence, the students at different levels of education show deficiencies in pronunciation. Different reasons limit its development like lack of teachers’ motivation, preparation, time to teach it, effective teaching materials, media, and, techniques to be employed. One technique that can be used by teachers to enhance pronunciation is the shadowing technique. In this article, the results of the research developed by the author are presented and explained. This study was carried out to corroborate the feasibility of the application of a methodology for the improvement of 7th_ grade students’ English pronunciation at Flavio Alfaro # 52 Junior High School in Flavio Alfaro Canton, through the triangulation of the quantitative and qualitative results of an experiment in a class of 25 students, and questionnaire. This methodology containing four stages took into account the student’s previous knowledge and learning styles and its results showed that after the post-test, 72% of the students increased their grades. These results confirmed the effectiveness of the proposed methodology that uses the shadowing technique in the English lessons to favor the development of the 7th_grade English pronunciation.

Communication Activities with Indigenous Content for Enhancing Speaking Skills of Undergraduate Students in ESL Classroom

This paper aims to study and equate the oral or verbal ability of the second-year students of B.Sc., Physics and Mathematics courses of Thiagarajar College, Madurai, by using three communication activities with indigenous content and also to analyze the learners' attitude during the period. The students are exposed to a learner-centered classroom that demands communication activities. This study uses communication activities with indigenous content. It is an experimental single-group pretest and posttest design. The subjects are forty-five students of second-year Physics and Mathematics courses. The quantitative data are obtained from speaking assessments and the attitude of learners. The research instruments consist of lesson plans, an oral communication competence test and an attitude questionnaire. In addition, this paper finds that these three activities, namely the Picture Description, Description of Video Clip and Asking and Answering Questions with indigenous components, could enhance the speaking ability of the undergraduate students and their attitude towards learning speaking skills in English. This study recommends that the second language teacher should focus on activities to enrich the learners' active vocabulary by providing indigenous content for better interaction and oral competence so that the teacher can deal with the second language classroom with communication activities with the native material.

A Research on Needs Analysis from Students for Developing an Intercultural Communication Course

Background and aims: This research aims to investigate the intercultural communicative competence (ICC) of English major undergraduate students at Heilongjiang International University. It delves into students' attitudes, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness to improve the students’ ICC. The research reveals that while students possess some level of ICC, there are areas where they lack confidence and knowledge. Materials and methods: The study draws on questionnaires to gather data from 181 participants and utilizes a five-point scale for interpretation. Results: Results indicate that students are unsure about their knowledge of cultural aspects, specifically the history, etiquette, and lifestyle of English-speaking countries. Similarly, they exhibit uncertainty in their skills of interpretation and relating, especially regarding sensitivity to intercultural differences and their language capabilities. However, they show confidence in their skills of discovery, interaction, and critical cultural awareness. For attitude, students display a willingness to engage in intercultural experiences, although they lack confidence in suspending their perspectives in conversations. Cultural awareness is apparent, but some students recognize the influence of their cultural identity on communication. The study also explores students' experiences and difficulties in learning English, such as language barriers, cultural gaps, and limited exposure to foreign cultures. Conclusions: The study concludes that while students have ICC potential, targeted interventions are necessary to improve their overall competence. Recommendations include enhancing language proficiency, cultural knowledge, and exposure to authentic language use and cultural references. Finally, students express their desire to improve listening skills, vocabulary, oral communication, grammar understanding, and intercultural competence, which should guide curriculum design and educational strategies.

Investigating of Speaking Anxiety through Job Interview Simulation for High School Level Students at Thammislam Foundation School, Nonthaburi, Thailand

The purpose of this study journal is to look at the numerous element factors that influence English speaking anxiety among language learners. The study uses qualitative approaches such as interview to examine the factors of Speaking anxiety using a Job interview simulation for the students. The outcomes of this study will help language learners have a better understanding of English language acquisition and will provide effective ways for dealing with their anxiety. Speaking anxiety is a widespread and significant problem that affects language learners all over the world. It also investigates the negative impacts of speaking anxiety on students' oral proficiency, fluency, and communicative competence. Finally, it offers ways for reducing speaking anxiety and creating supportive learning settings that enhance learners' confidence and skill in speaking the target language for educators and language practitioners. Understanding and dealing with speaking anxiety are important elements in maximizing language learning experiences and improving learners' communication.

한국과 핀란드의 중학교 영어 교과서 비교 연구

Objectives The study aims to compare middle school English textbooks in Finland and Korea in terms of the structure of a unit, its contents, and the readability of reading texts. Methods To show the differences and similarities in the structure of a unit, the organization of textbooks was comparatively described. Then, the sequence of sections and the length of each section were examined. For the comparison of the content of the textbooks, communicative functions, language forms, and topics were analyzed. In addition, text readability scores were measured at the discourse level using Coh-Metrix version 3.0. Results English textbooks in Finland and Korea showed considerable differences in organization, length, types of activities, etc. First of all, in Finnish English textbooks, the same characters appeared throughout the textbook, while Korean English textbooks showed different characters in every unit. Therefore, Finnish textbooks mainly used narratives and dialogues centered around the characters, while Korean textbooks showed a relatively high proportion of informative texts. In Korean textbooks, communicative functions and language forms are clearly separated and act as the axis of the textbook, but Finnish textbooks utilize language forms for communication practice. There were no salient differences in the level of readability between the two countries. Conclusions This study gives the following implications for developing Korean middle school English textbooks. Using colloquial narrative texts can increase the authenticity of input without increasing the vocabulary in the national curriculum. The dichotomy between language forms and communicative functions needs to be moderated for the development of oral communicative competence. It is also worth considering adding extra reading materials to textbooks to encourage students' autonomy and give teachers flexibility in the selection of teaching materials. Also, it is necessary to think about ways to creatively utilize the positive effects of translation activities for lower-level students.

Job Enabling English Proficiency (JEEP): Challenges and Opportunities

This study explored the challenges and opportunities of graduates on the two-year Job Enabling English Profiency (JEEP) program of Surigao State College of Technology, Surigao City. This paper employed phenomenological design and used a purposive sampling as it chose participants to be interviewed employing a set of open-ended questions within a given time duration by which an informed consent was asked before the interview was initiated. A recorded audio was also made to support necessary concepts and themes established. It is revealed that JEEP is a beneficial program for job-seeking and job-related tasks for it helped improved the oral communicative competence and soft skills. However, it was also found out that graduates still lack the necessary technical writing skills

Stepladder Technique in Teaching Literature and the Enhancement of Oral Communication among Grade 12 Students

This study aimed to determine the significant difference between the scores of the respondents before and after being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions. It sought answers to the questions: What is the pretest score of the respondents before being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions? What is the posttest score of the respondents after being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions? Is there a significant difference between the pretest and posttest scores of the respondents before and after being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions? The respondents underwent the pretest. Then , stepladder technique was applied in the five literary lessons as an intervention. After all the lessons, the posttest was given. Finally, the posttest level of competence is significantly higher than the pretest, thus stepladder technique is effective. There is a significant difference between the respondents’ pretest and posttest scores. It improved their oral communication competence such as articulation, logical organization, message, stage presence, and facial expressions.