Proficient Speakers Research Articles

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.

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.

HARMONIZING DIVERSITY: CULTURALLY RESPONSIVE TEACHING STRATEGY FOR ELEVATING SPEAKING PROFICIENCY

This research aims to determine harmonizing diversity: culturally responsive teaching strategy for elevating speaking proficiency in speaking classes. This research used a qualitative descriptive method and in analyzing the data researchers used a thematic analysis to group them based on the strategies used by lecturers to improve students’ speaking. The data was found by researchers by conducting interviews with 3 different lecturers and implementing culturally responsive teaching in speaking classes. The results found by the researchers that there were 5 strategies and each strategy has several elements. There were 5 strategies, namely 1. Introduction and understanding of students’ cultural backgrounds, 2. Strategy for Integrating Multicultural Content, 3. Create a classroom environment that supports and respects diversity, 4. Activities or Projects to Encourage Students to Speak about Their Culture, 5. Assessment of Speaking Skills by Considering Cultural Diversity and several elements, namely 1. Initial Information Gathering and Personal Approach, 2. Use of Multicultural Materials and Direct Interaction, 3. Building an Inclusive Climate and Cultural Celebration, 4. Personal Cultural Expression and Interactive Method, 5. Inclusive Assessment and Constructive Feedback. With this strategy, it can be said that students’ speaking improves because the materials are based on their cultural background so it is easy for them to express what they want to say when speaking with their classmates, during group discussions, or talking together with their lecturers in class when the teaching and learning process is taking place.

Perception of ‘broad’ and ‘narrow’ fluency in the EFL performance of student interpreters

The oral fluency of non-native speakers is an important measure in evaluating a person’s second language (L2) proficiency. The present study investigates the relationship between the perception of fluency in its broad sense, meaning overall speaking proficiency, and in the narrow sense, in which flow and smoothness as well as grammar and vocabulary are evaluated. An experiment was conducted in which the speech fluency of 25 interpreter trainees was rated by 12 raters – three native experts, three native non-experts, three non-native experts and three non-native non-experts – in the narrow and broad senses, and then again after one month’. The results of the study showed that the raters’ judgements of fluency in the narrow sense were significantly lower than that of broad fluency. The expert raters were significantly less lenient than the non-experts overall, and more so when using the narrow definition of fluency. There was no statistically significant difference found in the scores of the native and non-native raters. It is suggested that interpreter trainees develop both broad and narrow fluency skills through training and practice. This can include improving their linguistic knowledge as well as practicing speaking skills.

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>

Statistical Analysis of Speaking Strategies among Non-Native English Speaking Graduate Students in the Masters Legal and Judicial Governance and Banking, Finance, and Insurance Programs

This study aims to investigate the speaking strategies used by non-native English-speaking Master's students enrolled in the programs of Legal and Judicial Governance (L.J.G.) and Banking, Finance, and Insurance (B.F.I.) at the Faculty of Legal, Social, and Economic Studies of Mohammedia, Hassan II University of Casablanca, Morocco. The research employs an extensive questionnaire to analyze various aspects of speaking strategies employed by Master's students, including language translation, communication priorities, error correction mechanisms, and sources of language input. Descriptive statistics are applied to analyze responses and provide insights into the prevalence and effectiveness of these speaking strategies. Additionally, a comparative analysis is conducted to juxtapose the strategies employed by both Master's students. The findings underscore the diverse approaches adopted by Master's students via a Likert scale to enhance their speaking proficiency within the specific academic disciplines of Legal and Judicial Governance (L.J.G.) and Banking, Finance, and Insurance (B.F.I.). Furthermore, the research illuminates the factors influencing the selection of speaking strategies among Master's students. This study highlights the significance of its findings for language teaching and learning at the Master's level within the Faculty of Legal, Social, and Economic Studies of Mohammedia. It discusses implications for professors aiming to facilitate language development among Master's students and provides suggestions for future research in this field.

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.

IMPROVING SPEAKING ABILITY IN DISCUSSION SESSIONS BY MANIPULATING THE INSTRUCTIONAL PODCAST CONTENT

Most of the EFL learners faced problems delivering ideas to other people, especially in discussion sessions. They need guidance to fix their flaws. Instructional podcasts can be a valuable resource for enhancing speaking abilities, especially in conducting debate. By manipulating the content of the podcasts, educators can create engaging and interactive speaking activities that promote language production and fluency. Whether it is through guided discussion, interactive tasks, or role-playing activities, instructional podcasts provide students with the opportunity to practice their speaking skills in a meaningful and enjoyable way. By incorporating these strategies into language learning curricula, educators can empower students to become confident and proficient speakers. Through the exposure of some perspectives and the adaptation of a qualitative method for using podcast materials to enhance the students’ success in discussion, it can be concluded that the students’ abilities in delivering ideas are developed in discussion sessions. This kind of finding is beneficial for teachers teaching-related subjects. It also inspires other researchers to observe related topics.

Assessment of Students’ Speaking Skills using the Competent Speaker Speech Rubric

The importance of English language learning for students worldwide, especially in countries where English serves as the medium of instruction, cannot be overstated. However, in educational institutions in Pakistan, appears to be an overemphasis on accuracy at the expense of fluency. As a result, students face challenges when communicating in English as their second language. The present study aims to assess the speaking proficiency of students who studied English II at the University of Swat, utilizing a sample comprising 65 students from two intact classes. A quantitative research design was employed to gather data, and students' presentations were observed using the Competent Speaker Speech Rubric. The results indicated that students' proficiency in five competencies, namely providing relevant supporting material, usage of suitable language, incorporation of vocal variety, usage of an effective pattern to present a topic and display of proper articulation, pronunciation and grammar, were below the satisfactory level. On a positive note, students surpassed satisfactory standards in three competencies, specifically selecting and refining a topic, effectively conveying a thesis or specific purpose, and employing physical and nonverbal cues to enhance verbal communication. The present study has significant implications for instructors, suggesting them using rubrics as valuable grading tools to evaluate students effectively.

Students’ Learning Strategies in Oral Productions Across Speaking Proficiencies

Speaking skills are generally perceived as the measurement of the success of English Language Teaching (ELT), yet these skills are considered very hard to achieve. In fact, there have been different levels of speaking proficiencies among students. Therefore, the purpose of this study was to investigate the oral production learning strategies used by high and low proficiency English Education students. The design of this study was descriptive qualitative. Ten third semester English Education students of Universitas PGRI Kanjuruhan Malang were included. In collecting the data, the researchers used three instruments, especially a speaking test, documentation, questionnaires, and interview. The results show that the students with high speaking proficiency have higher motivation and use all kinds of strategies in the same frequency. Meanwhile, the students with low speaking proficiency use metacognitive, cognitive, and memory strategies. However, they did not use these strategies with the same frequency, where the lowest percentage of strategies used were affective and compensatory. The results suggest that students should choose learning strategies based on their needs. Students should use all learning strategies to improve their speaking skills. The implications and suggestions of the research are also discussed.

Improving Spoken Ability in ESL Students via Dynamic Evaluation: An Integrated Approach Investigation

In English language education, the transition from a teacher-centered to a learner-centered approach is a critical turning point that is necessary for students to succeed in the globalized world of today. This shift highlights how important having good speaking abilities is for social and professional contacts in addition to academic pursuits. This study uses a mixed-methodology approach to examine participants' speaking and listening skills in-depth, focusing on the effects of dynamic assessment on fluency and speaking accuracy among Indian ESL learners. The study investigates the relationship between linguistic knowledge, communicative abilities, and contextual understanding in the development of language competency through quantitative analysis and qualitative observations. The results show how important it is to combine learner-centered teaching strategies, dynamic assessment techniques, and focused language instruction to help ESL students develop their speaking proficiency and get ready for success in a variety of linguistic contexts in the social, professional, and academic spheres.

Perspectives about U-Learning in the Oral Expression Class: Facts and Fiction

Amongst the four language skills, the speaking proficiency grows to surface as the most significant to be mastered, not only for educational purposes but for extra-educational aspirations as well. Speaking is a life handiness that requires full training and complete preparation. Hence, being able to express one’s thought fully and clearly, especially in front of a mass, has become one field of interest of personal development trainers. In the specific context of EFL classes, enhancing students’ speaking mastery has always been an integral part of FL training. The rapid technological developments have facilitated the changing over of the teaching skill from sole reliance on the teacher to reference to authentic data. Language laboratories are supposed to be a miniature of the bigger native speakers’ community, so if they were further consolidated with a net connection they would smooth the teaching of oral expression skills. Technology is the medium through which access to genuine instances of the FL is realized. The research seeks out checking the pros and cons of combining technology-based applications with the classroom realities; it relies on the use of a students’ Likert scale and a teachers’ interview. The findings of the interview proved that FL teachers in Algeria are totally aware of the vitality of mixing up U-Learning with the classroom traditional teaching for better enhancement of the quality of speaking skill. However, they explained that it is still theory rather than real practice because of a collection of inconveniences. The students’ scale showed that the latter are ready to exploit technological tools for bettering their oral expression skills. It showed as well that they rely on some applications but they declared that they lack perseverance, said very helpful to achieve the required goals.

Abstract P152: Linguistic Acculturation is Associated With Better Cardiometabolic Health Among Bhutanese Refugees Living in the United States

Background: United States (US) South Asians are a fast-growing immigrant group that on average, while having a higher socioeconomic status, present with an increased prevalence and faster development of cardiometabolic health (CMH) conditions. Acculturation—the process of adapting norms of a host culture—can give rise to a unique set of stressful challenges and is associated with poor CMH outcomes among immigrant groups. However, the impact of acculturation on South Asian CMH is relatively unknown due to limited studies, especially when considering the Bhutanese community; the third largest US refugee group. Hypothesis: We hypothesize that increased English linguistic acculturation among US Bhutanese adults would be associated with poorer CMH. Methods: Using 2021-2022 Bhutanese Community of Central Ohio Health Study data, we examined associations of linguistic acculturation and sociodemographic characteristics in relation to CMH conditions among Bhutanese adults living in Central Ohio (N=495). A summed score for responses of very limited (1 point); limited (2 points); fair (3 points); good (4 points); and excellent (5 points) English language proficiency in speaking, listening and understanding, reading, and writing was used to capture limited (≤8), intermediate (9-19), and excellent (20) linguistic acculturation. CMH was assessed from participant self-report of clinical diagnosed or treated hypertension, type 2 diabetes, and dyslipidemia, as well as weight and height to calculate body mass index (BMI). Adjusting for sex, age, and BMI, we used Poisson regression to estimate prevalence ratios (PR) and 95% confidence intervals (CI) of associations of linguistic acculturation and sociodemographic characteristics in relation to CMH conditions. Results: Most participants were aged 18 to 44 years (69.8%) and migrated to the US ≥11 years ago (60.2%). Linguistic acculturation prevalence was 34.1% for very limited/limited and 65.9% for fair to excellent. Most participants reported no CMH condition (70%), while 12.9% reported one, 10.8% reported two, and 6.3% reported three. Fair to excellent vs. very limited/limited linguistic acculturation were associated with a lower prevalence of having three CMH conditions (PR=0.17 [95% CI: 0.03-0.97]). Migrating to the US ≥11 years vs. <11 years was associated with a higher prevalence of having two CMH conditions (PR=1.67 [95% CI: 0.95-2.95]). Conclusions: In conclusion, more linguistic acculturation was associated with better CMH among Bhutanese adults living in the US. Given the burden of CMH disparities among minoritized racial/ethnic groups in the US, future studies should consider acculturation to further explore the role of language in shaping immigrant and refugee health across the lifecourse.

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.

Arabic Language Impact on EFL Learners’ Speaking Competence: The Case of Algerian First Year Bachelor Students at Kasdi Merbah University-Ouargla

The present paper examines the impact of Arabic language on EFL learners (Algerian) speaking competence. Arab students encounter numerous obstacles in developing their L2 speaking skills. Their limited exposure to English, both in and out of the classroom, impedes their ability to achieve fluency and proficiency in speaking. In the Algerian case, students’ background of learning foreign languages is affected by both their standard Arabic and various local dialects that differ completely from one region to another. In this regard, serious linguistic obstacles may exist due to differences between Arabic and English morphology, phonology, syntax, and orthography so that the teaching process would not be an easy task, especially for beginners. In the light of this, the current study raises the problem of how Arabic language can affect EFL learners’ speaking competency. It aims at highlighting their common errors, raising the Algerian (Arab) students’ consciousness about the impact of their Arabic background on their fluency in English, and developing their competence of speaking through detecting the appropriate methods and techniques of addressing the challenges and difficulties of communicating in the target language. A descriptive type of research was followed via attending and observing sessions of oral expression with first year students (a group of 37 learners) at the University of Kasdi Merbah in Ouargla-Algeria. Via adopting a quantitative approach, a questionnaire was administered to 150 students from the same level to assess their speaking competence and common errors sources. The findings indicate that the Algerian learners’ Arabic background reduces their fluency in English as a result of linguistic, phonological, syntactic, and cultural differences.

Enhancing Language Learners’ Comprehensibility through Automated Analysis of Pause Positions and Syllable Prominence

This research paper addresses the challenge of providing effective feedback on spontaneous speech produced by second language (L2) English learners. As the position of pauses and lexical stress is often considered a determinative factor for easy comprehension by listeners, an automated pipeline is introduced to analyze the position of pauses in speech, the lexical stress patterns of polysyllabic content words, and the degree of prosodic contrast between stressed and unstressed syllables, on the basis of F0, intensity, and duration measures. The pipeline is applied to 11 h of spontaneous speech from 176 French students with B1 and B2 proficiency levels. It appeared that B1 students make more pauses within phrases and less pauses between clauses than B2 speakers, with a large diversity among speakers at both proficiency levels. Overall, lexical stress is correctly placed in only 35.4% of instances, with B2 students achieving a significantly higher score (36%) than B1 students (29.6%). However, great variation among speakers is also observed, ranging from 0% to 68% in stress position accuracy. Stress typically falls on the last syllable regardless of the prosodic expectations, with the strong influence of syllable duration. Only proficient speakers show substantial F0 and intensity contrasts.

Empowering Future Teachers: The Role of Student Organizations in Enhancing Public Speaking and Teaching Skills

<span id="docs-internal-guid-8c3491fc-7fff-0197-f738-be37e25a0884"><span>Recognizing the pivotal role of teachers in shaping education, extensive research has been conducted to assess their effectiveness. Among the prominent challenges faced by many educators is mastering public speaking, a crucial skill for effective classroom instruction. This study delves into whether participation in student groups can augment aspiring elementary school teachers' public speaking and teaching competencies while emphasizing the significance of public speaking skills within the teaching profession. Employing descriptive qualitative methods such as interviews, observations, and document analysis, the research elucidates the profound impact of public speaking proficiency on teaching effectiveness. The study encompasses four key stages: preparation, implementation, analysis, and reporting. Twelve students participated as respondents, focusing on those actively engaged in group activities. Additionally, six lecturers from the Primary School Teacher Education Study Program, Muhammadiyah University of Surakarta, knowledgeable about the fundamental skill requirements for aspiring teachers and the program director, served as supplementary subjects. The findings suggest that engagement in student groups can significantly enhance aspiring teachers' public speaking skills, thereby better equipping them for successful careers in education.</span></span>

Using Hypnoteaching Strategy to Improve Students’ Speaking Ability

The use of hypnoteaching as a tool to improve students' speaking abilities is covered in this study. The purpose of this research is to determine how hypnoteaching can improve students' speaking skills. Using a pretest-posttest design for a single group, the writer employed a pre-experimental methodology in this research. Pre- and post-tests were distributed to the group. A pretest is used to gauge how well kids can speak. Following the completion of the pretest, the writer instructed the pupils in using the hypnoteaching technique. The final step involved administering a posttest to gauge the effectiveness of the treatment. The posttest results show how much the students' speaking skills have improved.Applying the hypnoteaching technique is a great way to assist students become more proficient speakers, as seen by the students' notable improvement in speaking after the treatment.

Assessing First-Cycle Primary School English Language Teachers’ Speaking Proficiency

This study aimed to assess the speaking proficiency of English teachers in the first-cycle primary school employed a convergent mixed design method, with a specific focus on the East Wollega Zone. Utilizing sophisticated probability sampling, fifteen and ten English teachers underwent randomly assigned Oral Proficiency Tests and classroom observations, respectively. Descriptive statistical analysis uncovered a notable deficiency in overall speaking proficiency, as indicated by a combined mean score of 2.65, falling below the required standard. Independent sample t-tests revealed subpar Oral Proficiency Test outcomes for both male and female teachers, with p-values exceeding .05 for all components except pronunciation. Through a comprehensive assessment integrating quantitative and qualitative approaches, this study consistently highlighted below-average speaking proficiency among English teachers. The results emphasize the imperative for targeted interventions and professional development initiatives to elevate the speaking proficiency of primary-level English teachers. The research provides critical insights by identifying specific areas of deficiency in speaking proficiency, particularly in pronunciation. These findings underscore the intricate nature of language proficiency and serve as a foundational guide for future research and policy considerations to enhance English language instruction in the early stages of education, addressing identified proficiency gaps and fostering a more effective learning environment.

Initiatives to promote the intergenerational transmission of basque: the case of workshops for parents

ABSTRACT In the European context, some revitalisation movements have seen the widespread adoption of minority language schooling among parents who do not speak the minority language. This research discusses the role of the ‘school for fathers and mothers’ or talleres (workshops) to encourage a more Basque-focused household among parents who have low proficiency in Basque. The talleres translate knowledge from the field of language socialisation into messages that orient these parents on how to foster positive attitudes towards Basque within the family. Focusing on an analysis of the workshops’ messages, specifically the techniques of consciousness raising employed by the programme, this research discusses the role of these programmes in catalysing new attitudes and new conceptualisations of a pro-minority Family Language Policy in the context of low-to-no proficiency speakers. They do so by underscoring the role of ‘cultural transmission’ and encouraging low-proficiency parents to see themselves as attitudinal referents through their use of affective linguistic repertoires in Basque. Finally, I discuss the case of the talleres as an example of how the fields of Family Language Policy and Language Socialisation can play an important role in grassroots initiatives by translating research findings into practical information for parents.