English Speaking Proficiency Research Articles

Positioning and Resistance: a Narrative Inquiry of Undocumented Mexican Domestic Workers in New York City

This study explores the life experiences and empowerment of five emblematic undocumented Mexican domestic workers in New York City (NYC). Employing identity as a conceptual framework, we delve into the intricate aspects of the participants' lives, utilizing narrative inquiry and feminist methodologies to analyze the dynamics between their performative identities and the prevailing ideologies concerning undocumented immigrants. The narratives unveil feelings of rejection and exclusion among the participants in NYC. Additionally, the focus is on their efforts to challenge societal norms, resist dominant ideologies, and devise strategies for resistance. All five participants express a sense of empowerment derived from their experiences, enabling them to reconstruct their past and present themselves as resilient, proactive individuals, activists, and proficient English speakers. Ultimately, the findings demonstrate how the participants assert their narrative identities, reclaiming their subjectivities and subverting patriarchal norms by transcending conventional societal roles.

Investigating Teachers and Students’ Views on Debate Activities as a Tool to Improve English Speaking Skills: A Case of Rulindo District, Rwanda

This research is entitled ‘investigating teachers and students’ views on debate activities as a tool to improve English-speaking skills. Its main objective was to examine the role of debate activities in the English-speaking proficiency of lower-level secondary school students in Rulindo District. The study was guided by the theory of Vygotsky, titled Zone of Proximal Development (ZPD). To achieve the current study’s objective, a technique of questionnaires that contains open-ended and closed-ended questions was used to gather needed information. The research design used was a descriptive research design with a mixed method of data interpretation. The target population was 598, including students, teachers, and school authorities. For the learners’ sampling technique, we purposefully chose all students who participated in debate activities who were equal to 57 students. In this regard, 72 respondents (4 school leaders, 11 teachers, and 57 students) were surveyed. Findings revealed different benefits of participating in debates, including but not limited to acquiring speaking skills, improving critical thinking skills, and enhancing teamwork skills and collaboration. In addition, some challenges are faced, such as anxiety, nervousness, and limited language proficiency. Some strategies to improve oral skills in English, as proposed by the surveyed respondents, include providing practice opportunities and offering constructive feedback. Students were recommended to give value to English, the medium of instruction, and the official language and make efforts to practice through different techniques to learn and improve their oral skills in English. Teachers were recommended to define clear learning objectives for debate activities in English learning and help students make real-world connections through debate.

Advancing English Proficiency: A Development of the CESDEA Model in Distance Learning

This study explores the evolution and implementation of the CESDEA model (Contraction, Stimulation, Explanation, Demonstration and Assessment.) an approach designed to enhance distance learning in English speaking. The model is meticulously crafted to address the challenges posed by remote education and aims to provide an effective platform for English language acquisition. The research delves into the theoretical foundations, design principles, and pedagogical strategies underlying CESDEA. Drawing on advancements in technology and educational psychology, the model integrates interactive tools, multimedia resources, and adaptive learning techniques to create an immersive. The study also investigates the impact of the CESDEA model on student performance, motivation, and overall learning experience. Through a comprehensive analysis of data collected from participants, the research seeks to contribute valuable insights into the efficacy of the CESDEA model in fostering English proficiency in a distance learning context. The findings of this study have implications for the broader field of education and the ongoing discourse on innovative approaches to language learning in digital learning. The noteworthy shift from a pre-test score of 54 to 84.76 signifies a substantial enhancement in speaking skills through the application of the CESDEA model. This impressive quantitative result suggests that the model effectively contributes to the development of English-speaking proficiency. The substantial increase in scores implies a positive impact on learners' linguistic abilities, highlighting the efficacy of the CESDEA model in distance learning. Consequently, these findings underscore the potential of incorporating the CESDEA model into language education programs, emphasizing its role in fostering meaningful improvements in English speaking proficiency.

The Effectiveness of Direct Instructional Strategy on Speaking Skills Of 7th Grade At SMP Tri Dharma Palembang

This study was conducted to assess the English speaking proficiency of students. The students' English speaking achievement was abysmal. The aims of this study were to determine: (1) the extent of improvement in speaking skills with and without the use of the direct instructional strategy, and (2) whether there was a notable improvement in the speaking skills of students who received the direct instructional strategy compared to those who did not. This study employed quasi-experimental research methodology. A total of 16 students were selected as a sample, with 16 students assigned to the experimental class and another 16 students assigned to the control class. The data were gathered by the administration of an oral examination. The data were analysed using both paired sample t-tests and independent sample t-tests. Through data analysis, it was determined that there was a notable surge in pupils' proficiency in oral communication. The paired sample t-test yielded a t-test statistic of -28.428 and a significance value of 0.00, which was less than the predetermined significance level of α (0.05). This demonstrates an enhancement in students' oral communication abilities. Furthermore, the results of the independent sample t-test indicate that the calculated t-test value (-13.075) and the corresponding p-value (0.00) were both below the predetermined significance level (α) of 0.05. The results indicate a substantial disparity in the average speaking abilities of pupils who received teaching through the direct instruction technique compared to those who did not get such instruction.

The Role of Suprasegmental Features in English Phonology: Prosodic Hierarchy and Intonation Patterns

This study explores the significance of suprasegmental features in English phonology, focusing on prosodic hierarchy and intonation patterns. The analysis delves into how these features play a crucial role in structuring spoken language, particularly in conveying nuances, emotions, and pragmatic information. The study highlights the importance of understanding suprasegmental features in enhancing speaking proficiency in English and their relevance to English language curriculum development. Further research opportunities in English phonology, such as investigating other suprasegmental features and adopting an interdisciplinary approach, are suggested to deepen the understanding of English phonological structures and improve the quality of teaching speaking skills in English. This study emphasizes the valuable insights gained from a deeper understanding of the role of suprasegmental features in English phonology for teaching, research, and overall understanding of oral language

Factors Affecting English Speaking Proficiency among English-majored Students in a Vietnamese University

English proficiency is crucial for students majoring in English as it directly influences their academic performance and future career prospects. This study aims to investigate the factors affecting English speaking proficiency among English-majored students in a Vietnamese university. The study identified several factors influencing English speaking proficiency, including language anxiety, exposure to English outside the classroom, self-confidence, and motivation. Additionally, the study explored the role of teaching methods and classroom environment in enhancing speaking skills. The findings could point out some difficulties in speaking experienced by English-majored at Nam Can Tho University. Based on the results, recommendations are provided to educators and policymakers to optimize language teaching strategies and create a conducive learning environment to foster English speaking proficiency among students. This research contributes to a better understanding of the dynamics of English language learning and provides insights for improving English education in Vietnamese universities.

A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers

A simple view of reading analysis of Spanish-speaking multi-language learners and proficient English speakers

Enhancing English Speaking Proficiency through Group Discussions

The purpose of the following study to discuss the group discussion and its influence on improving the English speaking skills amongst the university students. Evidence from the study goes on to demonstrate that speaking English is the most difficult yet crucial component of learning the language, particularly in a non-native context. The question at hand in this research pertains to whether structured group discussions effectively improve the spoken English skills among students. The issue is, therefore, relevant; the need for such practice to happen in academic settings amongst students who can speak English effectively. The study used a quantitative pre-test/post-test design for the evaluation of improvement before and after intervention by implementing group discussions. Findings reported significant improvements in students' speaking fluency, accuracy, and confidence. This finding implies that the language learning curricula should be designed and taught complete with the group discussions on topics of relevance to learners. This would be a better vehicle for the development of speaking proficiency in English.

Exploring the effects of intelligent personal assistants on bilingual education teachers’ L2 speaking proficiency

ABSTRACT Communication in a second and foreign language (L2) is regarded as the most challenging and anxiety-inducing language skill for L2 learners and teachers. The emergence of artificial intelligence and automatic speech recognition (ASR) has opened new avenues for enhancing L2 interaction, with intelligent personal assistants (IPAs) showing significant potential. While prior research has predominantly focused on learners, using IPAs for bilingual education (BE) teachers has received relatively little attention. The study investigated the effects of IPAs (i.e. Google Assistant) on BE teachers’ L2 speaking proficiency and their perceptions of IPA-assisted L2 speaking. Thirty Taiwanese BE teachers who were L2 English speakers participated in a semester-long IPA-mediated interaction program. These teachers interacted with Google Assistant in their daily lives. Both quantitative (English speaking proficiency tests) and qualitative data (semi-structured interviews) were collected and analyzed. The results revealed that Google Assistant significantly promoted BE teachers’ English-speaking proficiency. Most teachers confirmed that Google Assistant could establish an authentic environment that facilitates communication, increases English-speaking opportunities, enhances practice frequency, and provides scaffolding and immediate feedback, which contribute to their English speaking proficiency. Integrating Google Assistant into lesson preparation proved valuable, enabling teachers to access curriculum-related information efficiently and increasing their motivation to engage with IPAs.

Learner Agency: Multiple Case Studies of English Speaking Learning of English Majors in China

Objectives This article delves into the ways in which three English major students, each possessing varying levels of proficiency in spoken English―high, moderate, and low―express their agency throughout the process of acquiring spoken language. This exploration encompasses their experiences both within and beyond the classroom, all situated within a broader contextual framework. Methods Qualitative research was conducted during one fall semester from September to December 2023. The researchers observed an English speaking course instructed by a Chinese female teacher. Data were collected through classroom observations, semi-structured interviews, course documents and learners’ artifacts. Data analysis was conducted with three levels of coding (open coding, axial coding, and selective coding) and the credibility was ensured with data triangulation. Results The findings revealed that English major students, when encountering difficulties and challenges, such as pronunciation problems and limited vocabulary etc, exercised different forms of agency to address and overcome obstacles in the process of learning spoken English. Specifically, the agency forms of English major students in spoken English learning is manifested through action engagement, action adjustment, and action resistance. Conclusions The findings and the analysis of the current study revealed that learner agency had a significant role to play in English as a foreign language classroom in a Chinese college context. Based on the thematic data analysis, this study offered some pedagogical implications for educators and teachers both at Chinese universities and beyond.

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

Adaptive System of English-Speaking Learning Based on Artificial Intelligence

Delve into the innovative realm of adaptive systems for English-speaking learning, underpinned by artificial intelligence (AI). Proficiency in spoken English is increasingly pivotal in today's interconnected world, spanning across professional, academic, and social spheres. However, conventional methods of language learning often struggle to accommodate the diverse needs and learning styles of individual learners. Enter AI-powered adaptive systems, offering a transformative approach to language education. These systems harness the capabilities of machine learning algorithms and natural language processing to deliver personalized learning experiences. Through real-time analysis of learners' performance, they provide targeted feedback and dynamically adjust learning materials to suit individual preferences and abilities, focusing on areas such as pronunciation, fluency, grammar, and vocabulary usage. Moreover, the adaptive nature of AI-based systems revolutionizes the learning process, allowing for continuous progress monitoring and adaptation to learners' evolving needs. Unlike traditional classroom settings with standardized pacing, adaptive systems empower learners to progress at their own pace, honing in on areas that require improvement while bypassing mastered concepts. This personalized approach not only enhances learning efficiency but also fosters motivation and engagement by aligning with learners' interests and goals. By bridging the gap between individual learning needs and traditional educational frameworks, AI-powered adaptive systems represent a groundbreaking advancement in language education, promising to make English-speaking learning more accessible, effective, and enjoyable for learners worldwide.

Research on the Effect of Introducing Speeches in English Classes on Improving Oral English Ability under the Background of Digital Teaching

This study investigates how classroom speech training can boost English speaking skills within digital teaching contexts. It reveals that incorporating the ISAS teaching method with English speech training in vocational college courses can significantly enhance students' communication skills, particularly in oral expression. The research employed various methods to demonstrate that classroom speeches effectively elevate students' English speaking proficiency, diversify teaching content and methods, and foster innovation in English speaking education at vocational colleges. Integrating teaching materials with topics relevant to the software field, along with using a range of expressive forms and techniques, aids in broadening students' perspectives, making English classes more practical and engaging, and bolstering their English application skills and professional competencies. The study also highlights the crucial role of teachers' instructional abilities and personal qualities in enriching students' English learning and skill development. It suggests that teachers integrate more speech-focused activities into regular instruction to advance students' comprehensive English capabilities.

A Psycholinguistic Perspective on Sentence Understanding for Second Language Learners

This study delves into the intricacies of second-language sentence comprehension, investigating the impact of psycholinguistic variables. An online sentence comprehension task engaged 100 proficient English speakers with intermediate Spanish proficiency, integrating eye-tracking technology. Assessing sentence complexity, word order, lexical ambiguity, and working memory, the findings highlight higher accuracy in simple declarative sentences, while non-canonical word orders led to significantly prolonged response times. Lexical ambiguity correlated with increased error rates, yet superior working memory capacities were associated with enhanced processing efficiency. The research underscores the necessity for nuanced language instruction, emphasizing metacognitive strategies to address challenges posed by sentence complexity and ambiguity. Despite limitations in sample size and controlled settings, this study lays a foundational framework for future cognitive investigations into second-language sentence comprehension.

UTILIZING PICTURE SERIES AS MEDIA TO ENHANCE STUDENTS' SPEAKING AT THE SECOND GRADE STUDENTS OF SMP NEGERI 1 TANIMBAR UTARA

Speaking is a crucial language skill encompassing the ability to pronounce words, convey ideas, thoughts, and opinions effectively. Despite its significance, many students exhibit a preference for their native language, such as Indonesian, over English. This study investigates the efficacy of utilizing picture series as a tool to improve students' English speaking proficiency at the second grade level of SMP Negeri 1 Tanimbar Utara. The research question addressed is whether picture series as a medium can enhance students' speaking ability. The objective is to explore how picture series as a medium can facilitate students' speaking skill development and improve their English language learning experience. This study adopts an experimental and quantitative research approach with a sample population of 50 students. The research instruments include a Speaking Skill Test and a Rating Scale of Speaking Skill Test. Data collection methods consist of Pre-Test and Post-Test assessments. The findings reveal a significant correlation between the use of picture series as a media and the enhancement of students' speaking skills. The validity test conducted through SPSS 25 confirms the suitability of the questionnaire items for research purposes. Overall, the results suggest that employing picture series as a teaching aid can effectively bolster students' speaking abilities, particularly for second-grade students at SMP Negeri 1 Tanimbar Utara.

Участие преподавателей в развитии у студентов навыков говорения

<p>Teachers’ role in enhancing the students’ speaking skills in EFL class is the focus of the research that needs to be investigated. This study focused on how teachers at two government high schools help students become more proficient speakers of English by examining their roles in this regard. A descriptive research design was used in the study, and both qualitative and quantitative data were analyzed. Students and their teachers participated in the study. 10 instructor respondents were selected on purpose and participated in the interview and classroom observation, whereas the 40 student respondents were selected at random and enrolled in answering the questionnaire. The survey's conclusions demonstrated that educators are not performing their jobs in a way that would benefit students develop their speaking fluency. It was also found that teachers prefer to teach grammar and reading rather than speaking because they are unwilling to invest the time and energy required to teach speaking. This poses a serious challenge to the learners’ language development. Since teachers are in charge of assisting pupils in learning more, they should be aware of this.</p>

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.

Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency

This paper presents preliminary findings of a quantitative investigation of the effects of the Production-oriented Approach (POA) on the English writing and speaking proficiency of Chinese university students. Involving an experiment group instructed by the POA and a control group receiving regular instruction focusing on linguistic forms, the study organized reliable tests before, during and after the study, the data of which was analyzed from the perspectives of complexity, accuracy and fluency indices. Between-group and within-group analysis revealed that the experiment group exhibited a significant and sustained improvement in English writing and speaking fluency. However, notable progress in language production complexity and accuracy was lacking. Conversely, the control group demonstrated significant enhancements in both writing and speaking complexity and accuracy, with no observable improvement in fluency. The results underscore a cautious assessment of the effectiveness of the POA, suggesting its limited impact on students’ overall English proficiency in the context of this study. Educators and curriculum planners are encouraged to reconsider the comprehensive development of language proficiency within the POA. Striking a balance between a focus on form, which is prevalent in China’s English language education, and a focus on meaning is recommended for optimal language learning outcomes.

The Implementation of Problem-Based Learning for Students' English-Speaking Ability

This research explores the perceptions of English teachers at SMPN 21 Kota Serang regarding implementing problem-based learning in their classes. The PBL model is used to teach speaking in class VIII D at SMPN 21 Kota Serang. The lack of motivation is the most significant reason for EFL students' English-speaking proficiency. A PBL model teaching approach can increase students' motivation to learn English. Implementing the PBL model can help students feel involved and challenged to solve problems to increase their motivation to learn. This research uses a qualitative case study as its research methodology to gain an in-depth understanding of emerging problems. English teachers in class VIII D were observed and interviewed about implementing problem-based learning. The findings of this research reveal that teachers who implement problem-based learning have succeeded in providing significant changes to students' English-speaking abilities and have motivation to speak English. Therefore, the researcher found that implementing problem-based learning in English language learning was successful in helping motivate students.

Effects Of Online Peer Learning On Speaking Performance And Language Learning Anxiety

This study investigated the effects of an online peer learning program on undergraduate student English speaking proficiency, language anxiety, and perceptions of online peer learning. The study adopted a case study design and recruited 32 undergraduate students from the Department of Applied Foreign Languages at a university in central Taiwan. The online peer learning program improved students’ English communication skills and reduced students’ learning anxiety by facilitating interactions with online foreign peers. Quantitative data from oral proficiency tests and the Foreign Language Classroom Anxiety Scale were collected before and after the online peer learning program. Qualitative data were analyzed and coded to determine students’ perceptions of the online peer learning program. A significant improvement in the students’ oral proficiency was observed in the pretest and posttest scores. However, no significant reduction in overall speaking anxiety levels was noted, although the students reported a noticeable decrease in anxiety levels following the intervention, particularly when they talked about general or familiar topics. The results of this study demonstrate that the online peer learning program effectively enhanced the speaking proficiency of students of English as a foreign language and moderately alleviated their learning anxiety. On the basis of these findings, this study provides suggestions for foreign language teachers.