Oral Communicative Competence Research Articles

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.

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.

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.

Curriculum and Competency Evaluation in Respiratory Therapy Entry-to-Practice Programs.

Essential skills for respiratory therapists extend beyond the traditional scope of therapy. Respiratory therapists are expected to communicate effectively, deliver bedside education, and practice within interprofessional teams. Respiratory therapy entry-to-practice program accreditation standards require evaluation of student competence in communication and interprofessional practice. This study aimed to determine if entry into practice programs include curriculum and competency evaluation for oral communication, patient education, telehealth, and interprofessional activities. The primary objective was to identify the curriculum and method of competency evaluation. The secondary objective was to compare degree programs. Directors of accredited respiratory therapy programs were invited to complete an anonymous survey with regard to degree program type, oral communication, patient education, learning strategies, telehealth, and interprofessional activities. Degree programs were classified as associate's of science 2 year, associate's of science < 2 year, or bachelor's of science. Of 370 invited programs, respondents in 136 programs (37%) completed the survey. Oral communication competence was evaluated by 82%. Patient education curriculum and competency evaluation were reported by 86% and 73%, respectively. Telehealth was rarely included or evaluated. Interprofessional activities were included by 74%, of whom 67% evaluated competency. Bachelor's of science programs were more likely to include a specific patient education course (P = .004), evaluate oral communication competency with unpaid preceptors (P = .036), and evaluate interprofessional competence through formal interprofessional programs (P = .005). Associate's degree 2-year programs used laboratory proficiency for patient education competency evaluation more often than other programs (P = .01). associate's of science < 2-year programs were more likely to include simulation experiences that involved motivational interviewing (P = .01). Differences exist among program types for curriculum and competency evaluation. Telehealth was rarely included or evaluated at any degree level. Programs should evaluate the need for enhanced patient education and telehealth instruction.

ОЦІНЮВАННЯ МОВЛЕННЄВИХ НАВИЧОК В ОНЛАЙН НАВЧАННІ

This academic article explores the intricacies of assessing oracy skills online within the context of online courses. While online learning has been growing in popularity, with many educational institutions transitioning to this mode of delivery, there remains a lack of empirical insight into designing online courses that account for the right assessment. The study seeks to address this gap by investigating the challenges and strategies involved in assessing oracy skills online. The article highlights the multifaceted nature of oracy assessment, which involves assessing oral language and communicative competence. Additionally, assessing oracy skills requires flexibility, as students mature and move from one age period to another. The challenges of online assessment are also discussed, including academic dishonesty, which can hinder fair assessment. Plagiarism, identity verification, and cheating are all identified as key challenges in online assessment. Moreover, students may experience a lack of motivation, insufficient and unrealistic information, and inadequate communication with their instructors as additional barriers in online learning. In response to these challenges, the article outlines various strategies and technologies that can be employed to assess oracy skills online. These include using formative online tests, which provide quick feedback and help build confidence and maintain practice, as well as summative tests that stem from taking formative tests. Additionally, the article suggests that educators should focus on positive student perceptions and outcomes in online learning to develop better practices. Overall, this article highlights the importance of understanding the intricacies of assessing oracy skills in online courses and provides insights into the challenges and strategies involved in this process. By taking into account the various factors that can impact online assessment, educators can develop more effective and engaging online courses that promote student success. Key words: oracy skills, assessing oracy, assessing online, distance learning, communication.

The direction of the relation between oral communicative competence and social preference in early childhood classrooms, and the role of dialogic classroom talk

ObjectiveThe present study investigated the direction of the relation between oral communicative competence and social preference in early childhood classrooms. Additionally, we explored the role of dialogic classroom talk in this relation. MethodsN = 311 children (aged four to seven) participated. Oral communicative competence was measured with the Nijmegen Test for Pragmatics and social preference was assessed with a peer nomination method (both constructs measured at two timepoints). ResultsOutcomes of cross-lagged analyses demonstrated a directional link from social preference to oral communicative competence, but not the other way around. There were no differences in the relation between the two constructs between classrooms in which dialogic classroom talk was implemented and classrooms in which it was not. ConclusionThis study seems to indicate the importance of children's social preference for developing adequate communicative abilities.

Vietnamese EFL Students’ Perceptions of Difficulties in Achieving English Oral Communicative Competence

In response to the reform in education proposed by the Ministry of Education and Training (MoET) of Vietnam, the pendulum of most teaching and learning activities has swung their concentration to communicative competence-based approaches. Developing communicative competence amongst students of English has received tons of effort from related stakeholders such as teachers, students, educators, researchers and policy makers. The number of studies investigating this shift to date, however, has remained scared. The current study, therefore, aims to investigate the perception of English as a Foreign Language (EFL) students about the difficulties they encounter in achieving English oral communicative competence. Sixty-five students volunteered to participate in the study. The study employed a questionnaire as an instrument for data collection. The results show that the students underwent a certain number of difficulties related to linguistic, sociocultural, discourse, formulaic, interactional and strategic knowledge in the process of achieving oral communicative competence.

Dialogic Inquiry: A Tool for Developing Oral Communicative Competence and Increasing the Willingness to Communicate among EFL Learners

The current study sought to investigate how far dialogic inquiry influences the oral communicative competence of EFL learners and their willingness to communicate levels. The study participants comprised thirty EFL female learners in an English language and translation context. By using ten topics distributed over ten cycles, and administering an oral comprehension test with an analytic rubric for analysis, a willingness to communicate questionnaire, and an observation form, the results of the study revealed considerable improvement in terms of the students ‘oral comprehension skills and their levels of willingness to communicate. The study ends with some conclusions and suggestions that can be of benefit for scientific purposes.

The adherence to cooperative principle in oral conversation by Iraqi college students

Grice’s principles of cooperation explain the maxims that underline cooperation among speakers when they converse. However, lack of awareness of these principles can lead to miscommunication. In order to indulge in effective communication, it is necessary to follow the principles of cooperation. Pragmatics is not part of curriculum of EFL college level in Iraq, hence, students are likely to violate the principles. The aim of this study is to identify cases of adherence / violation of each of the maxims of cooperation singly and collectively. Real time natural data was collected from the college campus for the purpose which was tabulated and analysed.  Results showed the extent to which the students followed or violated the principles, and the difficulty in identifying and labelling due to the complex nature of natural conversation. A descriptive qualitative method was used. The study emphasizes the need for including pragmatics in the EFL curriculum in Iraq and points at new innovative methods to improve oral communicative competence of EFL Iraqi college students.

Cognitive Analysis of Pragmatic Functions of Discourse Markers in Spoken English in the Context of Computational Intelligence.

To improve the level of oral English teaching, improve students' oral communicative competence (OCA), and promote successful communication with native English speakers, this study studies the pragmatic function of dialogue markers and constructs the cognitive evaluation system of artificial intelligence (AI) by comparing the two cognitive evaluation systems of human subjectivity and knowledge base; in this study, the credibility of human subjective evaluation and the coupling degree of machine objective evaluation are discussed. The key coefficient R2 is obtained by the linear regression method, and the correlation is obtained by the Spearman correlation algorithm. The cognitive effects of knowledge base and AI are verified; the results show that the cognitive analysis system of pragmatic function of discourse markers in oral English based on AI has good teaching value. In the context of AI computing, we can put forward targeted learning methods and learning methods for students according to the amount and accuracy of markers in oral English that students have mastered, so that students can quickly improve the learning quality and the learning effect of oral English markers, which is more conducive to improving students' oral English level and realizing students' effective communication.

Interactive Design of Online Oral Training in University English Teaching

Traditionally, asynchronous discussion group is used to realize the interaction of online oral English training in university English teaching, which lacks the training process of reading, listening and speaking skills. This paper puts forward a new interactive design method of online oral English training in university English teaching, which integrates reading, listening and speaking skills with the “integrated task” teaching model and closely combines the input and output process. The instructional design and implementation of LGD online oral training based on CLA model are adopted to realize the interaction of online spoken English training in university English teaching. The experimental results show that the proposed method is more direct and efficient in interaction. There is a significant difference between formal practice strategy R1 and R2 (P&lt;0.001) after the proposed method is used in oral English training, which indicates that the proposed method can improve the overall level of university oral English communicative competence and the interaction performance is good.

Are collocations worth teaching in adult learner English as a foreign language (EFL) classes?

Since the beginning of the twentieth century communication among people of diverse cultures has become an urgent demand. There are various motives for adults to learn English as a foreign language: to develop their career or to increase their cultural horizons. The challenges facing adult learners are quite different from those encountered by younger learners. The time adults spend in training sessions is their worthwhile investment. Teachers have to adapt their teaching methods to help their adult students acquire the target language in a limited time. The current research involves a survey that raises the importance of collocations in English language acquisition for adult learners (students of military specialty). A multiple choice questionnaire was applied. 58 intermediate English language learners were involved in the research in order to find out that teaching collocation in EFL groups is obviously considered to be one of the most effective ways to easily develop learners’ written and oral communicative competence. The results from the research were positive enough: the findings have implications for EFL teachers to encourage adult language learners to practice new words not only by remembering separate words, but also their stable collocations. The study recommends remedial procedures for the curriculum in the students’ collocational knowledge development.

Effectiveness of synchronous and asynchronous online learning delivery in developing oral communication competencies

This evaluation study investigates the effectiveness of synchronous (SL) and asynchronous (AL) mode of learning delivery in the development of competencies in Oral Communication among Senior High School students of Engineering (STEM), Business (ABM), and Social Sciences (HUMSS) in a state-run laboratory school. Participants are selected through Stratified Sampling. It compares the extent to which objectives of the course were met, relevance of contents amidst the current context, the effectiveness of instructional delivery, and the difference in the acquisition of competencies among students in SL versus those in AL. It is especially significant as an assessment of distance e-learning is necessary amidst the digital shift in education because of the pandemic. A Course Evaluation Form as well as a Student Self-assessment of Learning were used to gather data. These instruments were validated and checked for reliability, with a Cronbach α of .859 and .871, respectively. The results of data analysis illustrate that at α=0.05: (1) there is no statistically significant difference in the mean evaluation of SL and AL learners as to the extent in which the objectives of the course were met (p=0.109); (2) there is a statistically significant difference in the mean evaluation of the relevance of course content in the current context of the learners (p=0.012); (3) there is a statistically significant difference in the mean evaluation of SL and AL as to the effectiveness of instructional delivery (p=0.013), and; (4) there is no statistically significant difference in mean evaluation of SL and AL learners’ acquisition of competencies in Oral Communication ( p=0.215).

International Chinese Postgraduate Students’ Adaptation Strategies for Oral English Communication Practices in Malaysian Higher Education Institutions

Since establishing the Silk Road initiatives, increasing numbers of Chinese students are going to Malaysia to pursue their postgraduate degrees. As the largest group of international students, numerous research studies have reported that Chinese international postgraduate students face language obstacles in English language communication during their overseas studies in English-medium instruction (EMI) campuses. This qualitative case study supplies in-depth insight into different adaptation strategies utilized by international Chinese postgraduate students to overcome challenges faced in academic communication practices. Qualitative data were collected from three sessions of semistructured in-depth interviews. Informants were six international Chinese mainland postgraduate students (i.e., three masters’ students, three Ph.D. students) from diverse disciplines. The interviews allowed the participants to share their own experiences of utilizing effective adaptation strategies to overcome challenges faced in academic English communication practices in their studies. Their adaptation strategies include enhancing their oral English language communication competence and academic achievement. Thus, this study contributes by providing suggestions to Malaysian higher education institutions seeking measures to improve international service quality.