English Oral Communication Skills Research Articles

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

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

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

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

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

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

Practical English Oral Expression and Communication Skills

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

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

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

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Globally, effective oral communication skills in English as a lingua franca have become increasingly important. However, many EFL learners, including those in Indonesia, experience apprehension about oral communication in culturally diverse environments. This study explores the phenomenon of oral communication apprehension among Indonesian EFL learners, focusing on identifying the sociocultural factors that hinder them. Using a single-case design, classroom observations, learner interviews, and a teacher focus group were conducted. Purposive sampling selected three ninth-grade students from selected private junior high school in Jember, who demonstrated apprehension in oral communication, and two EFL teachers experienced in addressing students' communication apprehension. Data analysis involved Ethnomethodological Conversation Analysis (ECA) and thematic coding. The findings indicate that factors like interruption, overlap, self-correction, self-monitoring, and reliance on the first language (L1) during oral communication contribute to apprehension. Additionally, sociocultural factors such as learners' attitudes, parental language background, language interference, and educational challenges were identified as contributing to oral communication apprehension among EFL learners. This study sheds light on the root causes of learners' struggles, encouraging them to overcome these challenges. It also offers valuable insights for educators to implement strategies that can alleviate the sociocultural burden faced by many EFL learners, especially relevant in Indonesia's context within the expanded circle of English language learning, where cultural nuances significantly influence language acquisition experiences.

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

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

Using Animated Tales to Develop Oral Communication Skills in English

This paper examines the use of animated tales to develop the oral communication skills of secondary school learners. In the present era, animation has preoccupied most of the young learners’ minds, and as a result of that, most of the time they are seen watching animated programs and movies. It is a well-known fact that children find animation very interesting. In the present research study, it was assumed that animation could be very useful to develop the oral communication skills of the children. The study was carried out at ‘Rajasthan Marwadi School’ in the Latur district of Maharashtra.Sixty students were chosen through random sampling. They were divided into two groups: the controlled group and the experimental group. 
 Tasks and activities were used as a research tool to analyse the impact of animated tales on the development of learners’ oral communication skills. Other research tools used in the study were classroom observation checklist, tests, and semi-structured interviews. The data was collected through administering various tasks and exercises and analysed quantitatively and qualitatively. T-test was used for quantitative analysis of the data. The quantified data showed that students from the experimental group showed forty percent (40%) improvement in their oral communication skills. The classroom observation and the transcription of the recorded interviews were analyzed qualitatively. The findings of the research indicated that the use of animated tales improved the oral communication skills of the learners. Moreover, such animated tales rendered language learning interesting and motivating.

Gamification for improving oral communication skills in English as a Foreign Language learners

This research focused on the use of Gamification to improve oral communication skills in English as a Foreign Language (EFL) student. It was carried out in a private school in El Quinche with 50 students between 13 and 14 years old who belonged to eighth grade EGB. A quasi-experimental method was used; therefore, a pre-test, a post-test, surveys, class observation sheets and a questionnaire were applied. The results showed that the application of gamification provided significant support to improve students' oral communication skills. In addition, interactive games were found to be more effective in improving EFL students' communication skills. As a conclusion, a variety of games provided reinforcement to the development of the four elements pertaining to oral communication such as grammar, vocabulary, pronunciation, and fluency.

An Analysis of English Oral Communication Skills after Successful Transition from Primary to Elementary Level

The study examines oral communication transitions from primary to elementary English. At the end of primary school, the Pakistani government set an English oral communication standard for all public and private school students. Descriptive study. Convenient sampling and approaching respondents. District Okara elementary schools kept this study. Selecting all Okara primary schools was impossible. District Okara chose 12 urban and rural primary schools. The research sampled 120 students. All students took 25 questions. An analysis of English oral communication ability (EOCS) audio recorder transcribed data. SPSS and Excel 2010 analysed data. Descriptive and inferential statistics analysed and interpreted data. Statistics included descriptive and inferential. Frequency and T- test. Pakistan's government may help elementary school teachers improve kids' English oral communication. The government may change myths and curricula to improve English oral communication.

Alignment of 21st century oral English curriculum and communication skills with labor market and higher education in Oman: The stakeholders’ perspective

Graduates from Omani schools are currently struggling at higher education institutions (HEIs) and in the labor market, mainly due to their lack of oral English communication skills, a 21st century skill that is in high demand. It is common knowledge that the rate of unemployment has increased and that the number of college students enrolling in English general foundation programs (GFP) is high. This study aimed at examining the perspectives of different stakeholders, such as secondary students, secondary English language teachers, curriculum officers, GFP academics and selected representatives from the business sector. The current study adopted a mixed-method research design to collect and analyze the data. Firstly, questionnaires were distributed to secondary students, teachers and curriculum officers and, then interviews with academics and business/ industry officials were conducted. The results revealed that the students and teachers were satisfied with the curriculum, while the curriculum officers, academics and business officials were not. These results suggest that the Ministry of Education (MoE) needs to consider some adaptations to the oral English communication skills taught in the current curriculum to meet the needs of Higher Education (HE) and the labor market.

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.

NON-LINGUISTIC STUDENTS LEARNING AND STRATEGIC COMPETENCE IN PROFESSIONAL ORAL ENGLISH COMMUNICATION DEVELOPMENT

The article defines the peculiarities of developing learning and strategic competence in professional oral English communication of non-linguistic students. In particular, learning strategies necessary for the development of students’ professional oral communication skills in English (strategies for mastering a foreign language and strategies for organizing learning) have been specified. At the current stage, there is no unified classification of communicative strategies, which is due to the peculiarity of different types of discourses and the variety of strategies depending on the speakers’ communicative intentions. Based on the analysis of modern researches, the conclusion was made about the expediency of distinguishing the following communicative strategies: informative, evaluative-influential, emotional-influential, regulatory-motivational and conventional, which, in turn, contain a number of strategies and corresponding tactics. To form non-linguistic majors’ professional oral communication skills in English, it is necessary to outline typical situations, specify the most relevant communicative strategies and tactics by analyzing professional discourse, studying the results of surveys conducted among specialists working in the relevant field. The formation of learning and strategic competence should involve systematic and purposeful mastering of learning and communicative strategies, be carried out explicitly, implicitly and in an integrated way depending on the characteristics of the strategies, situation, learning objectives, students’ individual learning styles, level of their English communicative competence, motivation for learning English, learning and communication experience.

Sistema de tareas para mejorar la comunicación oral en inglés en estudiantes del nivel A1

Since the dawn of mankind, there was a need to communicate in the activity and practice men carried out as a social being. Communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. The teaching of English does not escape the methodological principle of language is primarily oral. To contribute to the development of oral communication in foreign languages, since the Common Frame European of Reference, much research has been done. Regarding the specific area of this investigation, the author has found studies carried out on communication, detecting that students receiving English as a foreign language most of the time are not motivated or interested. Therefore, we need to find ways to improve oral communication trying to be as motivational and realistic as possible. An example of that are the communicative tasks we propose, apply and validate in the process of this research, achieving good results improving the students’ oral communication skills in English.

Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills

The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.

Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills

The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.

The Effects of Task-Based Instruction Using Online Language Games in a Flipped Learning Environment (TGF) on English Oral Communication Ability of Thai Secondary Students

The purposes of this study were to investigate the effects of task-based instruction using online language games in a flipped learning environment (TGF) in developing the English oral communication ability of Thai secondary students and examine the students’ opinions of the task-based instruction using online language games in a flipped learning environment. The present study employed a mixed-method approach. The two-group pre-test and post-test design was used. The participants were 80 students studying in Mathayomsuksa 3 (grade 9) at a secondary school in Maha Sarakham province in Thailand. Forty students were in the experimental group where the TGF was given as the treatment, and 40 students were in the control group where all instruction was taught only in class. Pre- and post-tests were used to collect the quantitative data. A semi-structured interview was used to collect the qualitative data from the students’ opinions. The findings revealed that the students in the experimental group outperformed those in the control group after the TGF. The different mean score of the experimental group was statistically significantly higher than the control group (p < 0.05), demonstrating that the TGF was effective in improving the students’ English oral communication ability. It appears that combining task-based language instruction, flipped learning, and game-based language learning could help the students improve their oral communication skills in English.

Online Learning During the Covid-19 Pandemic: How has this new situation affected students’ oral communication skills?

Employing technology has become imperative to accelerate learning efforts and offer methods to enhance interactions between learners, and among learners and tutors. In this paper, we investigate the difficulties faced by learners in learning virtually and, specifically, in English language learning, with a focus on oral communication skills. Research questions of this study are related to the main difficulties that students face to enhance their English oral communication skills. The tools and methodologies that worked best for them for this purpose are also in focus. In the literature we present a review of pertinent studies connected with learning responses in the COVID-19 period and those specifically related to the topic of our study. The methodology used for the study was an exploratory survey research design using a questionnaire to collect the necessary data for our research. Results showed that students highlighted technical problems as some of the main challenges, as well as not feeling completely comfortable in the online learning environment due to the lack of real communication, which also had an impact in the perception of their progress. They also found group video or audio calls to be the most useful tool for communication purposes. The results of this preliminary study are relevant to educational developers and policymakers. They give an understanding of aspects to be considered to improve the efficacy of learners’ when it comes to enhancing their English communication skills, such as difficulties regarding interaction or level of satisfaction in an online learning environment.

The Use of English Oral Communication Strategies of Thai Engineers in Manufacturing Industry

This study aims to investigate the types of communication strategies (CSs) employed by Thai engineers in their interaction with foreign colleagues and clients at the workplace. In addition, the study also explores the types of oral communication strategies that Thai engineers most frequently use in different tasks while communicating in English at the workplace. The findings of the present study revealed the types of communication strategies used to cope with speaking problems that are frequently used by Thai engineers in different tasks. The Oral Communication Strategy Inventory (OCSI) was used to collect quantitative data from 108 Thai engineers working in the manufacturing industry. The findings of this study revealed effective oral communication strategies in relation to different tasks which will help to improve Thai Engineers’ English oral communication skills in the engineering context based on the strategies they lack.

Exploring EFL Teachers' Perception on Readiness to Use Smartphones for Teaching Oral English Communication Skills at Tertiary Level

his study aims to examine the EFL teachers’ perception of their readiness to use different smartphone applications for teaching oral skills at the tertiary level in Bangladesh and compares this to the relevant demographic factors. To reach these objectives, a mixed method research design was implemented: A survey questionnaire was answered by 46 English as a Foreign Language (EFL) teachers from twelve different universities in Bangladesh and a semi-structured interview was conducted with five of these teachers. The results showed that these EFL teachers had a high degree of readiness to use smartphones for teaching oral skills. The teachers agreed that smartphones could help them to deal with the problems like a large class size, a lack of authentic materials, learners' inactiveness, as well as a lack of an oral practice environment inside and outside the classroom. Moreover, there was no statistically significant relationship between the EFL teachers' demographics and their readiness to use a smartphone. The results suggest that smartphone applications have certain potentials/benefits for the university teachers, and that a smartphone-based teaching method for developing EFL learners’ oral skills should be promoted in an EFL context like Bangladesh.