Oral Language Learning Research Articles

The Attitudes of Chinese College Students Towards Utilizing Blended Learning to Enhance Their English Speaking Skills

This study aimed to investigate the attitudes of Chinese college students toward using a blended learning approach to enhance their English speaking skills. Participants include 105 non-English major students from a regular university in western China. A quantitative analysis was conducted based on the data from a designed questionnaire. The findings identify the majority of students were satisfied with using the blended learning approach during the courses to improve their English-speaking skills. Furthermore, most students showed a preference for using blended learning in future English-speaking learning because of its user-friendliness, flexibility in terms of time and location, access to self-directed learning, and diverse teaching resources. The study further demonstrated the successful and effective implementation of blended learning in English-speaking instruction as part of an educational reform process in a regular university in Western China. The researcher attempted to provide some tips to enhance blended English-speaking learning including diversified instructional designs, increased teacher-student interaction, the active use of spoken English in the classroom, practice opportunities outside of class, and the dissemination of rich oral language learning resources.

The Effect of Active Review Strategy on Student’s Attitude to Basic Science in Oyo State

Students' oral language skills are very important in the digital era, and technology and communication have developed rapidly by presenting spoken language content that is popular with students. Multiliteracy learning refers to the multicontext aspect, which means learning uses various contexts or broad topics. In the multimedia aspect, multiliteracy learning uses various media. This research uses a case study design with the aim of exploring the oral language skills of elementary school students in the digital era to support multiliteracy learning. The data in the research was collected through several collection techniques in the form of questionnaires, observations and interviews. The data of this study were analysed using a qualitative approach with thematic analysis techniques. The research results show that students' oral language skills in this digital era are still limited to non-formal speaking skills. Talking content comes from shows that are watched, namely short dramas, advice, food review videos, other entertainment content. The type of text used in oral language learning is only printed text, which in their daily lives students often watch content on social media such as WhatsApp, Tiktok, snackvideo and YouTube. Students prefer short, interesting videos, with a few activities that involve thinking skills. Listening and speaking activities through these sources can be included in learning according to a multiliteracy context so that it is more meaningful for students.

Oral Language Skills of Elementary School Students to Support Multiliteracy Learning in the Digital Era

Students' oral language skills are very important in the digital era, and technology and communication have developed rapidly by presenting spoken language content that is popular with students. Multiliteracy learning refers to the multicontext aspect, which means learning uses various contexts or broad topics. In the multimedia aspect, multiliteracy learning uses various media. This research uses a case study design with the aim of exploring the oral language skills of elementary school students in the digital era to support multiliteracy learning. The data in the research was collected through several collection techniques in the form of questionnaires, observations and interviews. The data of this study were analysed using a qualitative approach with thematic analysis techniques. The research results show that students' oral language skills in this digital era are still limited to non-formal speaking skills. Talking content comes from shows that are watched, namely short dramas, advice, food review videos, other entertainment content. The type of text used in oral language learning is only printed text, which in their daily lives students often watch content on social media such as WhatsApp, Tiktok, snackvideo and YouTube. Students prefer short, interesting videos, with a few activities that involve thinking skills. Listening and speaking activities through these sources can be included in learning according to a multiliteracy context so that it is more meaningful for students.

A Survey on Oral Anxiety of English Majors

Continuous in-depth language research and the rapid development of language teaching deepen people's understanding of the nature of language. The focus of language teaching research for language workers is from how to teach to how to learn, from the learning result to the learning process; from the emphasis on teachers and teaching methods, the study gradually tends to the study of learners, learning strategies and emotions. However, in the daily language learning process, college students have serious anxiety in oral language learning. This study is based on Krashen's comprehensible input hypothesis to alleviate the oral anxiety of English majors. By means of questionnaire, this article gave the pre-designed questionnaire to the respondents for statistical summary and data analysis, so as to confirm the effect of comprehensible input on alleviating college students' oral anxiety.

Self-directed oral foreign language learning powered by generative AI ChatGPT: Voices from Chinese college students

In recent years, the generative artificial intelligence ChatGPT has received attention due to its strong potential in foreign language learning. This study focuses on the role of ChatGPT in self-directed oral foreign language learning and its advantages and disadvantages compared to conventional classroom teaching. In the study, semi-structured interviews were conducted with nine Chinese college students. The results show that ChatGPT can be a conversation partner for students for self-directed oral foreign language learning, through which their oral abilities can be improved. However, ChatGPT has many imperfections and can only serve as a supplement to traditional classroom teaching at this stage. In this study, it is found that students lack relevant theoretical support in their learning so students can sink into blind self-learning. Future research can seek the correct theory to improve artificial intelligence-assisted self-directed learning.

A Correlation Study of Individual Differences Factors and Oral Chinese Learning Strategies: A Survey Based on Sri Lankan Learners

Individual differences of learners will affect foreign language learners’ use of learning strategies. This study focuses on Chinese learners in Sri Lanka, and analyzes the correlation between their age, gender, length of time and oral language learning strategies. The results showed that there was no significant difference in the use of learning strategies among learners of different genders; with the increase of age, the frequency of overall use of strategies showed a downward trend; the frequency of use of cognitive strategies, compensation strategies and affective strategies increased with learning length while increasing, the frequency of use of meta-cognitive strategies, memory strategies and social strategies decreased with the increase of learning length.

Longitudinal data collection to follow social network and language development dynamics at preschool

DyLNet is a large-scale longitudinal social experiment designed to observe the relations between child socialisation and oral language learning at preschool. During three years, a complete preschool in France was followed to record proximity interactions of about 200 children and adults every 5 seconds using autonomous Radio Frequency Identification Wireless Proximity Sensors. Data was collected monthly with one week-long deployments. In parallel, survey campaigns were carried out to record the socio-demographic and language background of children and their families, and to monitor the linguistic skills of the pupils at regular intervals. From data we inferred real social interactions and distinguished inter- and intra-class interactions in different settings. We share ten weeks of cleaned, pre-processed and reconstructed interaction data recorded over a complete school year, together with two sets of survey data providing details about the pupils’ socio-demographic profile and language development level at the beginning and end of this period. Our dataset may stimulate researchers from several fields to study the simultaneous development of language and social interactions of children.

STUDY OF THE UKRAINIAN LANGUAGE BY FOREIGN STUDENTS OF THE PREPARATORY DEPARTMENT BY MEANS OF ICT

The article covers theoretical and methodological problems of teaching Ukrainian language to foreign students at preparatory faculties on the basis of personally oriented, competent and communicative paradigms. The expediency of using information and computer technologies to form the communicative competence of foreign listeners is substantiated. It was found that communicatively oriented texts positively affect perception and assimilation of educational material, the examples of assignments that have passed preliminary testing in the classroom are presented. Methodical advantages of learning Ukrainian as a foreign language using multimedia are demonstrated. It was found that this method has a greater degree of interactivity of learning, allows you to choose the pace and level of tasks, improves the speed of assimilation of grammatical constructions and the accumulation of vocabulary. The use of interactive video clips during oral language learning is substantiated. It has been proven that, by showing tables, photos and drawings on the topic of language communication, the principle of visuality is implemented.The modern approaches to study the Ukrainian language as a foreign language are presented. In this article the potential using of computer technology and the Internet during the learning of Ukrainian language are highlighted. The problem of selection of educational material that is used on computer media and Internet have been violated. The article analyzes the main aspects of the use of information and communication technologies in the study of the Ukrainian language as a foreign language, suggested the experience of using new information technologies, telecommunications in the study of the Ukrainian language as a foreign language; the positive aspects of innovative learning technologies, which are expedient to use in the learning process, are shown. Key words: adaptation, communication, text, competence, communicative approach.

Barriers of Oral English Language Learning for Rapparin University Students in Kurdistan Region

The ability to speak English fluently is one of the basic prerequisites to be a voice which can be heard in every corner of the world. In other words, learning oral English language has become an essential necessity for humans since individuals are integrated culturally and economically closely. It is crystal clear that what you intend to say highly depends on your oral language proficiency and accuracy which helps the listeners to get your oral messages appropriately. The study sets out a questionnaire which consists 25 closed ended questions that has been taken from The Survey on Barriers of Oral English Learning for College Learners in China by Yuehong Wei1 & Li Zhang 2013 with a little bit of change. The questionnaire distributed to the Kurdish learners of English from first stage to fourth stage randomly at Rapparin University in Kurdistan region of Iraq. The data which collected through the questionnaire has been analyzed via quantitative methods. The purpose of the study is to indicate the barriers of oral English language learning, and their accurate scales among the Kurdish learners of English.

Teaching mode of oral English in the age of artificial intelligence.

With the deepening of cultural integration, people’s demand for English learning is also increasing rapidly. However, traditional teaching methods have certain limitations, and teaching conditions are limited by the slow development of information technology, oral English courses have been shelved and stopped for a long time. With the rapid development of technology, the era of artificial intelligence has arrived. Learning assistance systems based on artificial intelligence have emerged in an endless stream, which has also innovatively solved the problem of oral language learning. Natural language processing is a computing mode of deep learning by artificial intelligence, which can carry out deep learning and training according to the current goal and finally get the desired result. But relying only on the auxiliary learning system cannot fundamentally solve the problem of oral language learning. Therefore, we aim to update the current spoken English learning methods using natural language processing technology, and propose a natural language processing-based oral English teaching model. In this mode, natural language processing can match different teaching methods according to the spoken language characteristics of different students, and give constructive suggestions. Moreover, the spoken English teaching mode based on natural language processing can be continuously upgraded and adjusted to adapt to the changing and developing era in time. Experiments show that the oral English teaching mode based on natural language processing can improve students’ comprehensive ability of oral English. And it increased its comprehension by 19.7% year-on-year, and at the same time it also improved the enthusiasm for learning oral language by 33.3%.

Teacher Talk in Early Years Classrooms following an Oral Language and Literacy Professional Learning Program

Teacher classroom instructional practice can be a powerful influence on student learning. The Classroom Promotion of Oral Language randomized controlled trial tested whether teacher professional learning focused on promoting oral language in classrooms could improve teacher knowledge and classroom instruction. This study focuses on evaluating the impact of the professional learning on teacher classroom instruction. The nature of classroom talk was used as a means of exploring theories of change and the pathways to practice change. Classroom talk was classified according to its function; organisational, doing, and learning. Teachers from early years classes (first 2 years of school) participated in 4 days of professional learning and received implementation support in their school. Teacher instruction was measured through audio-recordings of classroom talk between teachers and students. The characteristics and proportions of the functions of classroom talk demonstrated by teachers who participated in professional learning (n = 40) and those who did not (n = 38) were compared. Findings indicated no differences in the functions of classroom talk measured with Anstey's type of talk framework following participation in the professional learning; similarities in classroom instruction are discussed and implications for professional learning.

Evaluation of the Effectiveness Computer-Assisted Language Teaching by Big Data Analysis

This paper presents an in-depth study and evaluation analysis of the effects of the computer-assisted language teaching method on foreign language learning through its application. Using an empirical research approach, a practical study of computer-assisted English language teaching was conducted to verify the effects of CALL on oral language learning. In exploring the effects of CALL on students’ oral learning, including the effects on fluency, accuracy, and complexity of oral expressions, as well as the effects on learning attitudes, CALL is conducive to improving the fluency of oral expressions, reducing the number of pauses and repetitions in oral expressions, and enabling students to consciously use articulation words to facilitate smooth expressions. CALL is good for improving the accuracy of students’ speech, but it does not play a significant role in grammatical accuracy, and the grammatical errors are mainly in the third person singular of verbs, singular and plural of nouns, and passive voice. The use of CALL in teaching oral expressions does not improve the variety of sentences. However, the application of CALL in oral teaching stimulates students’ enthusiasm for learning, improves their interest in learning spoken English, and increases their confidence in oral expression.

L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française

This qualitative exploratory study examined the language/literacy tasks performed by elementary students from six elementary French Immersion (FI) classrooms. Various literacy tasks were performed as students rotated through different literacy centres/stations which had been pre-planned by their teachers. Specifically, researchers investigated students’ oral production and opportunities for extended oral output when working at independent learning centres/stations in order to identify key principles for creating literacy-enhancing tasks suitable for developing language literacy skills within second language (L2) contexts. Data were collected through classroom observations ( n = 23) to identify the types of literacy/language tasks proposed to L2 students, the nature of communicative functions, the targeted learning outcomes, and principles of effective L2 learning tasks. Results demonstrate the importance of adapting pedagogical practices, such as literacy centres/stations, borrowed from the first language teaching contexts to maximize L2 literacy/language learning and meet the specific needs of FI students. Results also highlighted the importance of ongoing professional learning opportunities for FI teachers specific to their L2 teaching contexts. Researchers propose principles for creating literacy/language tasks that promote oral language learning in FI contexts.

Oral English Development of EFL Learners from the Perspective of Complexity Dynamic Theory

With the development of economic globalization and cultural integration, the learning of a second language has become increasingly important for economic, political, and cultural exchanges in the world today. Complex dynamic system theory is an important research theory of foreign language learning methods for nonnative speakers. However, the research and application of the complex dynamic system theory in oral foreign language learning of English as a Foreign Language (EFL) learners are not prominent. The purpose of this paper is to explore the learning situation of oral English of EFL learners from the perspective of the complex dynamic system theory and provide some new learning methods and suggestions for EFL learners’ oral English learning based on the research of complex dynamic system theory. First, this article discusses and analyzes the current situation of oral English learning of EFL learners through literature research and a questionnaire survey. Then, based on the related research on the theory of complex dynamic systems, this article proposes countermeasures and learning method recommendations for the problems existing in the current oral English learning of EFL learners. After that, this paper sets up a controlled test of oral English learning through the learning method formulated by the complex dynamic system theory and verifies the learning effect of the oral English learning method proposed in this paper according to the mathematical theory research method of the complex dynamic system. Finally, this article discusses the reliability of the experimental research conclusions based on the error analysis and confidence level estimation of the experimental results. The research results show shows that there is 95% confidence that the second language learning method proposed in this paper under the perspective of the complex dynamic system theory has a positive effect on the oral English learning of EFL learners.

Descriptive study of young disabled children aged 2–6, enrolled in mainstream schools, and benefiting from special needs assistants in the Bouches-du-Rhône in 2014

BackgroundSince the law of February 11, 2005, in France, the number of children with disabilities enrolled in ordinary schools has increased steadily. As a result, the amount of personal support provided by a special needs assistant (personal support) is also increasing. The aim of the study was to describe the diseases and impairments of disabled children aged 2–6, enrolled in mainstream schools and benefiting from personal support for schooling by special needs assistants in the Bouches-du-Rhône (France) in 2014. MethodsA cross-sectional descriptive study was performed. Children included were benefiting from either an individual or shared personal support. Physicians from the territorial organization in charge of disability coded diseases and deficiencies using the International Classification of Diseases, 10th revision, and nomenclature inspired by the International Classification of Functioning, Disability and Health. ResultsMedical data were coded for 990 children out of 1260 of the total population. These young disabled children were most frequently children with pervasive developmental disorders (23.3%), lack of expected normal physiological development (19.9%), or mixed specific developmental disorders (13.5%), and most often had behavioral, personality, and relational skills disorders (61.8%), psychomotor function impairments (51.9%), or written or oral language learning impairment (43.2%). Finally, the two main types of impairments most represented among these children were psychological impairments (86.7%) and language and speech impairments (79.8%). The children were most often supported by an individual personal support (for one child only) than by a shared personal support (60% vs. 40%). They were mainly boys (almost 75%). ConclusionThis study provides working guidelines for the management of health policies relating to disability at the territorial or even national level.

A Study on Learning Strategies in Significant Correlation with Oral Proficiency in Japanese

In this paper, the correlation between Japanese learning strategies and oral proficiency is examined through investigation on the oral proficiency of Japanese learners as well as current situation of their application of various learning strategies by means of a variety of statistical methods such as SPSS frequency statistics, correlation analysis and independent sample T test in order to provide empirical evidence for learners to effectively grasp and apply such oral Japanese learning strategies. Besides, Investigations are made on the differences in the application of oral language learning strategies between good and poor learners and various key learning strategies significantly correlated to Japanese oral proficiency are analyzed to help learners broaden horizons for learning strategies and adopt effective strategies to improve their oral proficiency as well as provide inspirations for learners' self-learning and classroom teaching practices.

Building Oral Language Learning Applications for Android-Based Deaf Students

One way to communicate for the deaf is to use oral language. This is what inspires researchers to create oral language learning applications for Android-based deaf students who aim to help the deaf in learning the oral language to communicate and in1the1learning1process.1The1method1used in this1research1is1research1and1development methods or research1and1development methods, this method is1used1to produce1certain1products1and1test1the1effectiveness1of1these1products1The results obtained are an android application that contains examples of correct pronunciation of the alphabet with media images, video examples and explanatory sentences. From the results of testing to 4 ABK obtained an average percentage of successful pronunciation as 83.6% with these results it can be concluded that this oral language learning application can be an effective oral language learning medium for deaf students.

Classroom Interaction in Oral Language Learning Events Created by EFL Storytelling-based Games

The paper aims at discussing some examples of classroom interaction in the context of playing “One Word/Sentence at a Time” and “Story Cubes” games by Polish secondary school students of English. First, it gives an overview of definitions and major types of classroom interaction. Second, it presents the opportunities for classroom interaction offered by a game-like environment. Then, the action research study conducted with a group of EFL learners is presented. The participants were recorded in the course of storytelling-oriented lessons and their stories were transcribed. Summing up the data gathered throughout the study, it is evident that the games offer a highly interactive FL classroom environment in which various categories of student-talk intertwine with teacher-talk.

Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners: A Randomized Trial

AbstractIn this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language‐minority learners from multiple‐language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and second grades, delivering a total of 64 thirty‐minute sessions over eight consecutive weeks. With a mean age of 6 years 3.34 months, 137 students were randomly allocated to an intervention group or a waiting‐list control group, with the latter group receiving the intervention after posttest 1. Five assessments of oral language skills were conducted before the intervention, immediately following it, and four months later. The intervention group showed significant improvements in various oral language skills compared with the waiting‐list control group. There were no significant differences between the groups at the four‐month follow‐up when the waiting‐list control group received the intervention. The program was successful in enhancing oral language skills in young language‐minority learners.

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning.

Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice (knowledge of effective strategies and practices for supporting early language and literacy). In this study, we examined the associations among 485 early childhood educators' content knowledge and knowledge for practice, their observed language and literacy practices, and the emergent literacy learning of 2004 children enrolled in their classrooms. We found significant, positive correlations between measures of educators' content knowledge and knowledge for practice and classroom practice, indicating that early childhood educators with greater levels of knowledge tended to exhibit more desirable classroom language and literacy practices. We also found significant, positive associations between educators' knowledge and children's print concept, letter naming, and phonological awareness learning, but not children's oral language learning. The associations between educators' knowledge and children's print concept learning were mediated by classroom practice. Together, these results reiterate the importance of educators' language and literacy knowledge and also provide some support for practice as the mechanism through which knowledge relates to children's learning.