English-speaking Research Articles

Classroom Activities for Enhancing Pupils’ Competence in Spoken English in Kiswahili Medium Primary Schools in Tanzania

This study intended to explore how classroom activities are being used by teachers in order to enhance primary school pupils’ spoken competence in Kiswahili Medium Primary Schools in Tanzania. A case study design was employed to obtain diverse and depth of information in natural settings. Data was collected from Singida and Mtwara Districts as well as from Dar es Salaam City through non-participant observation and teacher interviews. Some schools were conveniently sampled and purposive sampling obtained teachers to be involved in the study. Data was analysed thematically. Findings indicated that question and answer, read aloud and discussion were the most frequently used activities across the schools. Planning and teachers’ presentation of the activities resulted in minimum interaction of learners in class. The study recommends that teachers who teach English should carefully plan and employ activities which will engage learners in meaningful interactions.

The Relationship Between Students' Self-Confidence and Their Motivation to Speak English (An Investigation at 11th Grade Students at MA Banat Thohir Yasin)

The Relationship Between Students' Self-Confidence and Their Motivation to Speak English (An Investigation at 11th Grade Students at MA Banat Thohir Yasin)

Race Identification in American English.

This study examined the race identification of Southern American English speakers from two geographically distant regions in North Carolina. The purpose of this work is to explore how talkers' self-identified race, talker dialect region, and acoustic speech variables contribute to listener categorization of talker races. Two groups of listeners heard a series of /h/-vowel-/d/ (/hVd/) words produced by Black and White talkers from East and West North Carolina, respectively. Both Southern (North Carolina) and Midland (Indiana) listeners accurately categorized the race of all speakers with greater-than-chance accuracy; however, Western North Carolina Black talkers were categorized with the lowest accuracy, just above chance. The results suggest that similarities in the speech production patterns of West North Carolina Black and White talkers affect the racial categorization of Black, but not White talkers. The results are discussed with respect to the acoustic spectral features of the voices present in the sample population.

Developing University Students’ English Speaking Skills: Assessing Hindrances in the Educational Environment of Higher Learning Institutions in Rwanda

Developing University Students’ English Speaking Skills: Assessing Hindrances in the Educational Environment of Higher Learning Institutions in Rwanda

Exploration of Innovative Practice in College English Listening and Speaking Teaching in a Blended Learning Environment

Exploration of Innovative Practice in College English Listening and Speaking Teaching in a Blended Learning Environment

A Scientific Approach to Improving IELTS Speaking Scores: Best Practices and Techniques

Improving performance in the IELTS Speaking test is critical for non-native English speakers aiming for higher band scores. This article explores various strategies to enhance speaking skills, including understanding the test format, engaging in regular practice, expanding vocabulary, refining pronunciation, developing fluency and coherence, receiving constructive feedback, building confidence, and providing detailed responses. Through a combination of evidence-based methodologies and practical tips, this study aims to equip learners with the necessary tools to excel in the IELTS Speaking test. The findings suggest that a structured and consistent approach can significantly improve test outcomes.

Examining EFL Students’ Self-Regulated Motivation for Improving English Speaking Skills: A Study of High-Achieving Thai University Students in an English Speaking Course

Self-regulated motivation is essential in language learning, especially for developing English speaking skills among EFL learners, as it empowers them to plan, monitor, and control their learning, set personal goals, and apply strategies to achieve those goals. Therefore, strong self-regulated motivation can support the learners in overcoming challenges in learning English. The present research thus aimed to examine the self-regulated motivation (SRM) of Thai university students to enhance their English speaking skills in an English speaking course. 37 students who excelled in the English speaking course during the 2024 academic year participated voluntarily, with 5 top-performing students selected for interviews. Data were collected using the SRMIS-EFL questionnaire and structured interviews. Descriptive and inferential statistical analysis were performed to analyze the quantitative data and the data from the interviews were interpreted and presented in a descriptive manner. Findings indicated a high overall SRMIS-EFL level with the highest mean score for SRM attributed to “Task Value Activation”, reflecting a very high motivation level. No significant differences were found in SRM between students with grades A and B+. However, strong correlations among the 4 SRM subsections were observed. While students utilized 5 various SRM strategies, they unanimously agreed that “Task Value Activation” significantly enhances their English speaking skills. The study suggests that educators should focus on enhancing “Task Value Activation” through activities that highlight the practical benefits of mastering English speaking, particularly to support students with lower grades and boost their motivation.

Comprehension in native and non-native English speakers

Comprehension in native and non-native English speakers

Beyond the Native-Nonnative Speaker Dichotomy: Broadening How We Study Nonnative English Speakers in the AI-powered Workplace

Beyond the Native-Nonnative Speaker Dichotomy: Broadening How We Study Nonnative English Speakers in the AI-powered Workplace

Exploring Phatic Communication Functions among Native and Nonnative English Speakers at Saudi Multilingual Context

English language is the first spoken language around the world, and it is the formal language for communication in my multilingual Saudi context. This paper is to conduct a further investigation to findings of a similar study conducted by Jumanto (2014) exploring the functions of phatic communication among English native speakers. Furthermore, this study aims at exploring phatic communication among native and nonnative English speakers in my workplace to have a healthy distinguished working atmosphere through guiding them to build a solid social relationship at workplace through involving in various communicative situations for the sake of rapport, not to convey information. For instance, to greet or reply to a greeting properly, start or end conversations with native or nonnative colleagues to avoid any inconvenience or misunderstanding due to the likely distinctions related to their different social or cultural backgrounds which may affect negatively on their relationship. To achieve this, an exploratory mixed study will be conducted in two phases using a questionnaire for quantitatively collected data, and then conducting semi-structured interviews for the same population to qualitatively collect data to have reliable findings. Additionally, the findings of this study reflect a great harmony among the phatic expressions used by native and nonnative speakers, especially native English speakers who try speaking the mother language, Arabic, of the nonnative English speakers for the purpose of greeting or starting interaction with each other. Accordingly, further research investigation could be conducted to explore the impact of phatic communication functions among native and nonnative speakers of any other languages on learning a second or a foreign language.

Investigating Strategies for Writing and Publishing a Scientific Article in an International Journal

Writing and publishing scientific papers is part of assessment and achievement at universities. Composing an organized and clear article is essential for the publicity of instructors and students at educational institutions. Many English as Foreign Language learners read informative and well-structured articles to develop their academic reading and writing skills in the English language. Scientific journals assist researchers in depicting their contributions through publicizing research papers. The study aims to explore strategies for writing scientific articles for high-profile journals and it investigates the strategies of writing introduction, method, and discussion components of articles for non-native writers. This research study was conducted through a systematic review design. The researchers reviewed, evaluated, and synthesized the targeted articles. The study found conducting writing and research methodology workshops assist non-English speaking country research to write for reputed journals. Also, this paper finds the merit of publishing in indexed journals; as well as the drawback of publishing papers in predatory journals. Writing is a tough process for native and non-native English speakers; however, perseverance, attending academic writing courses, and critical review of papers make the skill enjoyable for novice writers. Avoiding publishing in predatory journals is compulsory because it destroys the reputation of the researcher. Rejection is not the last stage of publication, review the guidelines again and again to prepare the article for the targeted journal.

Anticipating Directness Strategies in Requests by Moroccan and Norwegian Speakers of English

Based on Brown and Levinson’s Weightiness Formula of face-threatening acts, this study investigates the feasibility of anticipating the degree of (in)directness used by ESL and EFL speakers when making requests in critical incidents. Furthermore, the study also compares the similarities and differences in (in)directness strategies between Moroccans and Norwegians when requesting in English. To meet these objectives, 30 Moroccan and 30 Norwegian English speakers completed an open-ended Written Discourse Completion Task. The request situations were analyzed using Brown and Levinson’s (1987) weightiness formula, whereas the requests were categorized based on Blum-Kulka’s (1984) requesting categories. The findings reveal that it is not possible to predict (in)directness when requesting in critical incidents. The analysis also suggests that Norwegian ESL speakers tend to make more indirect requests than Moroccan EFL speakers in critical incidents. By highlighting these variations, the study provides valuable insights into the impact of linguistic and cultural backgrounds on (in)directness strategies.

The Influence of College Students Spoken-English Self-esteem on IELTS Speaking Performance under the Social Comparison Theory

Abstract: Nowadays, the Chinese IELTS speaking level is lower than that of other modules, such as reading, writing, and listening. It can be improved by expanding the way of learning spoken English through TikTok's app. The group of College students is a key time when the ideological concept is gradually mature and gradually know themselves, and learning spoken English in this software environment may produce the psychological behaviour of social comparison, it may produce spoken-English low self-esteem and affect the IELTS speaking performance. In order to study the impact of spoken-English low self-esteem on IELTS speaking performance, this paper will understand the basic theories through the existing research literature on Social Comparison Theory, the emotion of foreign language learning, academic performance and so on, and summarize the reasons for social comparison in real learning life. A conclusion that from the social and academic dimensions, college students are compared with different users through this short video interaction and push function, and self-cognitive bias leads to spoken-English low self-esteem, which positively or negatively affects attention, pressure, social willingness and self-confidence by affecting learning efficiency and motivation, resulting in a positive or negative correlation between IELTS performance and oral low self-esteem. The purpose of this paper is to extend the research on the foreign language learning emotions and IELTS-specific modules and to provide reasonable learning suggestions for college students learning IELTS speaking in an online environment.

English Language Competence, Communicative Competence, and Public Speaking Anxiety of Pre-service Teachers

This research sought to investigate the pre-service teachers' English language competence, communication competence, and public speaking anxiety. These competencies are vital skills in delivering adequate instructions. The study utilized a quantitative method through survey questionnaires. The result provides significant insights on the pre-service teachers as follows: some pre-service teachers are confident about their ability to communicate in English; however, many still suffer from speaking anxiety. The PSCAS revealed that anxiety happens in specific situations, such as when pre-service teachers are called to speak without preparation. Physiological effects like increased heart rate and sweaty palms are common symptoms of public speaking anxiety that affect their speaking presentation. Lastly, pre-service teachers fail to retain information learned and remain calm while delivering public speech despite the long academic exposure. However, this study faced limitations, including a relatively small sample size and only relying on self-reported data, which introduced bias. Despite this limitation, the researchers recommend structured intervention to enhance the pre-service teachers' English, communicative, and public speaking competence, particularly in light of the evolving educational trend.

A translanguaging perspective on multilingual identity construction of a native English teacher on a Chinese social media platform

ABSTRACT Native English-Speaking Teachers (NESTs) have long been assumed as monolingual, and the translanguaging practices and multilingual identity construction of NESTs have been under-explored. This study investigates how NESTs construct multilingual identity in online English teaching videos through translanguaging. Focusing on one NEST on a popular Chinese social media platform, a combination of multimodal video analysis and qualitative content analysis was conducted. The findings reveal that the NEST breaks linguistic barriers, incorporating gestures, body movements, signs, languages, and different speaking styles to share her experiences, evaluations, and emotions about language and language learning and teaching. These translanguaging practices empowered her to traverse the boundaries of distinctive L1 and L2 identities and develop multiple multilingual identities: an experienced English teacher with Chinese as an additional language, a foreigner valuing English language learning in China, and a passionate English speaker proud of learning Chinese. Findings reveal that translanguaging affords the NEST to construct trans-lingual, trans-cultural, and trans-national identities, while such multilingual identity construction is interwoven with her NEST identity. These findings call for a need to shift from viewing NESTs as monolingual models to multilinguals with translanguaging competences and reflect that nativeness and nonnativeness are not exclusive categories but mutually constitutive subjectivities.

Unveiling the Pedagogical Potential: An in-Depth Analysis of EFL Instructors’ Perspectives on YouTube for Speaking Skill Enhancement

This study investigates the attitudes and practices of EFL instructors at Saudi universities regarding the use of YouTube to enhance students' speaking skills. Using a mixed-methods approach, the research explores instructors’ experiences through both quantitative and qualitative data. Data were collected from 105 male and female instructors across various Saudi universities via questionnaires, and from six female instructors through semi-structured interviews. The findings suggest that YouTube significantly improves English language proficiency, especially in speaking skills. Instructors reported that YouTube videos aid in better pronunciation, vocabulary acquisition, and student engagement. The study underscores the effectiveness of integrating YouTube into EFL classrooms and advocates for its use as a valuable tool for developing students' spoken English. The insights gained from this research can guide best practices for incorporating digital resources in language teaching, ultimately leading to more dynamic and effective English language instruction within the gulf educational context.

Exploration of Academic English Listening and Speaking Teaching Mode for PPE Majors Based on POA

In the era of globalization, PPE (Philosophy, Politics and Economics) is the preferred “composite major” in the field of humanities and social sciences in the world to cultivate new interdisciplinary high-level applied talents. In order to support this interdisciplinary program in the university, academic English courses are offered to PPE majors to meet the students’ interdisciplinary research demand in the world. As part of college English teaching reform carried out in China, academic English courses have been offered in universities for many years, among which academic English listening and speaking courses are not highly valued instead. In order to cultivate multi-talented students who can effectively use English to communicate in academic exchanges in the international field, we attach great importance to the teaching approach of academic English listening and speaking. This paper analyzes the problems in present courses and finds that improvement and innovation should be made in its teaching content and teaching approach. This paper aims to explore the integration of Production-Oriented Approach (POA) and project based blended teaching method in teaching the Academic English Listening and Speaking. Action research methodology will be applied in this research. The teaching design is developed to explore an effective way to help students cultivate the communication skills in the academic study and exchanges.

Factors Associated with Mental Health Care among Adolescents in Southern California.

Mental health care is critical to improving mental health but factors associated with student utilization are poorly understood. Data were from high school students (N = 2933; mean age = 15.7 ± .6) enrolled in a California cohort. We examined associations of sociodemographic factors, substance use, and mental health symptoms at baseline (Fall 2021) with mental health care at follow-up (Spring 2022). At follow-up, 7.7% of students reported out-of-school therapy, and 16.0% reported in-school counseling. Generally, therapy was more common for female and gender minority (vs male), some sexual minority youth (vs heterosexual), black, non-Hispanic white, and multi-ethnic (vs Asian), and English language speakers. Higher socioeconomic status was associated with greater use of out-of-school therapy, but not in-school counseling. Students with clinical levels of mental health symptoms, or alcohol or e-cigarette use had greater odds of mental health care (ORs = 1.42-2.61;ps <.05), though utilization was less than 20% for out-of-school therapy and less than 30% for in-school counseling among these students. Mental health care is underutilized, and disproportionately used by certain student sub-groups. Findings indicate a need to increase mental health care utilization in- and out-of-school.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Impact of Peer Interaction on the Improvement of English Speaking for Students of Non-English Majors

This paper explores the impact of peer interaction on the improvement of English speaking for students of non-English majors. Peer interaction is always seen as the most important factor affecting students’ English speaking performance. The purpose of this paper is to discover the essence of peer interaction, then try to apply the concept of peer interaction to the actual university class. At last, this paper advocates that we should adopt the interactional teaching mode to help students improve their English speaking proficiency.