Oral English Ability Research Articles

An Exploration of Spoken English Strategies in Secondary Vocational Schools from the Perspective of Core Literacy

The core literacy of student development is an important content of promoting education reform and has an important effect on adapting the strategy of developing English talents in the future in our country. The cultivation of English core literacy depends on the innovation of teaching methods, the improvement of teachers' professional ability and the application of information technology, which is integrated into the training of listening, speaking, reading and writing skills. At present, the emphasis of English teaching is mainly placed on reading and writing, ignoring the cultivation of students' oral English, and students' awareness of oral communication is very weak, which is not conducive to the comprehensive development of students' core English literacy. English teachers should start from the concept of core literacy, develop targeted oral learning strategies for students, broaden the learning channels for students, and promote the improvement of students' oral English ability. This paper analyzes the present situation of oral English teaching and discusses the strategies to improve the oral English of secondary vocational students under the concept of core literacy.

Research on the Effect of Introducing Speeches in English Classes on Improving Oral English Ability under the Background of Digital Teaching

This study investigates how classroom speech training can boost English speaking skills within digital teaching contexts. It reveals that incorporating the ISAS teaching method with English speech training in vocational college courses can significantly enhance students' communication skills, particularly in oral expression. The research employed various methods to demonstrate that classroom speeches effectively elevate students' English speaking proficiency, diversify teaching content and methods, and foster innovation in English speaking education at vocational colleges. Integrating teaching materials with topics relevant to the software field, along with using a range of expressive forms and techniques, aids in broadening students' perspectives, making English classes more practical and engaging, and bolstering their English application skills and professional competencies. The study also highlights the crucial role of teachers' instructional abilities and personal qualities in enriching students' English learning and skill development. It suggests that teachers integrate more speech-focused activities into regular instruction to advance students' comprehensive English capabilities.

The Influence of Situational Teaching on English Learning Experience and Outcomes of Primary and Middle School Students

As a non-English-speaking country, China's exam-oriented education focuses too much on writing and reading, while ignoring English as a practical subject. Some studies find that the situational teaching mode is conducive to improving this phenomenon. The more opportunities students have to practice, the more proficient they will be in learning English. This article uses the method of literature review to summarize the research literature on situational teaching in English classes in China. Generally speaking, the application of situational teaching in the English classroom of primary and secondary schools in China is still very rich and extensive, but there are still some defects. According to the existing literature, it can be seen that elementary school is the stage of English enlightenment, and the use of situational teaching can establish long-term interest in learning English for children. Due to the high academic pressure of middle and high school students, the implementation of situational teaching can provide students with opportunities for practical application in English learning. The English foundation of secondary vocational students is weak, and situational teaching is carried out around majors, which can improve students' interest in learning. In addition, the researches find that the fun, flexibility, and practicality of situational teaching can improve students' learning experience and stimulate students' interest in learning. For the shortcomings of domestic English education, situational teaching can improve students' oral English ability, listening comprehension ability, and autonomy in learning English.

An Analysis of Grammatical Errors in Chinese EFL Learners' Oral English

Compared with reading, writing, listening, Chinese English as Foreign Language (EFL) learners oral English ability is usually far weaker and ignored in classroom language teaching. In terms of oral English teaching and practicing, most of the emphasis is on pronunciation, vocabulary, intonation, while little attention has been given to the grammatical errors in the oral English. The present research focuses on analyzing grammatical errors in Chinese EFL learners oral English. In order to identify the most prevalent grammatical error types and determine the relationship between grammatical errors and oral English proficiency levels, the study collects recordings of subjects discussing a particular topic and transcribing them for error recognition, classification, frequency analysis, and correlation analysis. It is found that Chines EFL learners commit preposition and article errors most frequently; no obvious correlation between error numbers and English-speaking levels is shown, while two error types omission auxiliary be and noun for adjective have significant positive correlation with learners English-speaking scores as indicators of their oral English levels. Based on that, it is concluded that differences between the mother tongue and English, as well as the complexity of some grammatical rules are main causes for errors, and teachers should be aware that students are likely to commit some certain types of errors more as they make progress and try to use more complicated grammatical patterns.

Lexical Richness of Chinese College Students’ Spoken English

Lexical richness has been considered one of the most effective methods of assessing writing proficiency. However, the studies on spoken English lexical richness for EFL Chinese students are relatively few. By comparing low, middle, and high levels of Chinese college students’ spoken English, based on Read’s (2000) and Costa’s (2005) framework, this study investigates the developmental features of lexical richness in terms of three dimensions: lexical sophistication, lexical variability, and lexical density. With the help of LCA, SpaCy, and Antwordprofiler, this quantitative study evaluates more than 150000 tokens and analyzes the data using SPSS. The findings are as follows: 1) Chinese college students’ spoken English lexical variability increases significantly with the increase of the English levels; 2) Chinese college students’ spoken English lexical sophistication increases with the increase in the English levels, but it has a critical point of growth rate, using the unique method--“avoidance”; 3) Chinese college students’ spoken English lexical density firstly decreases and then increases with the increase of the English level, and the low-level learners use the fewer conjunctions which probably causes the higher lexical density. 4) Costa’s (2005) psycholinguistic model can explain the language features in a non-specific language view. Based on the above conclusions, some suggestions are put forward for oral English teaching to improve the students’ oral English ability.

The Influence of Gender Differences on Chinese English Learners’ Oral Ability

Oral English ability has been one of the essential domains in foreign language learning. The study of gender difference is a very common research topic, and many research fields have paid attention to it, including experts from social sciences, linguistics, and culture. According to previous findings, most researchers in various fields agreed that there are gender differences in the ability to oral English. Some scholars pointed out that gender differences in language learning are reflected in the spelling and pronunciation of words. Women tend to use diverse strategies in language learning, so they learn more efficiently. Others concluded that the gender difference in language is determined by the inevitable reflection of the values of a specific society and the way of national thinking in language. In terms of the relationship between gender and oral English ability, most researchers found that the oral expression ability of women is better than that of men based on different factors. Thus, this paper focuses on the potential impact of gender differences on Chinese learners’ oral English ability. Firstly, this paper introduces five aspects of gender differences in Chinese learners’ spoken English, including pronunciation, grammatical structure, vocabulary usage, the difference in communicative contexts, and learning ability. Then, by analyzing the causes of these gender differences in biology, learning strategies, social status, and psychology, the conclusion is clear that women have certain advantages over men in learning spoken English, even though it is temporary and will change with other factors. The contribution of this paper is that it inspires future researchers to explore more about the potential gender differences in language learning and the effective strategies .to cope with this phenomenon.

Human-machine dialogue modality of English Language oral skills testing among Chinese EFL students

With the development of computer technology and the development and application of interactive software, more and more second language oral examinations begin to adopt the form of "human-machine dialogue" as the main way of oral examination. However, the results of these experiments have not been validated in the Chinese context. Therefore, this study aims to identify the affecting factors of students’ performance in different English oral tests among Chinese EFL learners. The study used an experimental design. This paper designs and implements a simulated spoken English test of human-machine dialogue modality. 5 Chinese undergraduates students majoring in English language studies and 5 non-English majors are recruited to participate in the experiment. Also, in addition, the experiment also recruited 6 teachers with rich experience in teaching English as a second language as examiners. The results show that there are significant differences in the effective speech frequency in the two tests. Pearson value is.004, and reliability r value is R = 0.04, indicating significant reliability. In terms of hesitation, the duration of all subjects in Q1 and Q2 is significantly different (p<.01). Lexical errors and semantic errors were the most occurred mistakes among students. Finally, the subjects showed high level of anxiety. In terms of self-evaluation of speaking ability, only the group of intermediate English learners show significant differences in the self-evaluation of the two experiments test can truly reflect their oral English ability. This study recommends more research on the human-machine dialogue as the subjects in human-machine dialogue modality cannot get real-time feedback from the communication object, so the subjects are seldom able to notice and self-correct grammatical errors during the expression process. Fourth, the author analyzes and raises research questions about the mistakes made by the subjects in their oral expressions. The human-machine dialogue modality cannot guide the examinees through real-time communication and stimulate the examinees to express the examinee's grasp of relevant second language knowledge which the examiner wants to test.

The Survey on Students’ Emotional State in Oral English Learning of Junior Middle School—Taking No.11 Junior Middle School of Yichang City as an Example

Under the background of the new curriculum reform, the inspection of listening and speaking ability has become an important part of the high school entrance examination, with the score accounting for about one third. The training and cultivation of oral English ability is an increasingly important task in English learning and teaching in junior middle school. For most junior middle school students who lack oral English learning skills and experience, the part of listening and speaking is the weak link in their language learning. Therefore, junior middle school students are prone to have negative emotions towards oral English, which is not conducive to English language learning. On the basis of the affective filter hypothesis, this paper analyzes the emotional variables of students, investigates the emotional attitudes of 80 students, from two classes of Grade eight, towards oral English learning, in No.11 middle school in Wujia District, Yichang, Hubei Province, in the form of questionnaire, and explores the influencing factors of anxiety about oral English learning and coping strategies to increase students’ confidence and motivation, and relive anxiety, thus improving their oral English.

Study on the Application of Task-Based Language Teaching in Middle School Oral English Teaching in China

Speaking is an essential aspect of English learning. It reflects the student’s ability to express and comprehensively use the language. In the 21st century, international exchanges have become increasingly frequent. Therefore, English is more important as a tool of international communication. Despite this, under the long-term pressure of examinations, English teaching in our country only focuses on reading, writing, and other content closely related to testing scores, while oral English teaching is easily neglected. Even in the classrooms where oral English teaching is implemented, the teaching activities and methods are relatively monotonous and out of touch with the actual situation, resulting in students’ low enthusiasm for oral English and unwillingness to speak English. In order to solve this problem, this paper studies an effective oral English teaching method --- Task-Based Language Learning (TBLT). This teaching method abandons the disadvantages of the traditional oral English teaching method and better improves students’ oral English ability. TBLT is a teaching method that gradually emerged and developed in the 1980s. In language teaching, TBLT requires language teaching based on tasks, and students should learn the language while completing the tasks. TBLT allows students to use English to complete various actual tasks related to life, study, and work, making classroom teaching real and task-oriented and cultivating students’ ability to use English in practice.

Explore the Innovative Path of English Speech Pronunciation Training

The development trend of global economic integration makes the trade between countries more and more close. English, the world language, occupies an increasingly important position in international exchanges and cultural and economic activities, and the oral English ability is gradually valued by educators. English speech can effectively stimulate the motivation of English learning and improve speakers' English level from multiple perspectives. Therefore, in order to further enhance the appeal of English speech, apart from the careful writing of English speech content, speech speech and other on-the-spot performance is also an important factor affecting the effect of English speech. Based on this, this paper puts forward some innovative ways of English speech pronunciation training, hoping to help speakers implement the art of speech, make full use of pronunciation and posture to infect the audience, achieve the purpose of English speech, and deepen their own English literacy.

Study on the influence of middle school students' oral English ability improvement

Study on the influence of middle school students' oral English ability improvement

Developmental Routines of Oral English Ability for English Major Students: Based on Complex and Dynamic Systems Theory

Developmental Routines of Oral English Ability for English Major Students: Based on Complex and Dynamic Systems Theory

The Analysis and Pedagogical Suggestions of Online Language APPs on Improving Oral English Ability

With “Internet+” becoming a notional strategy, traditional industries are accelerating the pace of integration with the Internet, and the education industry is also seeking innovating development. Shocked by the pandemic, online education began to show their functions. The online oral English practice APP Liulishuo English is widely use among students. Therefore, this passage is going to introduce the APP Liulishuo English in oral English improvement. By analyzing the advantages and the disadvantages of this app from different perspectives, some pedagogical suggestions will be put up, so as to better integrate the online learning APP with off-line classroom teaching.

A Deep Learning-Based Assisted Teaching System for Oral English

The progress of global economic integration has forced English learners to have an urgent need to improve their oral English. College students’ oral English ability is currently the worst of the four abilities of listening, speaking, reading, and writing. The main reasons are internal and external. The internal reason is that the pronunciation characteristics of Chinese students are different from those of English. The external cause is that the practice environment and tools of oral English are not ideal, which affects the improvement of learners’ oral English. This study proposes using a deep learning algorithm (DLA) English in the evaluation of oral English quality to improve learners’ oral English level. The quality of oral English can be comprehensively evaluated in terms of pitch, speed of sound, and rhythm. The standard of pronunciation is the foundation of oral English and is the most critical factor. In many DLAs, the input unit of DNN at a certain moment and its upper and lower moment input units have no relationship and are independent of each other, and the timing dependencies of adjacent units are not fully considered. The results are generally not very good on speech recognition tasks. This study proposes a time-delay neural network (TDNN) and a long short-term memory (LSTM) network to calculate the posterior probability of the model state to model context-dependent features in order to solve this problem. The fusion model TDNN-LSTM is applied in the English spoken pronunciation recognition task. To compare the accuracy of oral English pronunciation, several classic DLAs are introduced. The experimental results show that the method described in this study has a number of advantages. Although the performance improvement of this method in terms of recognition accuracy is not large, a certain degree of improvement is also very important for the oral English teaching assistant system.

Evaluation of an Online Oral English Teaching Model Using Big Data

In order to improve the online oral English teaching model, enhance its efficiency, and widen its utilization in university teaching, this study developed a rigorous oral English teaching model, constructed a comprehensive oral English evaluation model, and used PBL to guide the direction of oral English curriculum under the influence of big data-driven background. The use of online oral English teaching mode was realized to ensure that students can internalize knowledge in class. A complete teaching method was used to ensure that learners can master more knowledge in English class, promote the operation of online English learning in the network environment and create a safe learning environment for students, improve students’ oral English ability, improve oral teaching, and improve the integrity of oral teaching. The deepening of big data and online review teaching will be the requirements of the future teaching environment. Therefore, it was decided that only by making full use of all the advantages of information technology, combined with the background of education and teaching, can we explore the new education and training methods needed in the new semester.

The Combination of Production-Oriented Approach and Flipped Classroom Teaching Model: An Experimental Research in the Listening and Speaking Class in Chinese Senior High School

The widespread adoption of a production-oriented approach (POA) in classroom instruction design has established its operability and effectiveness in foreign language teaching. This study constructs a teaching model combining POA and flipped classroom teaching model to enhance the oral production ability of high school students. The model was applied to oral English teaching in an experimental class, and a paired-sample t-test was conducted on the pretest and posttest scores of the class to validate the effect of the model. Then, an interview was conducted to survey students’ attitudes toward spoken English. We observed significant improvement in students’ oral English ability and their interests in spoken English. Furthermore, the application of the new teaching model transformed the traditional input-driven teaching into output-driven teaching, fully mobilizing students’ subjective initiative in learning the English language.

Development Countermeasures of College English Education Based on Deep Learning and Artificial Intelligence

College English education aims at cultivating students’ English application ability and promoting the development of students’ English communication level. However, at present, many college students still stay in English learning to cope with the examination. The cultivation of oral English and other comprehensive ability is little. Therefore, the development direction of college English education should be based on the actual needs of students in social work and life, and formulate a plan more suitable for contemporary development needs. In this context, to better provide countermeasures for the development of college English education, this paper provides a new English education model based on artificial intelligence (AI), and evaluates students’ comprehensive English ability through deep learning (DL). This paper not only constructs a college English teaching model and evaluation system through artificial intelligence methods but also evaluates the quality of English pronunciation through DBN. It also designs comparative experiments, and the consistency between manual evaluation and DBN-based evaluation is obtained. The results show that the English pronunciation evaluation system based on DBN has a high consistency with manual evaluation. Among them, in the speech rate evaluation, the adjacent consistency rate reaches 99.58%, showing that the evaluation model constructed in this paper is effective and verifying the feasibility of applying the artificial intelligence method to college English education.

An Analysis of Situations of Junior High School Students’ Oral English Ability and Its Strategies

Since the reform and opening up, economic, political and cultural exchanges between our country and other countries have become more and more frequent, English has attracted more and more attention, and it is more and more important to improve the oral English ability of middle school students. Junior high school is the basic stage and the best period to cultivate oral English communicative competence and oral English communicative competence is the top priority to cultivate students' English competence. Although the awareness of cultivating and improving oral English ability is increasing, the oral English ability of junior middle school students in China is relatively ordinary due to the influence of exam oriented education. In order to detect the mastery of middle school students' oral English and learning English，this paper mainly takes middle school students as the research object under the research background of relevant literature at home and abroad. Combined with the current situation of the cultivation and development of junior middle school students' oral English ability in China, through the method of questionnaire survey, this paper studies the current situation of junior middle school students' oral English level, the problems existing in junior middle school students' oral English and the factors affecting junior middle school students' oral English ability. Finally, combined with relevant teaching and materials, this paper puts forward relevant operable suggestions and strategies for the cultivation of junior middle school students' oral English ability.

Evaluation of Blended Oral English Teaching Based on the Mixed Model of SPOC and Deep Learning

With the deep integration of “internet + education” and the continuous advancement of education reform, blended teaching has become the main method of university education reform. Blended education combines the advantages of traditional education and online education to complement each other. It not only takes advantage of the flexibility and autonomy of online education but also retains the benefits of emotional communication between teachers and students in offline education. With the increase in practical exploration of blended teaching in universities, teaching evaluation is an important part of teaching, and blended teaching evaluation should also attract attention. The purpose of this paper is to study the mixed oral English teaching evaluation based on the mixed mode of SPOC and deep learning. On the basis of analyzing the teaching design principles of the mixed mode of SPOC and deep learning and the principles of constructing the teaching evaluation after half a semester of teaching investigations conducted by the two classes of English majors, the impact of the SPOC and deep learning mixed teaching mode on students’ spoken English was studied through the method of covariance analysis. The experimental results show that the mixed teaching mode of SPOC and deep learning has been able to fully stimulate students’ interest in oral English learning and improve students’ oral English ability, critical thinking of students, ability to solve problems, group cooperation, and effective communication. Self-directed learning and self-reflection have all had a positive impact.

Proposing a task-oriented chatbot system for EFL learners speaking practice

ABSTRACT Many learners of English as a foreign language often feel that learning spoken English is frustrating and quite difficult, especially when they have to talk to English-speaking foreigners. In general, because they are unfamiliar with the spoken mode of English and are worried about making grammatical errors, they often feel very scared to speak English. Furthermore, spoken language and reading differ in many ways. For instance, when seeing text containing new words, learners can stop and look up words in a dictionary. Additionally, a passage can be read multiple times by learners to understand it. Conversely, spoken language must be understood immediately in order to communicate effectively. The purpose of this study is to propose an interactive chatbot system named TPBOT which stands for “TOEIC Practice Chatbot” for EFL learners to eliminate their fear of speaking English and enable them to chat with online chatbots to practice spoken English at any time. This TPBOT would be very helpful to eliminate learners’ anxiety about speaking a foreign language with foreigners. Participants in this study are Taiwanese students whose oral scores on the TOEIC® test are below 100. They hope to improve their oral English ability after participating in the four-month experiment. The results have shown that students are satisfied with using this TPBOT and believe that it has indeed helped them improve their English speaking skills. Obviously, the TPBOT was very effective for the intended purpose. For educators, the TPBOT is very useful to build learning content in the TPBOT, provide learners with interactive exercises and improve learning effects.