Development Of Speaking Skills Research Articles

VIRTUAL FLIPPED CLASSROOM FOR DEVELOPING EFL STUDENTS’ SPEAKING SKILLS: DESIGN AND IMPLEMENTATION

developing speaking skills due to limited classroom time and cultural tendencies towards passive learning. This study investigated the effectiveness of a virtual flipped classroom in addressing these challenges and enhancing EFL students' speaking abilities. The research involved 40 Indonesian university students, divided equally into experimental and control groups. The experimental group participated in a virtual flipped classroom, completing pre-class online activities and engaging in in-class speaking exercises, while the control group received traditional instruction. Pre- and post-tests assessed speaking skills, supplemented by student surveys. Results revealed significantly higher post-test scores in the experimental group compared to the control group. Furthermore, survey data indicated that students perceived the virtual flipped classroom as effective in promoting active learning and enhancing their speaking skills. This approach shows promise in overcoming cultural barriers to active participation and maximizing limited class time for speaking practice in Indonesian EFL contexts. However, further research is needed to explore long-term effects and optimal implementation strategies across diverse EFL settings.

NGHIÊN CỨU HIỆU QUẢ CỦA PHƯƠNG PHÁP TƯƠNG TÁC TRONG PHÁT TRIỂN KĨ NĂNG NÓI TIẾNG TRUNG QUỐC GIAI ĐOẠN CƠ SỞ TẠI TRƯỜNG ĐẠI HỌC HÙNG VƯƠNG

The ultimate goal of foreign language teaching and learning is communicative competence. Speaking holds a particularly vital position in the communication process. For language-specialized students at the foundation level, developing speaking skills is of utmost importance. Among these, interactive methods employed in communicative tasks have a positive impact on the language acquisition process in general and speaking skills in particular. From the perspective of applied linguistics, this study employs scientific experimentation to demonstrate the constructive influence of interactive methods on enhancing vocabulary usage, grammatical structures, accurate language forms, attention engagement, retelling, and precise responses of students towards teaching Chinese speaking skills at the foundation level. The research also suggests the application of interactive methods in the development of Chinese speaking skills at the foundation level at Hung Vuong University.

Using Memrise as a Technology-Based Learning Media in Improving Students' Speaking Skills

This study aims to investigate the effectiveness of using technology-based learning platforms, especially Memrise, to improve students' speaking skills. At a time when technology continues to develop rapidly, the use of digital learning platforms is becoming increasingly important in efforts to improve student learning outcomes. This study involved students as participants in a learning environment to conduct experiments using Memrise as a learning medium to develop speaking skills. This study applies a class action research approach with a qualitative approach. Data collection was carried out through observation, interviews, and documentation review of the learning activities carried out by students using Memrise. The results of the study show that the use of Memrise as a technology-based learning medium is effective in increasing student motivation, developing speaking skills, and increasing active participation in the learning process. This platform provides an interactive environment that supports independent and collaborative speaking practice. The results of this study have important implications for the design of learning strategies that focus on developing speaking skills through the use of technology. These findings also highlight the importance of integrating technology into education to address communication challenges in everyday life. So, the use of Memrise as a technology-based learning media can be seen as a suitable solution to improve students' speaking skills.

Project-Based Learning Using Podcast-Assisted Media in the Teaching of English Speaking Skill

Developing speaking skill is difficult for foreign language teachers and learners since they rarely use the target language outside the classroom. However, students need more opportunities and confidence to use it outside the classroom. Thus, teachers must adopt various teaching methods to strengthen the students’ speaking skill in English. Nowadays, students must possess competencies relevant to the 21st century, such as analysis and problem-solving, creativity and invention, communication, teamwork, life skills, and efficient use of technology. Therefore, Project-Based Learning (PjBL) provides opportunities to learn deep content knowledge and 21st-century skills. One of the methods used is using Podcast. A podcast is an up-to-date technology for improving students’ listening and speaking abilities. This qualitative study intends to determine the implementation of project-based learning using podcast-assisted media in teaching English speaking skill at one of the schools in Mojokerto, East Java, and the student’s perspective on it. The research participants were grade XI Science students. The data collection techniques were tests, observations, interview sheets, and audio and video material. The data were analyzed using an analysis flow by Miles and Huberman, which included data reduction, displaying the data, and a conclusion. This study showed that implementing project-based learning using podcast-assisted media in teaching English speaking skill ran smoothly. Students responded enthusiastically. At last, the students’ perspectives are also positive since Podcast-assisted media is able to enrich not only their speaking skill but also develop other language skills.

تنمية مهارة الكلام من خلال تطبيق الطريقة السمعية الشفوية في المدرسة الإبتدائية الإسلامية "القسمي" جومبانج

Developing speaking skills is an important aspect of education at the Madrasah Ibtidaiyah Al-Qosimy Jombang. This research aims to investigate the effectiveness of implementing sam’iyyah syafawiyah methods in improving students' speaking skills at the madrasah. This research method uses a qualitative approach with a classroom action research design. The research participants were sixth grade students of the Madrasah Ibtidaiyah Al-Qosimy Jombang. Data was collected through observation, interviews and document analysis. The results showed that the application of sam’iyyah syafawiyah methods improved students' speaking skills. Students show improvements in pronunciation, comprehension, and expression when speaking. They also show increased confidence in communicating. The implication of this research is the importance of applying sam’iyyah syafawiyah methods in teaching to improve students' speaking skills at the Madrasah Ibtidaiyah Al-Qosimy Jombang.

Role of Collaborative Learning for Developing Speaking Skills of Secondary Level Students

Collaborative learning is an engaged learning of the students in which two or more students work together for the same purpose. However, research on the role of collaborative learning in developing language skills of the students have not been taken in a greater extent in the context of school education. In this regard, the present study aims to explore the role of collaborative learning for developing speaking skill of secondary level students and to examine the collaborative learning culture among the secondary level students. Keeping the objectives into consideration, forty secondary level students were selected as the sample by using purposive non-random sample strategy. The data, which was collected by using close ended questionnaires, analyzed and interpreted descriptively. The results of the study show that collaborative learning has constructive role for developing students’ language skills, social skills and personal skills. In the opinion of the students, collaborative learning engaged them in meaningful interaction. Though the students realized the constructive role of collaborative learning, they had a little practice of collaborative learning. They had group discussion to solve problem, peer work and some collaborative projects as the part of collaborative learning practices.

A Study on the Use of Supplementary Materials in Teaching English Speaking Skills at Tuyen Quang School for Excellence

This study investigates the impact of supplementary materials on the development of English speaking skills among students at Tuyen Quang School for Excellence. Recognizing the challenges faced by non-native English speakers in achieving oral proficiency, this research explores how diverse and carefully curated supplementary resources can enhance the teaching and learning experience. By integrating multimedia tools, authentic materials, and interactive activities into the curriculum, the study aims to provide a comprehensive approach to language acquisition that goes beyond traditional textbooks. Through a mixed-methods approach, including surveys, interviews, and classroom observations, we examine the effectiveness of these materials in improving students' fluency, accuracy, and confidence in speaking English. The findings indicate a significant positive correlation between the use of supplementary materials and students' speaking performance, highlighting the importance of resource diversity in language education. This research underscores the need for innovative teaching strategies that cater to the dynamic and multifaceted nature of language learning, advocating for a pedagogical shift that embraces modern educational tools. The implications of this study are far-reaching, offering valuable insights for educators, policymakers, and curriculum developers aiming to enhance English speaking skills in similar educational contexts.

From Needs Analysis to Programme Design: Online Speaking Skills Upskilling Programme for ESL Teachers

This study observed that many teacher professional development programmes are designed without considering teacher’s voice. The present study addresses this gap by designing an online speaking skills upskilling programme that is based on a group of ESL teachers’ needs. The study employed the mixed methods research approach. Using the convenience sampling, 104 ESL teachers answered an online needs analysis survey. In the qualitative phase, an online interview was carried out with seven teachers who took part in the upskilling programme. Based on the findings, two conclusions can be made. First, for an upskilling programme that focuses on the enhancement of the speaking skills to be successful, psychological constructs such as self-esteem and anxiety need to be considered at the design stage. Second, as the programme was conducted fully online, having synchronous sessions is an important design feature. There are two implications. Firstly, it underscores the importance of integrating psychological considerations into the design of online speaking skills programs for ESL teachers. Secondly, it emphasizes the value of striking a balance between online and synchronous components While the study contributes valuable insights, it is important to acknowledge its limitations. Specifically, it does not explore the impact of improved speaking skills on teachers' classroom practices, and it solely focuses on speaking skills development. Future research could delve into the relationship between teachers' speaking proficiency and their instructional practices. Additionally, exploring the broader benefits of such online upskilling programs on other language skills would be a promising avenue for further investigation.

An Analysis of Students’ Problems in Developing Speaking Skill at Eighth Grade

An Analysis of Students’ Problems in Developing Speaking Skill at Eighth Grade

Purpose and objectives of linguo-didactic training in the Military İnstitute

The article deals with Instilling the teaching of the taught foreign language following the linguo-didactic basis­ still remains one of the most important and not properly s­ol­ved problems of modern methodology. Talking about the instillation of speech habits in the specialty language in ­military­ schools the special importance of instilling reading habits in­ students at this stage of training should be noted. It should also be empha­sized that by properly organizing teaching in English here, we create the appropriate conditions for the more effective development of speaking, writing and hearing-understanding skills and habits in the cadets. The main features of conducting training on a metholodogical basis is a progress of informative, creative solution of problems, understanding, analyzing abilities during the learning-teaching process with cadets. This type of teaching can provide interactivity in the process of live communication.

The Role of Modern Technologies in Developing Speaking Skill of Arabic Language for Non-Native Speakers

The Role of Modern Technologies in Developing Speaking Skill of Arabic Language for Non-Native Speakers

NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.

O‘ZBEK TILINI XORIJIY TIL SIFATIDA O‘QITISHDADIALOGLARNINGAHAMIYATI

This article contains recommendations on the use of dialogues in the teaching of Uzbek as a foreign language and the possibility of using themin the processof developing speaking skills. Examples of the correct use of dialogues and their practical application are provided. It is stated thatbylisteningtotheaudioofthedialogues,thelearnerscanfurtherde-velop their speaking skills. It is shown that it is possible to learn a foreign language more effective lyusing ready-madeconstructions.Inaddition,the issue of researchers’ opinions on language learning with the help of dia-logue was raised.

Using Smartphones for English Speaking Skill Development from the Omani EFL Learners' Perspectives

The widespread use of hand-held devices, including smartphones, has been invested in language learning education around the world. This study intends to inspect Omani EFL learners' perspectives on using smartphones to develop their speaking skills. To answer the research questions, the researchers used a 5-point Likert questionnaire to collect data from 259 Omani EFL students from the English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences (UTAS) in Salalah, Sultanate of Oman. Findings showed positive beliefs about using smartphones. The participants stated that they sometimes use smartphones for oral skills. In the study, a significant difference between female and male students in terms of perceptions towards smartphones was evident, in addition to a positive correlation between the students' levels of study, perceptions, and uses of smartphones. In light of the results, the study provides invaluable recommendations and pedagogical implications for students, teachers, and syllabi designers.

The Effectiveness Of Using The Mondly Application In Developing Speaking Skills And Improving The Arabic Vocabulary Of Class Vii Students At Mts Al-Abrar Bulukumba

The Effectiveness Of Using The Mondly Application In Developing Speaking Skills And Improving The Arabic Vocabulary Of Class Vii Students At Mts Al-Abrar Bulukumba

The Effects of Task Based Speaking Instruction on Students’ Speaking Perception as Shambu Secondary School

Task-based speaking tasks offer significant benefits to students by providing opportunities to use the target language to convey meaning and engage with real-world topics and tasks. This approach allows students to draw upon their prior knowledge and background experiences to express opinions and ideas effectively. In line with this, the present study aims to investigate the effects of Task-Based Speaking Instruction (TBSI) on the speaking perceptions of students at Shambu Secondary School during speaking skill performances. To achieve this goal, two intact classes were selected from Shambu Secondary School. The treatment group underwent a twelve-week teaching program implementing TBSI, while the comparison group received conventional instruction as per usual practice. Data for this mixed-methods study were collected through speaking perception questionnaires, and both quantitative and qualitative analyses were employed. Quantitative analysis, utilizing ANCOVA, revealed that TBSI positively influenced students' English speaking perception, particularly in areas related to their speaking performances during English language learning. Furthermore, thematic analysis of interview data uncovered several themes highlighting the benefits of TBSI on students' perceptions of their speaking skills performance. In conclusion, the findings of this study have implications for various stakeholders, including educators, policymakers, and curriculum developers. By recognizing the positive impact of TBSI on students' speaking perceptions, educators can consider integrating this approach into their teaching practices to enhance students' language learning experiences. Policymakers and curriculum developers are encouraged to support the implementation of TBSI in language education programs, thereby fostering the development of effective speaking skills among students.

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.

Developing Speaking Skills through Watching Web-Series for Second Language Learners

The Entertainment industry has seen substantial disruption as a result of the popularity of web series and YouTube channels. Web series are becoming more and more popular in this digital age, mainly by their content but additionally for their accessibility and affordable pricing. Speaking fluently is an important component of communication. Learners of second languages often have trouble with LSRW skills. Speaking abilities can be developed through a wide range of activities. Mobile technology, video games, and television shows have had a significant impact on today’s youth. Additionally, watching web-series with English subtitles make the content easier for the audience to understand. It impacts the learner’s vocabulary and its sub-skills of pronunciation, intonation, and fluency, as well as their desire to watch more information. Thus, the purpose of this paper is to determine all the factors that web series information executes to influence vocabulary growth.

Speaking Skills Knowledge Levels of Elementary School Teachers

An individual who has the ability to speak from birth continues the development of this skill in education and training environments after the family. In this regard, teachers have great responsibilities for the speaking skills to be acquired in educational environments. Teachers are expected to know about the development of children's speaking skills in order to transfer these skills to students. In addition, having a high level of knowledge about speaking skills is an indispensable element of effective teaching. Elementary school teachers, who spend the most time with students in the classroom, have a key role in helping students develop their speaking skills and easily transfer what they have learned to daily life skills. The study aims to determine the knowledge levels of elementary school teachers regarding speaking skills. The study was carried out with the survey model, one of the quantitative research methods. The study group of the research consists of 302 elementary school teachers. The data were collected with the "Knowledge Level Test on Speaking Skills" and analyzed with descriptive statistics, Independent Samples t-Test, One-way ANOVA. According to the results of the research, the arithmetic average of the elementary school teachers' knowledge of speaking skills was found to be 13.74 out of 18 total questions. In addition, while elementary school teachers' knowledge of speaking skills did not differ significantly according to the variables of gender, graduation, and location of the school, it showed a significant difference according to the professional experience variable.

Model Pembelajaran Online Maharah Al- Kalam di Pusat Kursus Bahasa Arab Pondok “ Takallam” Pare Kediri Jawa Timur

The selection of online learning models, especially for students, shows that the application of learning speaking skills is said to be unable to function perfectly without the formation of an active component and a linguistic environment. In addition, most of the Arabic language activists also have difficulty developing speaking skills due to space and time constraints. But in essence, language environments can be created not only through direct learning interactions, but also through distance learning programs. Therefore, one of the alternative learning methods that they can take to further develop their speaking skills is to take several online Arabic courses through informal learning institutions at the Takallam Institute of Arabic Language Course, Pare Kediri, East Java. The researcher used this research with descriptive and qualitative research types. This research was conducted at the Takallam Institute of Arabic Language Course in Pare Kediri, East Java. The subject of this research is a tutor or online class teacher at the Takallam Institute of Arabic Language Course at Pare Kediri, East Java. Meanwhile, the informants in this study were the director of the Takallam Institute of Arabic Language Course Institute Pare Kediri, East Java and participants of online class learning. The data collection methods that researchers use to obtain the data needed in writing this research, namely the method of observation, interviews and documentation. Test the validity of the data through source triangulation, technical triangulation, and temporal triangulation. While the data analysis technique was carried out in different stages, namely analysis before going into the field, data reduction, data presentation, and drawing conclusions. The results show that the online learning model of speaking skills at the Takallam Institute of Arabic Language Course in Pare Kediri, East Java, can run smoothly and inject the purpose of teaching speaking skills, meaning that participants can understand and practice speaking Arabic fluently. Learning speaking skills is carried out with the online maharah kalam learning model at the Takallam Institute Arabic Language Course Institute, Pare Kediri, East Java and is a type of direct learning model by applying the special "Takallam" method to improve speaking skills or mukalamah bil lughotil arabiyyah.