English Oral Communication Research Articles

INVESTIGATING ESL STUDENTS’ USE OF SOCIO-AFFECTIVE STRATEGIES TO ENHANCE SPEAKING MOTIVATION AND SPEECH FLUENCY AT A PUBLIC UNIVERSITY IN MALAYSIA

Abstract: This pilot study explores the feasibility of investigating the use of socio-affective strategies by ESL (English as a Second Language) students to enhance their speaking motivation and speech fluency at a public university in Malaysia. It was observed that some students who enrolled in an English oral communication course at a Malaysian public university were struggling with speaking motivation and speech fluency when delivering speeches in class. This study aimed to assess the feasibility of a large-scale study on the use of socio-affective strategies and gather preliminary data on students’ perceptions of the use of the strategies in their oral communication classes. A mixed-methods design was employed, involving 32 participants in the quantitative phase and 2 participants in the qualitative phase. In the quantitative phase, the findings revealed that students used various socio-affective strategies in the speaking classroom, focusing on teamwork, seeking feedback, and managing emotional states. Gender differences were also discovered in the use of socio-affective strategies in enhancing speaking motivation and speech fluency. Qualitative data further investigated students’ experiences, emphasizing the importance of peer support and self-development strategies. A validated questionnaire and semi-structured interview sheet exhibited high reliability and validity, making them suitable for large-scale studies. This pilot study sets a strong basis for in-depth research in investigating the students’ use of socio-affective strategies in speaking classrooms and offers insights into the theoretical and practical application of ESL pedagogy. Keywords: ESL Speaking Motivation; ESL Speech Fluency; ESL Tertiary Education; Socio-affective Strategies; Public University

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

A Comparative Study on the Similarities and Differences of English Teaching in the Context of British and American Culture

This paper analyzes the similarities and differences in English teaching under the background of British and American culture from three aspects: teaching mode, teaching material content and teaching methods. Based on research, there are obvious differences between British and American cultures, but there are many common points in oral English communication and comprehensive language ability training. At the same time, different cultural backgrounds also make their English classroom teaching methods and grammar rules have obvious differences. Based on this research, oral English can provide more references for English teaching innovation and teaching quality improvement.

Exploring Vietnamese student experiences of transitioning from high school into a transnational university

ABSTRACT Transnational education (TNE) – a form of education where learners study in a different country to the awarding institution has been increasingly prevalent globally. Vietnam is not an exception. This article explores university transition experiences of TNE students in Vietnam. Thematic analysis of 20 in-depth interviews with TNE students identified eight inter-related transition challenges associated with new learning environments and academic requirements, including English oral communication, freedom, career uncertainty, peer relationships, technology, self-directed learning, time as well as study workload management, and writing skills. Findings also revealed that students used different strategies to cope with transition challenges. Specifically, they applied a self-directed approach to adapt to the new environment and sought support from peers, lecturers, advisors, and the library to overcome transition difficulties. Employing a TNE student transition theoretical framework, this article discusses the role of students’ relationship capital, resilience, and confidence in coping with the transition to university, and proposes transition support across three stages of the student journey: commencement, middle years, and senior years. The paper carries theoretical, policy, and practical implications for enhancing student transition experiences critical to TNE higher education.

The Effectiveness of a Role-Play Activity in Practicing EFL Learner’s Communicative Skills

Role-play activity is a teaching technique in EFL learners’ classroom that encourages students to actively participate in the English learning process. Role-play activity is interactive and can help students connect reality with books. In role-play activity, different forms of activities guide students to proficiently grasp English oral communication knowledge and improve their communication skills. This article mainly explores how effectiveness of using the three types of role-play activities in English teaching classrooms, mainly scripted role-play, semi-scripted role-play and non-scripted roleplay, to improve EFL learners’ communication skills.

Operational Techniques Utilized by EFL Faculty Members for Bettering English Oral Communication Skills of EFL University Students

This study aims to find out the most effective techniques used by EFL faculty members to enhance students' English oral commination skills of EFL university students at Prince Sattam ibn Abdul-Aziz University. 29 faculty members participated in answering the questions of the questionnaire. The data was gathered employing a 5-point Likert scale questionnaire and, it was scrutinized linguistically and statistically by applying the SPSS program. The findings reveal that applying some useful techniques has a positive influence on students' earning outcomes, especially English oral communication skills. The study recommends EFL instructors should vary teaching method techniques to engage students and minimize the amount of hesitation to speak in class. Also, EFL teachers should receive continuous and professional training sessions to help them cope with the updated and useful techniques of effective teaching methods.

Developing learning and strategic competence in preservice teachers’ professional oral English communication using ChatGPT

Developing learning and strategic competence in preservice teachers’ professional oral English communication using ChatGPT

INVESTIGATING STUDENT'S LEVEL OF SELF-EFFICACY IN SPEAKING PERFORMANCE OF THAI EFL LEARNERS

The psychological notion of self-efficacy plays a key role in evaluating students' linguistic aptitude and fluency in English. The purpose of this study is to ascertain Thai students learning English as a foreign language (EFL)'s degree of self-efficacy in oral communication. In order to assess students' confidence in their ability to speak English fluently, the study looks into their sense of self-efficacy. Both quantitative and qualitative methods are used in this investigation. A questionnaire was distributed to 28 students who attended an Islamic high school in Satun, Southern Thailand, using a quantitative methodology. Several kids from the school are interviewed as part of the qualitative technique. Participants are asked particular questions that allow them to give in-depth answers based on their experiences and circumstances. Using the three elements of self-efficacy—magnitude, generality, and strength—the research findings show that students in Thailand consistently have low levels of self-efficacy. As a result, the study's findings imply that Thai students still require assistance in oral English communication. There are numerous uses for this subject in psychology, education, and language instruction. Instructors could come up with strategies to help Thai students feel more confident about learning English as a second language and improve their oral communication abilities. Techniques that enhance English communication skills can be incorporated into language programs and curriculum designs. The results can be used by psychologists to address issues with self-efficacy in language learning. This study takes a fresh approach by examining Thai English as a Foreign Language (EFL) learners' self-efficacy, particularly with regard to speaking abilities. It advances existing knowledge by highlighting the specific challenges these students face when speaking. This research provides novel insights that can guide interventions aimed at enhancing students' self-efficacy in oral English communication.

Analyzing the Factors Associated with Perceived English Oral Communication Skills among Undergraduates: A Case Study

Analyzing the Factors Associated with Perceived English Oral Communication Skills among Undergraduates: A Case Study

Exploring Factors Contributing to Students’ Unwillingness to Communicate in English as a Foreign Language Classroom

This study aimed to explore the factors influencing EFL learners' unwillingness to communicate in English oral communication. Data were collected through a questionnaire that assessed three key dimensions: teacher-related factors, affective factors, and environmental factors. The findings revealed that among the three dimensions, teacher-related factors had the most significant impact on learners' unwillingness to communicate. The results regarding affective factors showed that lack of family support and motivation, fear of peer criticism, and poor listening skills were considerable predictors of learners' reluctance to engage in oral communication. Additionally, unfamiliar topics and vocabulary deficiencies further negatively influenced their willingness to speak. Furthermore, findings about environmental factors, large class size, lack of learner autonomy, insufficient use of ICT tools, and noisy classrooms, were found to inhibit EFL learners' willingness to communicate in English. The study highlights the critical role of teachers in creating a supportive, student-centered environment and fostering positive teacher-student rapport to enhance learners' willingness to speak in English class.

Enhancing English Oral Communication Skills through Virtual Reality: A Study on Anxiety Reduction and Authentic Learning

Enhancing English Oral Communication Skills through Virtual Reality: A Study on Anxiety Reduction and Authentic Learning

English Oral Communication Apprehension: A Quantitative Inquiry on Malaysian Administrative Staff in an Educational Institution

English Oral Communication Apprehension: A Quantitative Inquiry on Malaysian Administrative Staff in an Educational Institution

Practical English Oral Expression and Communication Skills

In this era of globalization, English has become the universal language for international communication. Whether it’s business negotiations, studying abroad, or daily communication, fluent English oral expression is crucial. For studying abroad, good English oral expression skills can not only help you better adapt to the new environment, but also allow you to have a deeper understanding of the local culture. In daily life, being able to express your thoughts fluently in English can help you better communicate with foreign friends and expand your social circle. Therefore, improving English oral expression ability is very important for everyone. Below, the author will share some practical English oral expression and communication skills to help you improve your English speaking skills and communicate more confidently with others. By mastering these practical English oral expression and communication skills, your English oral proficiency will improve and you will be more confident in communicating with others.

An appraisal of recurring grammar errors in Saudi premedical EFL learners’ academic writing

The present research is a qualitative study investigating a potential relationship between explicit grammar instruction to adult EFL (English as a Foreign Language) learners and the development of their writing skill. Communicative Language Teaching (CLT) approach discourages explicit teaching of grammar at all levels as the theoretical premise in the approach is that learners are capable of imbibing grammar rules implicit in communication. However, adult EFL learners, taught English through CLT as an approach, are observed to make grammar errors in their writing, though they made progress in spoken English. In a qualitative study conducted with premedical students at a university in Saudi Arabia, the researchers find that explicit teaching of a few difficult-to-grasp grammar rules is required to improve learners’ writing skill since academic writing requires an advanced knowledge of grammar. A comparative analysis of learners’ writing samples and spoken English transcriptions showed that learners made numerous grammatical errors in their writings while the same group of learners made satisfactory progress in oral communication in English, despite making a few accent errors. The findings of the present research suggest that concerned EFL teachers need to make accommodations for grammar within communicative approach to explain certain grammar points explicitly, especially to adult learners, to take care of their writing skill, along with developing their communicative skills.

Effectiveness of LEP activities in enhancing EFL students' oral communication skills at King Khalid University

PurposeThis paper aims to investigate the effectiveness of Language Enhancement Program (LEP) activities in enhancing the oral communication skills of English as a Foreign Language (EFL) students at King Khalid University.Design/methodology/approachA mixed-method study design was used. Simple random sampling techniques were adopted to recruit the study participants. For the survey, a total of 58 male students were recruited and for interviews, 20 male students were selected. The 58 participants were randomly divided into experimental and control groups. The traditional method was adopted to teach the control group, while LEP activities were conducted to teach the experimental group.FindingsA post-test was conducted to examine the oral communication skills of the participants of the experimental group. The scores of both groups were analyzed using a t-test value at a significant level of 0.05. The content analysis method was adopted to assess the enhancement of the oral communication of the students enrolled in the LEP. The questionnaires and interview results showed that the LEP program has a central focus on improving students' oral communication skills.Research limitations/implicationsIt is limited to the EFL students at King Khalid University.Practical implications LEP is a good program and can be implemented in Saudi Universities.Social implicationsStudents can interact with one another through the LEP activities that promote their English proficiency as well as their personality characteristics.Originality/valueThe paper spells out the role of LEP activities in improving students' oral communication in English and students' opinions about LEP activities in enhancing their English language in different types of communicative contexts. Further, it suggests some pedagogical implications for overcoming the difficulties faced by EFL students in various communicative contexts.

Research on the Application of Gamified Teaching in Primary School English Oral Teaching

This study aims to explore the design and integration of educationally meaningful video games to enhance students’ problem-solving and planning skills in English oral instruction. By amalgamating educational and technological elements, we endeavor to create an engaging and effective learning milieu that stimulates students’ motivation and augments their proficiency in English oral expression. The research employs an experimental methodology, encompassing the design and development of an educational video game prototype, alongside field observations and survey analysis of students. The findings indicate that the use of educationally significant video game prototypes markedly increases students’ interest and engagement in problem-solving and planning, while also achieving substantial improvement in their English oral communication skills.

Effectiveness of Hybrid Learning In English Oral Communication Skill Among VI Standard Students In Vellakovil Block

Effectiveness of Hybrid Learning In English Oral Communication Skill Among VI Standard Students In Vellakovil Block

A Study on Evaluating the Effectiveness of Higher Vocational English Curriculum Reform and Teaching Suggestions Based on Data Analysis

Abstract College English is the public foundation of vocational schools and colleges and an important course to cultivate students’ English oral communication ability. The study reforms the higher vocational English course under EGP+ESP, and on the basis of designing the index system of the reform effect of the English course, the game theory method is utilized to combine the BWM subjective empowerment method and the improved CRITIC method to calculate the comprehensive weights of the indexes. Taking higher vocational institution A as an example, the cloud model theory of data analysis is introduced into the evaluation. Then, the evaluation grade of the reform effect is calculated. The regression analysis model is used to further explore the degree of influence of factors on the reform effect of the higher vocational English course, and to explore the relevant teaching suggestions. The reform effect of the English curriculum in higher vocational college A is between “medium-high effect” and “high effect”, closer to “medium-high effect”, and the index scores are between (78, 94) and (80). The index scores are between (78 and 94). And the effect of reforming higher vocational English course (Z) = 0.155*course objective + 0.253*course content + 0.441*course implementation. College English teaching should be used to improve students’ English application and oral expression abilities and to strengthen students’ competitiveness in employment from the perspective of language communication.

Is Average Worrying? A Mixed Method Study of Malaysian Public University Administrative Staff’s Workplace Communication Apprehension

Even when employed, English oral communication skills proficiency continues to be an asset; mastering the skill is advantageous. The notion has driven comprehensive studies on communication, including apprehension, yet the focus on workplace contexts remains minimal. Therefore, this investigation aims to discern communication apprehension’s effect on staff’s communication skills, their administrative tasks, and the institution, to support the skill enhancement. Utilizing the Personal Report of Communication Apprehension instrument and a purposive sampling, the study’s explanatory sequential mixed method design sampled institution’s one hundred fifteen administrative staff. The staff communication apprehension levels were recorded as moderate, with the highest in delivering public speeches. Nevertheless, interview results proved differently to extend worrying trends among staff. The trend could jeopardize staff’s personality and productivity in the long run. The mediocre level also hinted at skill’s stagnant inclination or deterioration if it is not consistently used in conducting workplace tasks or events. The need for an impactful lifelong learning professional development plan to improve staff English oral communication skills is apparent by the University. The university's plan also need to include supporting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for their employees.

Developing learning and strategic competence in pre-service teachers’ professional oral English communication within reflection and differentiation

This article deals with developing learning and strategic competence in professional oral English communication of preservice teachers. It highlights the need for seeking new teaching approaches due to recent changes in university curriculum, i.e., the decrease in class hours and the increase in self-study hours. The research analyses the specifics of implementing modern approaches and proves their effectiveness. The paper introduces the definition of learning and strategic competence in professional oral communication of pre-service English teachers, which defines the speakers’ ability to learn consciously and manage their speaking activity in professional situations both effectively and autonomously. Moreover, this case study examines and explains the relevance of reflection and differentiation. It shows that reflective approach enables students to analyse and manage their learning process while mastering learning and communicative strategies, identify the most efficient ones, plan further actions in order to improve earlier developed skills. This paper stresses the necessity of mastering chosen reflection skills by implementing five sequential stages of the reflection mechanism. However, differentiation gives teachers the opportunity to individualise the learning process, varying teaching methods and tools, adapting exercises and activities to students’ cognitive learning styles, peculiarities and needs. Therefore, it suggests combining differentiation with individualization while applying their most relevant aspects. In terms of differentiation the investigation describes mechanisms of adaptation, regulation and improvement, and provides the evidence for importance of individual, pair and group work.