Oral Communication Ability Research Articles

CLILing and Multiliteracing with very young learners: The case of English language‐enriched programme in Greek preschool

AbstractThis research paper investigates the effects of integrating multiliteracies in a Content and Language Integrated Learning (CLIL) programme on language development and content understanding among preschoolers in an urban city of Greece. The case study focuses on early literacy skills, spoken discourse and vocabulary. The research questions, which guided the study, aims to explore the impact of multiliteracies integration in the CLIL programme on early literacy skills and to understand how it influences spoken discourse, and vocabulary skills among preschoolers. A convenient sampling method was employed, and the study was conducted during the school year 2022–2023 in a preschool involving 40 preschoolers. The programme followed a structured process involving experience, conceptualization, critical thinking and real‐life application. Data collection methods included pre‐tests, post‐tests and classroom observations. The findings revealed the positive effects of integrating multiliteracies in the CLIL programme on their language skills. The preschoolers saw an observable enhancement in fluency, vocabulary usage and oral communication abilities. Observations highlighted increased language engagement, oral discourse production, interaction and collaboration, multimodal learning experiences, motivation and engagement and the development of critical thinking skills, emphasizing the effectiveness of the CLIL programme in fostering oral communication skills and creating an immersive educational environment.

“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.

Unlocking Fluent Speech: Enhancing Student Speaking Skills through Digital Storytelling

This study evaluates the impact of digital storytelling on improving college students' speaking skills, based on Vygotsky’s Social Constructivism, which emphasizes the role of social interaction and cultural tools in learning. Using a quasi-experimental design, 60 fourth-semester students at the Islamic Institute of Sunan Kalijogo Malang were divided into an experimental group and a control group. The experimental group from the Faculty of Islamic Da'wah and Broadcasting engaged in digital storytelling, while the control group, including students from the Tarbiyah and Teaching Faculty, did not. Narrative texts such as fairy tales and fables were used in the intervention. The experimental group showed a significant improvement in speaking skills, with their mean post-test score increasing from 55.39 to 61.72, compared to a decrease in the control group's score from 57.01 to 55.12. Digital storytelling effectively enhances students' speaking skills by providing engaging, interactive learning experiences. The study supports the integration of digital storytelling into language instruction to improve oral communication abilities

The professional interactions between speech language therapist and dentist

Aim: This study investigates the collaborative efforts between speech language therapists and dentists to address the challenges faced by patients with concurrent dental and speech issues. It underscores the importance of understanding the complex interactions within the craniofacial system and its implications for both oral health and communication abilities. Methods: A questionnaire-based research was conducted involving speech language therapists and dentists, using Google Forms as the medium of data collection. This study was disseminated through professional networks, where practitioners provided information on their demographics, practices of collaboration, and the perceived advantages of such interdisciplinary work. All ethical standards were adhered to, ensuring the confidentiality and informed consent of the participants. Results: The findings indicate that dentists, often see first patient visits beyond recommended ages primarily for existing conditions, deviating from preventive norms. About half communicate monthly with speech language therapists, revealing gaps in early care and collaboration. Speech language therapists focus on language disorders and orofacial myofunctional disorders (SMOF), with 37% collaborating frequently with dentists. This interaction highlights the potential for enhanced patient outcomes through interdisciplinary cooperation. Despite these challenges, both groups acknowledged the benefits of their collaborative efforts. Conclusions: The partnership between speech language therapists and dentists represents a vital area of healthcare, aimed at tackling the complex issues of oral health and communication through a multidisciplinary approach. Although obstacles in collaboration were identified, the positive outcomes observed from such partnerships emphasize the importance of developing a unified framework to improve integrated healthcare delivery in the future.

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.

The Effectiveness of Direct Instructional Strategy on Speaking Skills Of 7th Grade At SMP Tri Dharma Palembang

This study was conducted to assess the English speaking proficiency of students. The students' English speaking achievement was abysmal. The aims of this study were to determine: (1) the extent of improvement in speaking skills with and without the use of the direct instructional strategy, and (2) whether there was a notable improvement in the speaking skills of students who received the direct instructional strategy compared to those who did not. This study employed quasi-experimental research methodology. A total of 16 students were selected as a sample, with 16 students assigned to the experimental class and another 16 students assigned to the control class. The data were gathered by the administration of an oral examination. The data were analysed using both paired sample t-tests and independent sample t-tests. Through data analysis, it was determined that there was a notable surge in pupils' proficiency in oral communication. The paired sample t-test yielded a t-test statistic of -28.428 and a significance value of 0.00, which was less than the predetermined significance level of α (0.05). This demonstrates an enhancement in students' oral communication abilities. Furthermore, the results of the independent sample t-test indicate that the calculated t-test value (-13.075) and the corresponding p-value (0.00) were both below the predetermined significance level (α) of 0.05. The results indicate a substantial disparity in the average speaking abilities of pupils who received teaching through the direct instruction technique compared to those who did not get such instruction.

Pengaruh Pembelajaran STAD berbantuan Papan Kartu pada Materi Vektor SMA terhadap Komunikasi Matematis Siswa

This research was conducted with the aim of finding out the effect of STAD learning assisted by card boards on vector material on the mathematical communication skills of class X students at MAN 9 Jombang. This research uses a quantitative approach with the Intact-Group Comparison type Pre-Experimental Designs method. The subjects of this research were class X students of MIA MAN 9 Jombang. The research instruments used were lesson plan implementation observation sheets, oral communication observation sheets, card board questions, and test questions as the main instruments. As well as learning implementation plans (RPP) and questionnaires as supporting data. The test instrument consists of five questions about vectors for students' written mathematical communication skills. Then the oral communication observation sheet contains statements that are used to determine students' oral mathematical communication abilities. The data analysis technique used is hypothesis testing. Before testing the hypothesis, the data obtained is first tested for normality. Based on the calculation of the independent sample t test, it shows that the significance value is <0.001, the significance is <0.05, so it can be concluded that Ho is rejected and Ha is accepted. This shows that STAD learning assisted by card boards on vector material has an effect on students' mathematical communication skills.

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability, improve English communication skills, and expand English knowledge, occupying a core position in English teaching in universities. This article takes the theory of second language acquisition as the background, analyzes the important role and value of this theory in English speech teaching in universities, and explores how to apply the theory of second language acquisition in English speech teaching in universities. It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.

The Optimization of Hybrid Technology in Synchronous and Asynchronous Speaking Class

In an era characterized by dynamic shifts in the field of education, the pursuit of effective teaching remains a prominent objective. This study investigates a novel methodology that integrates hybrid synchronous and asynchronous methods to enhance students' English language speaking skills in the context of English language instruction. This study commences by underscoring the significance of possessing proficient English-speaking skills. Dynamic learning encompasses a combination of real-time interactions and exercises that can be completed at different times. The objective of this study is to elucidate the perspectives of educators towards the integration of hybrid synchronous and asynchronous methodologies in the instruction of English language skills, specifically in the context of speaking classes. Educators in high school or vocational settings ought to use a blended approach to English language instruction, specifically in the context of speaking courses. The research employed a descriptive case study approach. The study incorporated participants who were engaged in semi-structured interviews that encompassed questionnaires administered with high rates of close-ended responses. The findings of the study indicate that there is a significant impact of social and psychological elements on teachers' proficiency in online communication. The ramifications of these findings are of great importance for educators in the field of English language instruction. The utilization of hybrid synchronous and asynchronous approaches has the potential to enhance students' oral communication abilities within the classroom setting. In summary, the hybrid approach to English instruction, encompassing both ongoing and non-ongoing components, involves the inclusion of proficient-speaking teachers and actively engaged students in speaking-focused sessions.

Communicative Approach in Developing the Oral Communicative Ability of Igbo L2 Learners at The Upper Basic Level in Ebonyi State, Nigeria

It has been observed that Igbo L2 curriculum has not been promoting the major objective assigned to it, namely, to inculcate in Igbo L2 learners’ communicative competence in Igbo language. This study investigated the effectiveness of communicative approach on oral communicative ability of Igbo L2 learners at the upper Basic level. The quasi-experimental research design involving non-randomized experimental research design. Two research questions and one null hypothesis guided the study. The sample for the study consisted of ninety (90) Jss II Igbo L2 learners drawn from two intact classes in Ebonyi Local Government Area of Ebonyi State. Igbo L2 learners were taught for six weeks (6) using the communicative approach. Mean and standard deviation were used to answer the research questions while t-test statistics was used to test the null hypothesis at 0.05 level of significance. The results revealed that L2 Igbo learners taught with communicative approach achieved higher in their communicative ability than those taught with conventional method. The study, therefore recommends that teachers of Igbo as a second language should adopt a communicative approach in teaching. They should combine dialogue, games, contests, role play and songs so as to motivate learners and make their lessons very interesting.

The Use of Image Rotation Media in Improving Oral Expressive Communication of Autistic Children in Special Schools

This study aims to improve the ability of oral language expressive communication in children with autism by using image rotation media in special schools precisely at Special School 01 Serang elementary school level grade 1 totaling one person. This research uses the experimental method with a Single-Subject Research (SSR) Experimental Study approach. Based on the results of the study showed an increase in oral language expressive communication skills. The baseline phase 1 (A1) which was conducted in 4 sessions showed a similar percentage value of 33%. The intervention phase (B) which was carried out in 8 sessions resulted in a percentage value of 79%, 79%, 79%, 85%, 85%, 85%, and 85%. The baseline 2 phase (A2) which was carried out 4 sessions showed a percentage value of 69%, 82%, 82%, and 82%. Effectiveness seen from the overlap percentage, from intervention (B) to baseline 1 (A1) and baseline 2 (A2) to intervention (B) does not show overlapping data. Overall, the use of image rotation media in improving oral language expressive communication skills in autistic children at Special School 01 Serang is effective.

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.

Effects of Instructional Model based on Coordinated Management of Meaning and Reader’s Theatre on Japanese Oral Communication Ability

Effects of Instructional Model based on Coordinated Management of Meaning and Reader’s Theatre on Japanese Oral Communication Ability

The Effect of Using Storytelling Technique on Students' Speaking Skill of II Class at SMPS Plus Kasih Ibu Patumbak

The objective of this study was to ascertain the impact of employing narrative strategies on the oral communication abilities of students at SMPS Plus Kasih Ibu Patumbak. The employed research methodology is experimental. The study population consisted of 105 students from class VII SMPS Plus Kasih Ibu Patumbak. The experimental group, consisting of 35 students from class VII-A, received instruction on storytelling techniques in narrative texts. The control group, consisting of 35 students from class VII-B, did not receive instruction on storytelling. The research was carried out using the following procedures: administering tests, providing interventions, and conducting post-tests. The examination is conducted in the form of an oral test. The researcher poses inquiries pertaining to the subject matter, and the students respond verbally. The findings indicate a notable improvement in students' oral proficiency through the utilisation of storytelling methodologies. Upon performing the data analysis, the researcher determined that the t-observation value was 3.80, whereas the t-table value was 2.00. The t-observation value (3.80) is greater than the t-table value (2.00) with a sample size of 68 and a significance threshold of α=0.5. Therefore, the alternative hypothesis (Ha) is deemed valid. Storytelling approaches have a notable impact on students' speaking abilities

Qualitative Research on Teacher Candidates’ Oral Communication Skills

In today’s diverse educational landscape, effective oral communication skills play a pivotal role in shaping the future of prospective educators. This research study aims to investigate the perspectives of 36 prospective educators, comprising 24 females and 12 males, who are currently enrolled in a university in Turkey, regarding their oral communication skills. A semi-structured interview form was used to collect the data. The study employed a qualitative case study methodology, and data content analysis was utilised to assess its effectiveness. The findings indicated that the prospective teachers’ reading habits benefited their oral communication abilities, and they held the view that vocabulary was closely related to speaking ability. It was also emphasised how crucial it is to employ a variety of teaching techniques for skill development. It was discovered that they might face challenges, including a lack of confidence, excitement and stress, and it was suggested to focus on practical and diverse teaching methods and techniques to address this issue.

Improving mathematical communication and critical thinking in middle school students: Study of anchored instruction learning assisted by edpuzzle

Background: Mathematics learning often appears unattractive to students due to its monotonous, intimidating, and boring nature. Active engagement in learning mathematics requires students to effectively utilize their communication and critical thinking skills.Aim: This study aims to 1) analyze the critical thinking abilities of students in a learning context, 2) assess their written and oral mathematical communication abilities, 3) evaluate their critical thinking skills in problem-solving, and 4) explore the impact of the Anchored Instruction learning setting assisted by Edpuzzle on these competencies.Method: Employing a descriptive qualitative research design, this study involved 24 VII-H grade students from SMPN 8 Malang. Data were collected using observation sheets, worksheets, and test questions.Results: The study indicates significant improvements in students’ critical thinking and mathematical communication skills. Critical thinking, observed through increased and more sophisticated student participation, was categorized as high in 5 students, medium in 16, and low in 3. Similarly, in mathematical communication, 5 students excelled, 13 were above average, and 6 were below average. This progression exhibited the effectiveness of the Anchored Instruction learning setting assisted by Edpuzzle in enhancing these skills.Conclusion: The study concludes that the Anchored Instruction learning setting, supported by Edpuzzle, significantly enhances students' critical thinking and mathematical communication abilities. This approach has proven effective in engaging students more actively in the learning process and improving their problem-solving skills.

The Impact of Cooperative Storytelling Strategy on the Learner’s Speaking Proficiency

Acquiring speaking abilities has consistently been a significant challenge for language learners. The cooperative storytelling approach is a novel pedagogical method to enhance learners’ speaking skills by fostering improved learning experiences. Hence, the primary objective of this research is to examine the influence of the cooperative storytelling approach on enhancing the speaking skills of learners. A study was conducted at Bagong Nayon II National High School, involving 15 Grade 9 students, to determine the effects of a cooperative storytelling technique on reading skills. Researchers acquired the data included in this study from both the pretest and post-test. The findings indicated a discernible enhancement in students’ oral ability after integrating the cooperative storytelling approach. Cooperative storytelling enhanced comprehension, expanded vocabulary, improved grammar, and refined speech skills among the participants. Therefore, a suitable storytelling technique can improve students’ oral communication abilities. Conversely, cooperative storytelling might enhance learners’ speaking skills by fostering self-regulated learning, interaction, motivation, and achievement. Therefore, this research report offers valuable insights for policymakers, educators, and students regarding effectively implementing a cooperative storytelling technique to enhance speaking proficiency across different educational levels. Hence, it is imperative to consider the significance of verbal communication in the context of learning and growth. It necessitates carefully examining its application in educational settings to foster increased chances for oral language practice. Such endeavors are crucial in promoting students’ cognitive development and should be actively promoted and pursued.

Critical Multimodal Literacy and Oral Proficiency Development

This descriptive case study aimed to investigate the impact of critical multimodal literacy in English classes, which included the use of parody films and metaverse-based User-Created Content (UCC) related to disability, on Korean university EFL learners’ conventional literacy and awareness of disability. Data were collected from three participants with varying English proficiency and educational backgrounds over a two-month period, with weekly sessions lasting two and a half hours. A combination of qualitative and quantitative methods, such as questionnaires, interviews, group discussions, reflective papers, and metaverse-based UCC productions, was employed to assess the effectiveness of critical multimodal literacy in English speaking and disability education. Korean EFL students, influenced by Confucian culture, tend to hesitate when expressing their opinions publicly. In response, this research proposes using avatars to create alternative textual representations of their viewpoints instead of recording personal video presentations. This innovative approach aims to evaluate changes in students’ attitudes towards disabilities and improvements in their oral communication abilities. The overall findings indicated that (1) The critical multimodal literacy practice, employing parody films based on fairy tales in the classroom, plays a significant role in the development of conventional literacy among Korean adult EFL learners. (2) The practice of critical multimodal literacy, which involves using parody films of fairy tales that address disabilities, helps EFL learners broaden their perspectives on disabilities and modify their social behaviors. (3) Attitudes and reactions toward disabilities varied according to the individual experiences of EFL learners.

Speechnotes y el mejoramiento de la pronunciación del idioma inglés

Introducción One of the most difficult problems students deal with is how to improve and correct their pronunciation mistakes. In that sense, Speechnotes is an application created by Wellsource in 2018. Therefore, learners and the general public can have access to this application by downloading it in their mobile phones. This tool is an online speech recognition notepad that allows people to dictate any word or sentences resulting text immediately. Students worked with this app to later state whether this tool helped them recognize what they say by pronouncing words and sentences and the way it supported them to overcome their pronunciation issues. This research work aims to describe the dimensions and phases of the Speechnotes app, as well as identifying the benefits of this app for the improvement of the English language pronunciation. After the pandemic of covid-19, it has been demonstrated that learners have used different free online tools in order to overcome some problems when learning the target language, so Speechnotes is the app that supports learners tackling their pronunciation mistakes. Objetivos To describe the dimensions and phases of the Speechnotes application. Método This work was a descriptive research that was developed with a survey which was used and applied to 73 students. Thus, it was focused and divided into two sections considering two main research questions: 1.- What are the dimensions and phases of the Speechnotes application? which contained 10 items. 2.-To what extend does Speechnotes application benefit the English pronunciation? containing 8 questions. The Likert scale through the whole survey and the coefficient Cronbach’s Alpha were used to gather data and validate it respectively. The result of the Cronbach’s Alpha resulted in 0,856 that means the instrument was reliable. The data and results obtained were analyzed by the SPSS statistical software and described to determine the perspectives and opinions from the participants. It consisted of collecting the data from the survey and describe the real information that students completed according to their own experiences and knowledge (Groves et al., 2011). Principales resultados The results showed that learners consider the dimensions and phases of the Speechnotes application that stand out the most are the accessibility because they agreed on that they have free access without any registration. This aspect allows students to work freely with the application. Consecutively, the application adapts to the students’ voice while they are speaking. It indicates that the application adjusts the voice of a new speaker and recognizes the words easily. Moreover, related to the phases of the application, when the students practice their pronunciation by saying different words, dialogues, etc. The application writes them into a text belongs to the speech recognition phase. Meanwhile, when they mispronounce a word, the app writes another word instead. corresponds to the error diagnosis phase which if there is an inaccurate pronunciation, the software will not write the correct phrase. In this way, when the app does not write the word the students pronounced, they practice until the correct word is written. The feedback presentation phase was also done when learners asked their professors for assistance to know the sort of mistakes they were making in order to overcome those issues. Conclusiones Firstly, it was possible to identify how Speechnotes benefits students due to the fact that it promotes concentration on the individual learning challenges and brings an effective and stress-free environment with motivation as it encourages students to state their points of view according to their preferences through Speechnotes. Secondly, the application allows the practice of segmental and suprasegmental features, and it promotes the improvement of pronunciation and speaking skills in some way. Last but not least, it assists students to develop their oral communication abilities because it could be an effective means of teaching and learning English pronunciation. Speechnotes promotes autonomy in L2 learners because they prefer to perform the pronunciation activities on their own.

The Impact of Communicative Approach to Grammar Teaching on EFL University Students’ Grammatical Knowledge and Oral Communication Ability (A Case of Georgian University)

The Impact of Communicative Approach to Grammar Teaching on EFL University Students’ Grammatical Knowledge and Oral Communication Ability (A Case of Georgian University)