English Oral Communication Skills Research Articles

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.

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.

Various strategies & methods for successful improvement in English oral communication skills

It has been claimed that ‘no individual’s linguistic repertoire is perfect’ (Maleki 2007, as cited in (Hmaid, 2014)). Both indigenous and non-native participants of any community frequently encounter obstacles, relying on restricted verbal tools to convey their intention. Communication strategies are the methods through which speakers seek to bridge the barrier amongst all individuals who wish to convey and the instantly accessible language assets. The significance of English cannot be overstated. Paragraph fragmentation, run-on phrases, and general topic alignment are the major opponents of proper grammar. Communicating is the most fundamental mode of interaction. That is the only fundamental human privilege with the fewest limits and is regarded as extremely essential by the legislation. Currently, fluency in English is practically a must for accomplishment in the globe. This research paper reveals a mixed-method methodology in scrutinizing possible effective modules and types for oral communication skills in the English language. Both quantitative and qualitative approaches were taken into consideration throughout the whole investigation, where the studies of Dhani Ram Sharma, Apisara Sritulanon, Panna Chaturongakul, Thapanee Thammetar, Anne Syomwene, Zhanli Yang, Yaseen Hmaid, JD Singh had a huge impact on the results and discussions of the research. The main obstacles illustrated throughout the research were lack of preparation, lack of spoken English, poor vocabulary, inability to clearly understand native speakers or others speaking this language, and inability to express ideas that were discussed and analyzed with the offered solutions. The following research objectives are being analyzed throughout the investigation: making a significant commitment for persuading instructors & others; developing a conceptual method for instructors; promoting the benefits of communication skills; offering a skill different from conventional learning speaking skills to learning English; examining the efficacy of conversation skills. Examples, strategies, and recommendations illustrated by the authors in the following sections of the research paper underline the importance of oral communication skills both in the teaching environment and in the professional sphere. Furthermore, the analysis of statistics made by Dhani Ram Sharma, stressed the positive impacts of strategies used by them in improving and developing students’ communication skills. Moreover, the results and discussions concerning the revealing of research findings affirm that activities and strategies implemented were successful enough for future professional accomplishments of oral communication skills.

Investigating Strategies to Improve English Oral Communication Skills Among Undergrads at Mehran UET, Jamshoro

An Oral Communication (OC) plays a significant role in our day-to-day life. It has been considered as a life changing tool of the conversation. In academia,it is given a primary importance. (OC) is a two-dimensional work and it includes both listening and speaking simultaneously. This paper aims to investigate strategies, impacting students’ oral English communication performance and to make them effective and fluent speaker of English language.In this thesis, the researcher introduced many strategies to help students to improve their speaking skills of English language which actually comprises oral communication. First the study attempted to develop the questionnaire for statistical analysis named strategies for oral communication which was then classified as strategies for speaking skills. There were nine strategies of speaking. The research project was based on close-ended questionnaire for speaking and composed in a 5-point Likert scale ranging from 1 strongly agree (SA) 2 agree (A) 3 Neutral (N) 4 strongly disagree (SD) 5 disagree (D).The target population for this study were the 132 students of Mehran University of Engineering and Technology, Jamshoro, Sindh. The research contains sequential mixed method for the collection of data that is based on both quantitative data, that was collected from students through questionnaire and the qualitative data that was collected from 5 English language teachers of MUET, Jamshoro. The data was analyzed in grand percentage, mean and standard deviations. To validate the use of the instrument, participant reports on the Strategy for oral communication were compared with the result of the OCS. It was revealed that students with high or low oral proficiency tended to use these particular strategies, such as social affective strategies, fluency-oriented strategies, negotiation of meaning and etc.Some of these strategies can directly influence their effectiveness of learning communication skills of English, but some do not have direct influence on oralcommunication skills of English. Understanding these strategies and their impact would enable both instructors and students to improve their teaching, learning environment as well as methodology. Keywords: Communication Strategies, survey research (sequential mixed method), speaking skills, high proficiency, and low proficiency. Investigating Strategies to improve English oral Communication skills among undergrads at Mehran UET, Jamshoro DOI: 10.7176/JLLL/79-05 Publication date: May 31 st 2021

Using Role Playing Activities to Improve Thai EFL Students’ Oral English Communication Skills

The purposes of this study were to examine the effects of using role playing activities to enhance students speaking skills as well as to investigate the usefulness of role playing activities in the development of selfconfidencein oral English. The experiment was conducted with an intact group of 50 Thai EFL undergraduate students. The data were collected by using (1) the pre-speaking test and the post-speaking test on oral competence in English communication, (2) the assessment form on students’ self-confidence in speaking English, and (3) an interview form on students’ opinion and self-confidence in speaking English before and at the end of the course. The research results revealed that role playing activities had positive effects both on student’s oral competence and self-confidence in speaking English. The frequent practice over the period of time through the role playing activities is the vital key to enhance students’ speaking abilities and improve their speaking confidence.

Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level

Investigating the Problems of Teaching Oral English Communication Skills in an EFL context at the Tertiary Level