Oral English Proficiency Research Articles

Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study

Abstract This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

Computer-Assisted Online Learning of English Oral Pronunciation Based on DAE End-to-End Recurrent Neural Networks

With the development of globalization, learning a second language has received increasing attention from people. To improve English oral proficiency, a computer-aided online learning system for English oral pronunciation is studied. A denoising autoencoder is integrated into the system to create a simplified end-to-end recurrent neural network for pronunciation detection and diagnosis based on deep learning. The study first collected and preprocessed oral pronunciation data of English learners, including enhancing speech signals and reducing noise. Next, an RNN model with Long Short-Term Memory (LSTM) as the core was constructed to capture time series characteristics in pronunciation. And use DAE to extract features and reduce the influence of background noise to enhance the recognition of pronunciation features. At the same time, the study utilized web crawler technology to collect a large amount of oral pronunciation data from non-native English learners, and constructed an English oral corpus containing pronunciation errors. And in order to simulate real situations, white noise and pink noise were artificially added to the corpus in the study, and they were divided into training and testing sets in a ratio of 60% to 40%. The results showed that the classification accuracy of the system in the training and testing sets under white noise environment was 78.97% and 94.01%, respectively, and the classification accuracy in the pink noise environment was 76.19% and 94.03%, respectively. The system’s error detection accuracy in vowel and consonant pronunciation detection is 88.91% and 91.68%, respectively, and the error correction accuracy in vowel and consonant pronunciation detection is 90.67% and 91.96%, respectively. In summary, the research on computer-aided online learning of English oral pronunciation based on Denoising Auto Encoders end-to-end recurrent neural networks has effectively improved learning efficiency.

Exploring the Efficacy of a ChatGPT-Based Application in Enhancing Oral English Proficiency for Chinese ESL Students

This research explores the impact of Chat GPT AI Characters on ESL learning, comparing them to traditional peer practice in language education. It investigates AI's influence on language proficiency, engagement, and response quality, drawing from literature on ESL challenges. Using mixed methods—pre- and post-test questionnaires, classroom experiments—the study evaluates two groups' language fluency, response speed, and answer quality. Thematic analysis uncovers student perspectives, while statistical methods like t-tests and correlation studies highlight group differences. Ethical considerations prioritize privacy and consent. Anticipated outcomes include improved language skills and engagement. Acknowledging limitations in sample size and cultural biases, this study illuminates AI's role in ESL education, informing future teaching practices.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development

AbstractOur contribution draws on quantitative data from a longitudinal mixed‐methods study to uncover different patterns of social contacts of study abroad (SA) students and the relationship of these social contacts with (a) language use, (b) target language development, and (c) contextual variables. Data were obtained by means of online questionnaires pre, during, and post sojourn. English oral proficiency gains were measured using the Oral Proficiency Interview by Computer (OPIc) test before and after the stay. Latent profile analysis yielded four profiles of social contacts, which differed in terms of the degree of integration into the community of locals or international students. Students with distinct profiles differ significantly with respect to language use but not in terms of language gains. Regression analyses indicate that comparable progress in oral proficiency was made by students across profiles of social contacts and also by those in an English as a lingua franca (ELF) context suggesting that different SA context and networking patterns are conducive to second language (L2) gains.

Improving Students Speaking Skills Through Role Play at SMPN 28 Bekasi

The aim of the study is to enhance pupils' self-assurance in using English in public and their English-speaking practices. This study employs the calassroom action research methodology, conducted at SMPN 28 Bekasi. This study had a sample of 34 students from the eighth grade. The findings of this study indicate that these students have made significant progress in their ability to speak English confidently in public. The findings of this study demonstrate a significant impact on students' English oral proficiency, including pronunciation, intonation, speaking style, vocabulary, and accuracy.

Exploring the Grammatical Complexity of International Teaching Assistants: A Comparative Corpus Study

AbstractThe purpose of this study is to analyze the grammatical complexity features of international teaching assistants' (ITAs) mock‐teaching presentations and to compare the distributions of these features to those found in the Oral English Proficiency Test (a local ITA assessment), university classroom teaching, conversation, and academic writing. The data consisted of 186 prospective ITAs' mock‐teaching presentations collected from two ITA training courses at a large U.S. university: one higher‐level course and one lower‐level course. All presentations were transcribed, proofread, and built into a corpus consisting of 247,043 words. Based on the previous corpus studies, a total of 22 grammatical complexity features were selected for the analysis. Overall, the discourse of ITA mock‐teaching involved a substantial number of both the grammatical complexity features commonly found in spoken conversation (e.g., finite adverbial clauses and modals) and those commonly used in academic writing (e.g., noun premodifiers and prepositional phrases). The frequency distributions of the features differed in complex ways between ITA mock‐teaching and the other registers, as well as between the higher‐level and lower‐level ITAs. Pedagogical implications for ITA training and assessment, and future research directions are discussed at the end.

Effectiveness of Mobile-assisted Language Learning in Developing Oral English in Higher Education: A Comparative Systematic Review

English is a globally prominent language, and oral English proficiency is both crucial and challenging. Mobile technology offers a promising avenue for language enhancement, but research on the role of Mobile-Assisted Language Learning (MALL) in English-speaking skills is relatively scarce. Literature reviews on this topic are even rarer, particularly those that provide comparative analyses between China and other nations. This study addresses this gap through a comparative systematic literature review of 30 relevant studies from 2019 to 2023. The findings reveal similarities between Chinese and global studies, with only slight differences in sample size and oral English proficiency assessment methods. The preferences for mixed research methods, tests, questionnaires, and interviews were found. Additionally, this review identifies limitations in previous research, including a lack of theoretical frameworks, limited large-scale studies, and a need for deeper exploration of mobile app utilization. This comparative analysis provides valuable insights that can guide future studies and foster a more comprehensive understanding of MALL’s effectiveness in enhancing oral English proficiency, both in China and globally.

Aspiring to Aspirate: L2 Acquisition of English Word-Initial /p/ Over 10 Years.

This short report describes a longitudinal examination of the acquisition of English-aspirated stops by an initial cohort of 24 adult Slavic-language (Russian, Ukrainian, and Croatian) speakers. All had arrived in Canada with low oral English proficiency, and all were enrolled in the same language instruction program at the outset. Initial bilabial stops in CVCs were recorded at eight testing times: six during the first year of the study, again at year 7, and finally at year 10. Intelligibility was evaluated through a blind listening assessment of the stop productions from the first seven testing times. Voice onset times (VOT) were measured for /p/ from all eight times. Mean /p/ intelligibility improved-mainly during a proposed Window of Maximal Opportunity for L2 speech acquisition-but remained below 100%, even after 7 years. For some speakers, early /p/ productions were minimally aspirated, with VOT increasing over time but remaining intermediate between L1 English and L1 Slavic-Language values at 10 years. However, inter-speaker variability was dramatic, with some speakers showing full intelligibility throughout the study and others showing many unintelligible productions at all times. Individual learning trajectories tended to be non-linear and often non-cumulative. Overall, these findings point to a developmental process that varies considerably from one learner to another. It also demonstrates the serious drawbacks of relying on group means to characterize the process of L2 segmental learning.

Relationship Between Oral English Proficiency and Attitudes Towards Code-Switching among Chinese English Learners

Relationship Between Oral English Proficiency and Attitudes Towards Code-Switching among Chinese English Learners

Enhancing English Pronunciation Assessment in Computer-Assisted Language Learning for College Students

The evolution of computer science and the innovations in language teaching methodologies have paved the way for computer-assisted language learning (CALL) technology to tackle pertinent challenges. While existing CALL systems primarily emphasize vocabulary and grammar acquisition, their evaluation mechanisms often rely on a limited set of criteria, resulting in a simplistic assessment of learners’ pronunciation skills. This oversight underscores the need for a more comprehensive approach. In response, this study targets Chinese college students’ English oral proficiency and aims to enhance the conventional computerized evaluation method. Our approach involves integrating multiple assessment parameters, including pitch, speed, rhythm, and intonation. For instance, pitch assessment is grounded on frequency central feature parameters, while speech speed evaluation considers speech duration, thus enriching the evaluation framework. Through experimental validation, the efficacy of our method in evaluating pitch, speed, rhythm, and intonation has been substantiated, reaffirming its reliability.

An Exploration of MALL for Enhancing College Students’ Oral English Proficiency

An Exploration of MALL for Enhancing College Students’ Oral English Proficiency

The Distribution of Junior High School Students’ Language Awareness Across English Oral Proficiency and Oral Corrective Feedback Preference

Language awareness is crucial in langage learning. It entails how language is perceived and used by the students. Language awareness cannot be separated from teaching learning process since there are many interactions between teacher and students in the class including performing oral competency, learning from mistake, giving and taking oral corrective feedback. Thus, it stil uncovered yet that language awareness is really matter in junior high school. This research tried to investigate the level of language awareness of junior high school students across their oral proficiency level. The study also aims to find out whether students' level of language awareness is significantly different or not in their English oral language proficiency. In addition, the study also arried out to find out students type preference in receiving oral corrective feedback based on their language awareness level. This research is quantitative in nature. The data was collected from teacher archive in the form of students score and questionnaire. Then, the data was analyzed with the help of SPSS 20. The result showed that from 92 junior high school participant 35% of participants are in low level of language awareness; 32% in moderate level and 31% in high level. Based on the result, it can be concluded that majority of junior high school student are in low level of language awareness followed by moderate, and high. The analysis also showed that it retains the hypothesis of students’ language awareness level is similar across different English oral proficiency. Student with low, moderate, and high proficiency shows relatively similar level of language awareness level. Thus, the majority of students prefer explicit correction for oral corrective feedback type.

Technology-Facilitated Oral English Learning Among Chinese University Students: ChatGPT as the Digital Future

In the digital age, the quest to improve oral English proficiency among Chinese university students has led to the exploration of innovative solutions, with ChatGPT emerging as a promising tool. This paper explores the integration of ChatGPT into English language learning with the aim of overcoming the traditional barriers faced by learners. The comprehensive analysis of this study shows that ChatGPT, powered by advanced Natural Language Processing and Large Language Model technologies, significantly improves speaking skills by providing personalised, interactive practice opportunities. The findings suggest that while ChatGPT has the potential to revolutionise traditional learning methods and democratise language learning, its full potential can only be realised when integrated into holistic learning strategies that also emphasise speaking and listening skills. The study highlights the importance of addressing the limitations and ethical considerations of ChatGPT to ensure that it complements human teaching methods, thereby enhancing the overall learning experience. The implications of this research go beyond the academic, offering insights into pedagogical innovation and the future of language education in a technology-driven world.

Oral proficiency gains of study abroad students before and during the COVID-19 pandemic

Oral proficiency gains of study abroad students before and during the COVID-19 pandemic

Promoting interaction and lowering speaking anxiety in an EMI course: a group dynamic assessment approach

Abstract This study first examined the effectiveness of applying the Group Dynamic Assessment (G-DA) approach to assessing the oral skills of non-native English-speaking university students who are provided with mediation by their teacher in a small group setting. Second, it aimed to understand whether employing innovative G-DA techniques could reduce the speaking anxiety felt by university students if they received support from either their teacher or their peers during assessment. Fifty freshmen’ speaking performance on TOEFL integrated speaking tasks, and their responses to the teacher’s mediation in groups were compared. Results showed that (1) the G-DA approach could be a beneficial tool for assessing English oral proficiency in the EMI context, and (2) the procedures involved in G-DA helped university students feel less anxiety when prompted to respond orally. It provides insights into an alternative approach to assessment which can be employed to group learning in the context of EMI courses.

An Assessment of Grade 5 Learners’ Reading Fluency in English at a Selected Primary School in Serenje District

This study sought to assess the reading fluency of learners of a particular primary school in Serenje District since it was not known how fluent learners of a selected primary school were in reading and what contextual factors contributed to the reading fluency of the learners. Specifically, the objectives were: first, to assess grade 5 learners’ reading fluency in English at a selected primary school in Serenje District and secondly, to explore factors affecting grade 5 learners’ acquisition of reading fluency in English. The study employed a concurrent mixed methods design in which both qualitative and quantitative approaches were integrated. In total, the study had 50 Grade 5 pupils (21 females and 29 males), 2 Grade 5 class teachers and 2 senior teachers for upper primary section at a selected school in Serenje District. The selected primary school was randomly sampled from the top five ranked schools in Ibolelo Zone of Serenje district. In this study, the researcher involved Grade 5 class teachers and senior teachers in upper primary in one-to-one interviews using semi-structured interviews. Grade 5 pupils’ reading fluency was assessed using a standardised reading fluency test. The main findings of the study revealed that about 62 percent of grade 5 learners at the selected primary school were reading at frustration level in English. Additionally, the average Words Per Minute (WPM) was 44, the average Words Correct Per Minute (WCPM) was at 38, the average prosody score was 7 out of 16 points, average written comprehension score of 1 out of 5 marks. Further, the following factors positively affected grade 5 learners’ acquisition of reading fluency in English: Reading practice, availability of teaching materials, differentiation in teaching, teacher quality, oral English proficiency, teacher-pupil rapport and methodology factors. Additionally, the following factors negatively affected grade 5 learners’ acquisition of reading fluency in English: Limited instructional time, poor literacy backgrounds of learners, lack of teaching materials/resources, poor teacher quality, poor pupil quality, lack of parental support and policy. The study concluded that poor performance of grade 5 learners in reading fluency in English could be explained by a number of negative factors. The study recommends that the Ministry of Education should consider explicitly infusing reading fluency content in the Teacher Education curriculum for pre-service teachers so that teachers are prepared to teach reading fluency once deployed in primary schools.

The Influence of Learning Strategy on the English Oral Proficiency of English Majors under the Background of Media Convergence

With the gradual development of information and media technologies, more and more tools are available in the process of language learning. In this context, the impact of the use of learning strategies on the spoken English proficiency of English majors has received widespread attention. In this study, the use of metacognitive, cognitive, and social-emotional strategies on the learning strategies of oral English was studied through questionnaires and oral English proficiency tests. The results show that the frequency of use of different learning strategies is significantly positively correlated with the oral English level of English majors in the context of media integration, that is, the use of learning strategies has a positive effect on the improvement of English-speaking level of English majors.

Design and Development of an Oral English Evaluation System Based on Speech Recognition Technology and A Scoring Algorithm

Proficiency in oral English plays a significant role in different professional and academic settings. However, evaluating oral English proficiency precisely is challenging because of the subjective nature of oral communication. In this study, we developed an innovative Oral English Evaluation System (OEES) by combining the efficiencies of speech recognition technology and scoring algorithms. Initially, an intensive oral English database was collected, containing numerous persons' voice recordings. The collected voice recordings are pre-processed to remove the background noise, ensuring clarity in the voice signals. Then, an automatic speech recognition algorithm was developed using the recurrent neural network (RNN) to transcribe voice signals into text. This module trains the system to map the voice signals to their corresponding textual characteristics. Finally, an adaptive scoring algorithm was incorporated into the designed OEES to evaluate the oral English proficiency of the individuals. The adaptive scoring algorithm considers different factors like fluency, grammar, pronunciation, and vocabulary for evaluating the individual's oral English proficiency as "excellent," "good," and "poor." The presented framework was modeled in Python and validated across diverse natural English-speaking databases. The experimental results are assessed in terms of accuracy, precision, recall, and error rate. The implementation outcomes suggest that the proposed OEES framework accurately evaluates oral English proficiency.

Enhancing English Oral Proficiency of Chinese College Students: Curriculum Design Through the Communicative Approach Perspective

In the context of global communication and individual development, English has evolved into a universal lingua franca, playing a crucial role across various fields worldwide. Proficiency in spoken English is indispensable for the academic journey of Chinese college students. However, the current status of Chinese college students' spoken English proficiency reveals that there are still some aspects that need improvement. The communicative approach, recognized as an advanced language teaching methodology, proves to be instrumental in enhancing students' oral proficiency in English. This paper adopts the communicative approach perspective, employing a case study focused on a specific section of a Chinese students' English textbook. The study delves into the teaching path of "create-experience-practice-achieve". Building upon this teaching framework, a concrete teaching plan is designed, followed by an analysis and reflections, aiming to provide reflective insights as a practical reference for college-level oral English instruction. The ultimate goal is to contribute to the enhancement of college students' oral English proficiency.