Proficient Speakers Research Articles

A - 80 Moderating Effect of Age on the Relationship between Mood and Executive Functioning among South Asians

Abstract Objective This study investigated whether depression and anxiety are associated with executive functioning (EF) performance among South Asians living in the United States (US). Further, we explored whether age moderated this relationship. Method This retrospective chart analysis study included 28 South Asians referred for a neuropsychological evaluation within multiple northeast US-based outpatient clinics. Participants completed the Beck Depression Inventory-2nd edition (BDI-II), Beck Anxiety Inventory (BAI), Stroop Color Word Test- Color-Word Trial (SCWT-CW), and Verbal Fluency (FAS). Participants were dichotomized by age threshold (age 50 cut-off). Logistic regression analysis was used to determine the moderating effect of age on mood and EF. Results The sample comprised 13 younger adults and 15 older adults (50+), with 60.7% male (Meducation = 16.0, SD = 2.3). Regression analysis indicated a significant overall model between age, BDI-II, and SCWT-CW (F(1,25) = 3.01, p < 0.05, ΔR2 = 0.27). Further interaction analysis showed a stronger positive interaction effect between BDI-II and SCWT-CW (β = 5.39, F(1,24) = 4.91, p < 0.05, ΔR2 = 0.15) in the younger adult group. Conclusions Findings suggest that South Asian older adults with lower levels of depression have worse performance on EF than younger adults. This is one of the first studies to identify links between age, mood, and EF. Interpretation is challenging given that the mean scores of depression and SCWT-CW were in the mild range. Future studies are needed to understand how factors, such as English speaking proficiency and acculturation, may moderate the association and impact clinical relevance.

ESP Needs Analysis of Macroskills of Social Work Students

This quantitative study employed needs analysis then revealed the preferred learning aids and learning activities, and the level of proficiency in reading, listening, writing, and speaking of 50 social work students in a private academic institution. Findings revealed that students showed a strong enthusiasm for visual and audiovisual aids as learning tools and lectures and class discussions as learning activities. Moreover, among the four macro skills, the students excel in reading comprehension at C1 level but face challenges in the affective domain; writing skills at B1 level, with strengths in content but struggles in organization; listening proficiency at B2 level, highlighting difficulties with accents and vocabulary; and speaking skills range from A2 to B1 levels, with stronger interaction skills at B2 level, indicating a need for improvement in fluency and coherence. These insights suggest that the social work students are capable of simple communicative English and are more inclined toward traditionalist and conceptual learning. Furthermore, students need more application activities that showcase their listening and speaking skills, as well as more contextualized and immersive learning activities and aids that incorporate variation and encourage spontaneous production.

Mobile Learning and Verbal Proficiency: A Cross-Sectional Study Investigating English Speaking Skills Enhancement

Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities.

The Effects of a Personal Learning Environment on Vietnamese EFL Undergraduate Students’ Speaking Skills

The personal learning environment (PLE) is a relatively new, learner-centred pedagogical approach using technology for learning. However, empirical research on PLEs remains in its infancy, especially in EFL contexts. This study therefore aimed to explore the effects of a PLE, designed by the researcher, on Vietnamese EFL undergraduates’ speaking skills and examine how these effects varied across different speaking proficiency levels. Forty students at a university in Vietnam participated in a research project lasting eight weeks utilizing the PLE for an English speaking course. Adopting a mixed-methods, quasi-experimental design, this research employed pre- and post-speaking tests, reflective journals, and semi-structured interviews to collect data. Data were analyzed using paired-samples t-tests, one-way ANOVA, and thematic analysis. The results revealed that the PLE enhanced students’ English speaking skills significantly. In addition, this enhancement varied across speaking proficiency groups, with the medium-level group experiencing the most considerable progress, followed by the low-and high-level groups. Qualitative findings from reflective journals and interviews highlighted students’ positive perceptions of using the PLE to enhance their speaking skills. In short, this research underscores the potential of using the PLE approach in developing students’ English proficiency and provides insights for educators and policymakers to employ autonomous language learning pedagogies.

Impact of Video Podcasts on Speaking Proficiency in Indonesian Higher Education: A Study of Diverse Learning Styles

This study investigates the effectiveness of video podcasts as a supplementary tool for enhancing speaking proficiency among second-semester higher education students majoring in English, with varying learning styles. It examines the impact of video podcasts on speaking proficiency across visually-dominant, auditory-dominant, and kinesthetic-dominant learners and explores the differences in effects among these three learning styles. It involved 42 respondents, specifically within an Intermediate Speaking course, categorized into three groups based on their dominant learning styles: visual, auditory, and kinesthetic. Data were analysed through paired sample t-tests and one-way ANOVA. The result shows that visually-dominant learners improved from a pretest mean of 60.24 to a posttest mean of 67.48 (p = .000), auditory-dominant learners increased from 60.36 to 66.73 (p = .001), and kinesthetic-dominant learners showed an increase from 64.33 to 72.83 (p = .022). Despite these improvements, the one-way ANOVA indicated no statistically significant differences in the level of improvement among the three learning styles (p = .707) which implies that video podcasts are effective across different learning styles. This study’s findings contribute to the understanding of multimedia tools' role in language learning and the positive impact of utilizing video podcasts on speaking proficiency. The flexibility of video podcasts enables students to learn at their own pace, revisit content, and receive personalized feedback, which can be particularly beneficial for students with different learning styles.

Cognitive Fluency in L2: The Effect of Automatic and Controlled Lexical Processing on Speech Rate

The fluency of second language (L2) speech can be influenced by L2 proficiency, but also by differences in the efficiency of cognitive operations and personal speaking styles. The nature of cognitive fluency is still, however, little understood. Therefore, we studied the cognitive fluency of Finnish advanced students of English (N = 64) to understand how the efficiency of cognitive processing influences speech rate. Cognitive fluency was operationalised as automaticity of lexical access (measured by rapid word recognition) and attention control (measured by the Stroop task). The tasks were conducted in both L1 (Finnish) and L2 (English) to examine the (dis)similarity of processing in the two languages. Speech rate in a monologue task was used as the dependent measure of speaking performance. The results showed that after controlling for the L1 speech rate and L1 cognitive fluency, the L2 attention control measures explained a small amount of additional variance in L2 speech rate. These results are discussed in relation to the cognitive fluency framework and general speaking proficiency research.

Building Transformative Learning English Curriculum to Enhance Chinese College Students’ English Listening, Speaking Proficiency and Critical Thinking Dispositions

In the context of globalization, English, as a global language, plays an increasingly important role, with many countries making it a compulsory subject in their educational systems. However, the English proficiency of students in China, particularly in listening and speaking, is generally low. This study, based on Mezirow's transformative learning theory, aims to improve Chinese college students' English listening and speaking skills as well as their critical thinking abilities through a transformative learning curriculum. A panel of five scholars reviewed the course syllabus. The findings suggest that the comfortable and safe learning environment created within the transformative learning curriculum, combined with a student-centered approach, critical learning tasks, and authentic learning scenarios, significantly enhances student engagement and learning effectiveness.

The use of Communicative Language Teaching (CLT) Approach to develop L2 Speaking Proficiency at Vocational Students in South Aceh Polytechnic

The use of Communicative Language Teaching (CLT) Approach to develop L2 Speaking Proficiency at Vocational Students in South Aceh Polytechnic

Enhancing Indonesian EFL Learners’ Speaking Skills through Digital Storytelling based on Local Folktales

This study investigates the effectiveness of enhancing Indonesian English as a Foreign Language (EFL) learners’ speaking skills through digital storytelling grounded in local folktales. The study, which was conducted among first-year university students at Universitas Bumi Persada consisting of 8 people, used a case study. The information was gathered by observing the lecturer who integrated both digital storytelling and local folktales into her instruction in the classroom. To gain more comprehensive data and in-depth information, students were also interviewed regarding their experiences and opinions. The study explores the integration of digital storytelling techniques with traditional local folktales to foster speaking proficiency among EFL students. The research intends to provide significant insights into creative language teaching methodologies by leveraging technology and local culture. The findings show that digital storytelling has a considerable impact on students' speaking ability, providing light on the possibilities of adding culturally rich narratives into language teaching. This study adds to the pedagogical discourse by highlighting the potential of digital storytelling as a catalyst for enhancing speaking abilities, particularly among EFL university students in Indonesia.

Investigating the Efficacy of Multimodal Interactive learning Materials in Enhancing Speaking Proficiency of English Foreign Language Learners at MA Al Jariyah NWDI San Baro

Investigating the Efficacy of Multimodal Interactive learning Materials in Enhancing Speaking Proficiency of English Foreign Language Learners at MA Al Jariyah NWDI San Baro

Effects of Self-Confidence and Diction on Speaking Skills in Junior High School Students

This research investigates the impact of self-confidence and diction on speaking skills among state junior high school students in Kepulauan Seribu, Jakarta. Utilizing a sample of 86 students from SMPN 133 Pulau Pramuka, SMPN 241 Pulau Tidung, and SMPN 260 Pulau Untung Jawa, the study employed dialogue assessments, questionnaires, and diction tests. The results demonstrate a significant influence of both self-confidence and diction on speaking proficiency. Specifically, self-confidence accounts for 11.54% of the variance in speaking skills, while diction contributes 18.59%. The combined effect of these factors explains 30.1% of the variance in students' speaking abilities. The findings highlight that students with higher self-confidence and better diction exhibit improved speaking skills. These results suggest that educational strategies aimed at enhancing self-confidence and diction can effectively improve students' communication skills. The study underscores the importance of integrating self-confidence and diction development into language education to enhance overall speaking proficiency

Daur al-Biah al-Lugawiyyah fī Tarqiyah al-Kafāah al-Żātiyyah li al-Kalām ladai Ṭalabah al-Madrasah al-Ṡānawiyyah

This research The purpose of this research. First, the state of the linguistic environment in increasing speaking self-efficacy among MTs Mambaul Ulum Metro students is to be determined. Second, to find out the application of speaking efficacy training to MTs Mambaul Ulum Metro students. Third, to reveal self-efficacy in speaking to MTs Mambaul Ulum Metro students. This research methodology is a descriptive qualitative study that describes and finds appropriate and precise facts. Moreover, how to collect data using interviews, observation, and written document methods. This study examines the language environment's role in enhancing students' subjective speaking skills at MTs Manbaul Ulum Metro. By employing qualitative research methods, including observations and interviews, the study explores how various aspects of the language environment contribute to students' perceptions of their speaking abilities. The findings reveal that a supportive language environment, characterized by frequent practice opportunities, positive reinforcement, and exposure to diverse linguistic inputs, significantly boosts students' confidence and proficiency in speaking. The study underscores the importance of creating a conducive language learning environment to facilitate effective language acquisition. The language environment system at MT Mambaul Ulum Metro School is very important to increase student's confidence in speaking Arabic through active interaction and correct use of grammar. Social support, a supportive learning environment, the use of technology, and effective learning strategies play a role in building students' self-confidence. Consistent speaking practice and real-world activities such as a language classroom environment. These factors help students develop courage, perseverance, and the ability to face the challenges of learning Arabic.

Correlation Between English Motivation and Speaking Proficiency: A Mixed-Methods Study at Shafta Senior High

Correlation Between English Motivation and Speaking Proficiency: A Mixed-Methods Study at Shafta Senior High

Evaluating the efficacy of computer games-based learning intervention in enhancing English speaking proficiency

The use of learning games in education, particularly for second language (L2) acquisition, has gained significant traction recently, establishing game-based learning as a notable academic discipline. This study examines how computer game-based learning influences ESL undergraduates’ speaking abilities, comparing traditional teaching methods with game-based teaching techniques. The study employed action research utilizing a control-experimental groups technique with a sample of 60 learners. Data were collected through observation sessions, interviews, as well as pre-tests and post-tests on English speaking skills. Upon comparing the scores of the control and experimental groups, the experimental group showed greater improvement in speaking skills. This study provides significant insights into the area of game-based learning using computers, particularly among international students in ESL contexts.

Enhancing Speaking Proficiency: Innovative Pedagogical Approaches for Third-Year Bachillerato Students at Bicentenario 'D7' High School

Enhancing Speaking Proficiency: Innovative Pedagogical Approaches for Third-Year Bachillerato Students at Bicentenario 'D7' High School

Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school

In an era of rapid technological advancement, this 10-week quasi-experimental study conducted within a Chinese middle school EFL context examined the incorporation of video-recorded oral presentations and mobile-assisted peer assessment, aiming to evaluate how these digital tools influence students’ speaking proficiency and their perceptions towards them. The study was conducted on two classes of 47 students each, wherein the experimental group received training on utilizing the digital tools of video presentations and mobile-assisted peer feedback, while the control group solely followed traditional teacher-led assessment methods. T-tests were utilized to analyze differences in test scores on standardized English proficiency exams between the two groups, supplemented by semi-structured interviews to elicit deeper insights into student perspectives and attitudes. The quantitative results showed the experimental group exhibited substantially higher English speaking proficiency scores compared to the control group in the standardized tests administered. Integrated with the qualitative findings, while students generally had highly positive perceptions towards utilizing the digital tools and recognized substantial learning benefits, some concerns emerged regarding the learning process. In light of this, providing not only cognitive but psychological guidance and support for students is critical for the ongoing success of this digital intervention. Moreover, maintaining open communication with parents is key to gaining their trust and nurturing a supportive home learning environment, which encourages students’ smooth adoption of digital learning tools with parents’ help and supervision. While strategically combining video presentations and peer feedback within the digital educational landscape shows promise for enhancing oral proficiency, further research should examine diverse student populations and backgrounds.

Investigating the effects of speaking tasks in clubhouse on EFL learners’ speaking and foreign language speaking anxiety

This quasi-experimental study examined the effects of speaking tasks on EFL learners’ speaking skills and Foreign Language Speaking Anxiety (FLSA) using a mobile application conducted outside the classroom. A total of sixty Iranian upper-intermediate level EFL students were divided into experimental and control groups to compare the effectiveness of speaking tasks using the Clubhouse application. Data were collected using the FLSA scale and the speaking pre-and post-test scores of the participants. The speaking proficiency of the participants was assessed based on the IELTS band descriptor, which included fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Utilizing one-way ANCOVA and Mann-Whitney U test, it was concluded that participation of the experimental group in speaking tasks at the Clubhouse improved their speaking proficiency and reduced their anxiety when speaking in the target language compared to traditional classes. The findings of the study call for the integration of synchronous mobile-based apps such as Clubhouse for out-of-class speaking tasks to improve EFL learners’ speaking skills and reduce their FLSA levels.

Challenges to Vietnamese Students Learning to Speak English

Speaking is a pivotal skill in English acquisition, particularly for students worldwide, including Vietnamese learners. This research delved deeply into the topic, employing survey questionnaires with 120 participants. The findings illuminated significant challenges faced by Vietnamese learners in speaking English. However, implementing effective strategies for improvement in speaking serves as an encouragement for learners and a catalyst for enhancing English proficiency. The primary objective of this paper is to underscore the imperative to address the obstacles hindering learners’ English-speaking skills. Through an extensive review of existing literature, this paper elucidates the importance of honing speaking abilities, as they pave the way for realizing aspirations. Undoubtedly, the guidance provided by teachers is indispensable for mastering English fluency and is instrumental in achieving success in various spheres of life. Moreover, such guidance elevates the standard and proficiency level of learners’ English-speaking skills. Consequently, this paper supplements its findings with practical suggestions aimed at mitigating the identified challenges and fostering proficiency in English speaking.

ENHANCING PUBLIC SPEAKING TO ENGLISH FOR YOUNG LEARNERS VIA EXTEMPORANEOUS SPEECH: A COMPREHENSIVE APPROACH USING SPEAKING EVALUATION CRITERIA

This study explores the enhancement of public speaking skills in English for young learners through the implementation of extemporaneous speech techniques, utilizing a comprehensive approach guided by speaking evaluation criteria. Extemporaneous speech, which requires speakers to deliver presentations with minimal preparation, fosters critical thinking, quick organization, and engaging delivery skills essential for effective public speaking. By employing the Oxford Evaluation Criteria, which assesses key components such as the oral introduction, body of speech, summary, attire, performance, audience engagement, creativity, and use of sources, this study provides a structured framework for evaluating and improving these abilities. The research compares the performance of a control group using traditional speaking methods with an experiment group practicing extemporaneous speech. Results indicate that the experiment group shows significantly higher achievement, demonstrating enhanced fluency, coherence, audience engagement, and creativity. These findings suggest that integrating extemporaneous speaking into language learning programs can substantially improve young learners' public speaking proficiency, making it a valuable approach in educational settings.

Blocking and Interleaving Effects on English Speaking Proficiency of Adult ESL Learners

Blocking and Interleaving Effects on English Speaking Proficiency of Adult ESL Learners