Oral Communication Skills Research Articles

Improving the EFL Students’ Oral Communication through the Implementation of Business Meetings Project Using a Digital Pocket Presentation Guide

This study aimed to implement a Business Meetings Project using a Digital Pocket Presentation Guide to improve EFL students' oral communication. Therefore, the action research design was implemented to match the purpose of the study. The data collection techniques were started by asking students to do a pretest, implement the model, do observations during the activities, distribute a questionnaire and do interviews to see the students' improvement by asking students to do the post-test. The result of the research showed that the student's progress sustainably improved from the first evaluation, which was 48,75, to the second evaluation, which was 53,760 and to the third evaluation, which was 56,25 for the mean. The score continuously improved from the first evaluation to the third evaluation. The results of the research show that the students gave good attitudes and responses during the process of implementing the model. Questionnaire and interview reports show that students agreed on the implemented model as it motivated and improved their self-confidence and capability in oral communication skills. In conclusion, implementing the business meeting projects through a digital pocket presentation guide enhanced students' verbal communication skills.

Kemampuan Komunikasi Matematis dalam Pembelajaran Problem Based Learning dengan Teacher Feedback Ditinjau dari Gaya Kognitif Siswa SMP

The purpose of this study was to test the effectiveness of the Problem Based Learning model with teacher feedback on junior high school students' mathematical communication skills. This research method is a combination or mixed research which is also known as the Mixed Method. The model used in this study is a Sequential Explanatory type. The subjects of this study were students of SMP N 3 Kandangan in semester II of the 2021/2022 academic year. The quantitative sampling technique used is cluster random sampling. The preparation and collection of data was carried out based on quantitative and qualitative data. Quantitative data were taken from the pretest stage which was carried out in the experimental class and control class up to the posttest which was carried out in the same class. Meanwhile qualitative data were obtained from observation sheets of teacher and student activities. The implementation of PLB learning with teacher feedback was effective on students' mathematical communication skills with teacher feedback better than students who were taught with the Discovery learning learning model. The results showed that strong FI students achieved written and oral mathematical communication skills capable of completing 4 indicators. Students with moderate FI cognitive style on mathematical communication skills meet 4 indicators for oral and written communication skills. Students with a low FI cognitive style fulfill 1 indicator and students with moderate FD cognitive style in mathematical communication skills fulfill 3 indicators for oral and written communication skills. Students with low FI cognitive style meet 1 indicator.

The Use of Task-Based Approach to Improve Senior High School Students’ Oral Communicative Skills

The Use of Task-Based Approach to Improve Senior High School Students’ Oral Communicative Skills

Appreciative Inquiry Approach and its Effects on English Oral Communication Skills of Teacher Education Students

Good oral communication skills are necessary to help people understand and process information in a clear manner. Aspiring language teachers must be able to exemplify good verbal ability to become competent in their fields. Therefore, it is important to develop a future teacher’s ability to communicate in English. This study investigated the effects of the Appreciative Inquiry (AI) approach on the oral communication skills of teacher education students in a local college in Laguna, Philippines. Appreciative Inquiry is defined as the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential; it focuses on doing more of what is already working, rather than focusing on fixing problems (Whitney & Cooperrider, 2011). A group of 11 student participants were given treatment in the form of an intervention workshop that followed the 4D cycle model of Appreciative Inquiry. Results revealed a significant impact in the students’ motivation to improve their oral communication skills. The intervention sessions had a positive effect on their self-confidence and eagerness to proceed with specializing in English language education. Their notion of their own personality that reflected negative self-talk was observed to have been significantly transformed into high self-esteem and determination. Feedback from the post-intervention interview suggested that the AI approach is a viable method that can be used in the classroom setting to build a safe learning space for students who engage in second language acquisition because the sessions give out a sense of fulfilment, positive reinforcement, and self-paced success. It is recommended that teachers employ AI techniques in their teaching-learning plans to sustain their students’ motivation in pursuing Teacher Education and to support their varying needs and preferences based on the strengths they already possess.

INTEGRATED SKILLS APPROACH

Most English teachers in Kazakhstan have been familiar with the notion of oral communication skills, receptive skills (readingand listening) and productive skills (speaking and writing). Yet, most of them have not realized thatintegrating oral communication, receptive and productive skills into an English lesson is important for their learners toachieve lesson aims. This paper, therefore, would like to address how to implement teaching stagescovering those skills for the integration purpose. For practical reasons, the writer will apply the stagesin a reading lesson. The teaching stages include eliciting ideas, highlighting lexis and their meanings, predicting text, ordering jumbled paragraphs, listening, reading comprehension, and acting out the story/speaking. By applying those stages, the writer expects theaudience to realize that integrating oral communication, receptive and productive skills into an English lesson is feasible andvaluable to measure whether or not the learners have achieved the lesson aims.

Engineers' writing and speaking needs: Towards a needs-based language curriculum

Language planning and teaching practices have recently shifted towards designing syllabi and curricula based on learners needs. Therefore, this study aims to determine the language needs of engineers, which will serve as the foundation for developing a course plan that aims to develop the speaking and writing skills of future engineers. This paper is anchored on the concept of Needs Analysis (NA), which refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students. One hundred and two engineers answered a survey questionnaire, and six of them were interviewed. The survey revealed that the engineers' writing needs include writing emails, business letters, technical reports, memos, and project proposals, while their speaking needs include communicating with their colleagues and superiors face-to-face and through telephone, presenting research papers, and delivering lectures in seminars and training workshops. Further, based on the interview results, the engineers said that they need more training to enhance their skills in writing business letters and business proposals. They suggested simulation activities to improve their oral communication skills during training. The engineers emphasized that they witnessed one's professional success as being highly dependent on oral and written communication skills.

Oral Communication Skills of Grade VI Learners

The study focused on the oral communication skills along with articulation disorders among Grade VI learners of Balong Elementary School. It significantly analyzed the common errors committed by the respondents along articulation disorders. The study used the descriptive-qualitative type of research method. The data were gathered through administering an oral reading assessment with the use of a passage lifted from the Phil-IRI Module entitled “Galileo, The Scientist” consists of 89 words. It was found out in the study that the level of proficiency of most of the learners in oral communication falls under instructional level. The frequency of errors in oral communication disorders along articulation disorder shows that “imperfect production of phonetic elements” has the most committed error with 306 or 56.77%. “Omission of certain speech sound” ranks second with 119 or 22.08% errors. Third is “substitutions” with 98 or 18.18%. Fourth is “distortions” with 10 or 1.86% and the least is the “baby talk” with 6 0r 1.11%. Based on the findings, the following conclusions are drawn: a) Some of the learners are not well-versed enough in reading sight words; b) imperfect production of phonetic elements or mispronunciation as the most common error committed; specifically, on pronouncing words with long /a/, soft /th/, and vowels ‘ou’ with schwa /Ə/ sound; c) the most common factor affecting the oral communication skills of the learners is “lack of reading experience in school and at home”; and d) to minimize or avoid the errors in oral communication, intervening activities may be implemented.

Oral Communication Skills and EFL Advanced Learners in Beninese Secondary Schools with Reference to ICT

Oral Communication Skills and EFL Advanced Learners in Beninese Secondary Schools with Reference to ICT

The Effectiveness of a Program Based on Connectivism Theory and Some e- learning Platforms in Developing EFL Oral Communication Skills for University Students

The Effectiveness of a Program Based on Connectivism Theory and Some e- learning Platforms in Developing EFL Oral Communication Skills for University Students

Rozwijanie kompetencji mówienia w specjalistycznym języku technicznym. Przykład scenariusza zajęć z języka włoskiego

"The subject matter of the article is identifying didactic solutions aimed at developing oral communication skills in teaching specialized technical Italian language. The author provides the definition of specialized language competence, as well as theories on how to develop it through a proper methodological approach. She also attempts to answer the question of how to plan the teaching process so that it enables the effective development of all linguistic competencies and skills. The author also presents a lesson plan for a class devoted to specialized technical Italian language, the focus of which is car construction. This class was conducted at the Institute of Education and Communication Research at the Silesian University of Technology (currently the Department of Applied Linguistics at the Faculty of Organization and Management of the Silesian University of Technology) as part of the course “Technical Language C (Italian)”."

Students’ Perceptions on Communication Skills: A Case of EFL Learners at TTC Kirambo, Burera District, Rwanda.

In order to succeed in Rwanda’s and the rest of the world’s competitive and rising market economies, TTC Kirambo students must have good oral communication abilities in English language. Given that TTC Kirambo students often perform poorly in speaking English, the study was conducted to assess students’ perceptions on the importance of speaking abilities and the urgency of engaging in language-enhancement activities. Based on the data obtained from instruments, the findings show that the majority of students perceive English-speaking skills important. A sample of 38 participants comprising 30 students,4 English Tutors and 4 parents provided rich data analysed in the study. Data was collected through in-depth interviews and focus groups utilizing a qualitative approach technique. Responses to several questions reveal students’ perception on the value of oral communication skills, degree of oral communication, and the necessity of taking part in the extra coaching programs the college offers. Data collected demonstrates that participants are aware of the value of communication skills for achieving and surviving in the job market, developing one’s personality, and meeting social demands. It also demonstrates their need to attend additional language training sessions outside of their regular routine classes.

Need for an Aligned ESP Writing Course for Engineering Students

The English writing skills of engineering students in India is a tricky proposition. The term- end university exams majorly test their writing ability but the students focus more on oral communication skills to do well in group discussions and interviews to get placed. To add to this, the pressure of domain subjects and a lack of awareness about the real need of writing skills at the workplace and in higher education contribute both to a neglect and poor standard of writing. University courses are not updated frequently and proper needs analysis is not done. India produces the largest number of engineers annually. The paper argues for a mechanism to continuously update English writing course for engineering students by aligning the views of all stakeholders. It also recommends granting autonomy and flexibility to ESP teachers to draft a new or modify the existing writing course which will be updated as per the academic and workplace needs.

메타버스 활용 영어 말하기 교육프로그램 개발연구

Objectives The purpose of this study is to develop an English speaking program using metaverse for language learners to core skills required in 21st century.
 Methods Nine Korean EFL students at age 12-13 who completed the national curriculum of grade 6 were recruited as the participants of the pilot study to confirm the effects of the program. The effects of the designed lessons were examined through the questionnaire-based tests, learning progress monitoring, and interviews. The variables of the tests included digital literacy, and L2 motivational experience.
 Results The results of pre- and post-test comparison showed improvements in digital literacy, and motivation with regard to English learning experience. According to the interviews, the learners and the instructor were positive on the whole about the use of metaverse in English classrooms based on the lesson design proposed in this study. The learners showed great interests in the metaverse-based English lessons in general, and reported higher immersion into classes than previous school classes due to diverse activities and affordance of metaverse. The instructor who delivered the lesson emphasized the importance of teacher training for the success of the future metaverse-mediated language learning. The progress monitoring and interviews also indicated a demand for dealing technical issues.
 Conclusions The implications of this study and suggestions for future research are as follows. This study confirmed the effects of metaverse-mediated language learning on high immersion by transcending temporal and spacial borders, leading to authentic learning and L2 speaking experience. Moreover, with appropriate task designs, metaverse helped learners foster not only oral communication skills but also digital literacy in English classes. Lastly, this study suggests developing a detailed guideline for potential problems regarding manipulation and technical errors for successful application of metaverse in educational programs in future research and classrooms.

Evaluating the effects of inquiry based learning on Nigeria students’ oral and written communication

Abstract: This study aims to evaluate the effects of inquiry based learning (IBL) on Nigeria students’ oral and written communication skills. One hundred and twenty (120) first year undergraduate students of Michael Okpara University of Agriculture, Umudike, Nigeria were purposively chosen for the study. Pre-test and post-test results elicited through marking of their written rubrics with four scale range values (Content, Expression, Coherency, and Mechanical Accuracy) and students’ perceptions on their experiences on inquiry-based activities and presentations were used to generate data for analysis. The participants were divided into six member groups with topics related to their courses to investigate, write and present to students’ audience. Each group was given series of two different topics before and after inquiry based instruction to assess their written and oral communication skills. While the quantitative data were analyzed using one-way repeated measures ANOVA, the qualitative data were analyzed using content analysis. The findings of the study show significant increase in post-test results of respondents after a careful inquiry-based pedagogy both for weak and non-weak students. Although inquiry based learning activities create initial untold fear among students from their perception; engaging them in IBL engenders learner autonomy, facilitates strong interpersonal oral and written communicative skills and promotes collaboration. Content analyses reveal IBL as an approach that enhances active participation, deep content knowledge, classroom relationships and promotes sense of responsibility which are vital communication skills. Therefore, inquiry based instruction is suggested to totally replace the traditional lecture method of teaching and should be used in oral and written communication classrooms.

THE ROLE OF STORYTELLING IN LITERACY DEVELOPMENT AMONG NIGERIA PRIMARY SCHOOL STUDENTS

This study examines the role of storytelling in literacy building and critical thinking skills among second language learners. Researchers have established strong significant relationship between storytelling and imaginative literary appreciation and achievements but less is known about how this pedagogic tool can enhance second language learners’ writing and reading skills. This is quasi-experimental research which purposively chose one hundred primary schools students divided into control and experimental groups. The experimental group was given literacy instruction through storytelling while the control had their instruction without the variable. The effect of storytelling on the learners’ outcomes was measured through observation, and post tests administered to the two groups to measure their reading and writing abilities. Results showed that the students in the experiment class showed curiosity in reading the assigned passages and scored higher than their counterparts in the control group. Results further showed that students in the experiment class were curious to discuss and write about their understanding of the story thereby increasing their oral communication skills than their counterparts. Results suggest inquiry-based instruction through storytelling as key to developing critical thinking, reading and communication skills among second/foreign language learners.

STUDENTS’ PERCEPTION OF THE USE OF ONLINE MODE TO LEARN ENGLISH ORAL COMMUNICATION SKILLS DURING COVID-19 PERIOD

The Covid-19 outbreak in March 2020 forced the world to immediately change how we live, including how classes are conducted. All educational institutions must close their doors to prevent the spread of the Covid-19 virus. Teachers and students are ordered to remain at home, and the normal learning environment has to shift online. Albeit the current generations of students are no strangers to the technology used in the classroom, however, to attend a class entirely conducted online is a new situation for them. Thus, this paper aims to study students’ perceptions of using online modes in the teaching and learning process of oral communication in English. Fifty-three low-proficiency students who took Oral Communication in English at Universiti Malaysia Sabah participated in the study. A mixed-method research design was applied to the study. An open-ended questionnaire was administered to the students to elicit their perceptions on the issue. The quantitative data revealed a positive impression from the participants on teaching oral communication skills online [n=46 (87%)]. The qualitative data show that (i) interactive mode, (ii) accessibility of materials, and (iii) ability to interact with the teachers and peers without feeling shy are among the reasons why online learning is favoured.

THE DEVELOPMENT OF DIGITAL TEACHING MATERIALS WITH PROBLEM-BASED LEARNING ON THE AMPHIBIA SUBJECT TO IMPROVE STUDENTS COMMUNICATION SKILLS

The restrictions on social contact due to the Covid-19 pandemic also impacted the education sector causing many learning activities being carried out online. This research aims to 1) produce designs, 2) determine the feasibility level, and 3) determine the results of the development of problem-based learning digital teaching materials using Amphibia class subject materials in order to improve students’ communication skills. This research is development research using the ADDIE model with data collection techniques through interviews, validation, response questionnaires, observation of communication skills, and tests. Validation result data and response questionnaires were analyzed with the formula of eligibility criteria, respondent criteria and the N-Gain test. The analyses of the results show that the digital teaching materials produced are in the "Very Eligible" category for use, with a feasibility value of 86% according to the material and learning experts; 89% eligibility value according to media experts; its feasibility score was 76% according to linguists, and the average student response was 86%. The average value of the result of the N-Gain test on improving communication skills is 0.63 by means of the "Moderate" category. The 3 out of 5 indicators of written communication skills are in the” Very Good” category, while the 3 indicators of oral communication skills are in the “Very Good” category. The results of student responses with an average score of 85 are in the "Very Good" category, which means that the teaching materials developed have good quality and are suitably used for teaching materials to improve students' communication skills.

The effect of authentic material on the cultural awareness and motivation of Jordanian EFL learners

Language textbooks used in public Jordanian schools are grammar oriented and give little weight to communicative competence. That’s why many language teachers opt for utilizing authentic materials reflecting the various aspects of the target culture that serve to engage students in life-like situations. Thus, this study aims at investigating the effect of using authentic materials on Jordanian EFL learners’ motivation and awareness of the English culture at (ISO) National Schools. An experimental group of tenth graders were taught by using authentic material like videos drawn from the target language culture and a variety of real life situations activities that expose them to the English culture. The new method addresses the speaking skill. A speaking pre-test and an attitude questionnaire were administered before the experiment to measure students’ oral communication and their motivation to integrate into the foreign culture. At the end of the experiment, a post-test was conducted and the results were compared to the control group who were taught by the traditional method. Significant differences were found between the two groups in favour of the experimental one thanks to the utilization of authentic material drawn from the target culture which enhances students’ oral communication skills. Thus, it is recommended that FL curricula should use this material to be skilfully implemented by classroom practitioners.

Students’ perceptions of applying critical thinking to learning and practicing English speaking skills

This study aims to explore English as a Foreign Language (EFL) students’ understanding and perceptions of applying critical thinking to their practice of speaking skills. Although some research papers have been implemented to understand the impact of critical thinking on learners’ language skills, the study specifically investigates how critical thinking can affect speaking ability amongst learners of low-English levels who are from a non-English-speaking country, according to their perceptions. The participants are 190 undergraduate students whose English proficiency was pre-intermediate and who were enrolled in English for IELTS preparation programs at the Creative Language Center (CLC) of Ton Duc Thang University, Vietnam. A survey was sent to collect information about students’ learning experiences and opinions on their performance of speaking skills integrated with critical thinking. The findings highlighted some challenges when students used critical thinking while practicing oral communication skills, including their habits of learning and insufficient opportunities to practice the skills. Also, students’ awareness of the important role of critical thinking in improving their speaking performance and confidence was successfully noted.

POST-COVID 19 EDUCATION LANDSCAPE: A STUDY ON STUDENTS’ PERCEPTIONS ON THE IMPACT OF ASYNCHRONOUS LEARNING IN ORAL COMMUNICATION COURSE

Asynchronous mode in teaching and learning for oral communication is one way practiced by language instructors and students during the pandemic Covid-19. However, administering and learning through this mode have proven to be quite a challenge considering the lack of resources and knowledge they experienced now. This is a pilot study conducted to investigate the challenges or issues students faced in learning the oral skills online during the Movement Control Order (MCO) period. This pilot study utilised a questionnaire survey method for data collection. Recruitment of research participants was performed through purposive sampling. There were 80 participants that were involved in the study who have taken the Oral Communication in English (OCE) course in a public university in Malaysia. The participants were between 21 to 24 years old, with 60 females and 20 males. The data was analysed using SPSS version 27. Generally, participants felt that learning oral communication in asynchronous mode have helped them improve their oral communication skills. It is hoped that this study’s findings will contribute to the development of an oral communication instructional framework in asynchronous mode to meet the literacy needs of students.