English Speaking Proficiency Research Articles

Exploring Students’ Perceptions of Peer Interaction in Developing English Speaking Skills

This study investigates the perceptions of EFL students regarding the role of peer interaction in developing English-speaking skills. A total of 125 English majors from Nam Can Tho University participated in the study, providing insights through a questionnaire on how peer-based activities influence their language learning. The results indicate that peer interaction offers increased opportunities for language practice, reduces anxiety, and boosts confidence in using English. Students reported that structured tasks, such as role-plays and problem-solving activities, significantly enhance their engagement, language fluency, and accuracy. Additionally, tasks relevant to real-life situations were found to motivate students to participate more actively in peer-based learning. These findings align with previous research, emphasizing the positive impact of peer interaction on fluency, vocabulary use, and self-monitoring. The study concludes that integrating peer interaction into EFL curricula fosters a supportive and communicative learning environment, encouraging collaborative language use and contributing to the overall development of English-speaking proficiency.

Causes and Remedies for Secondary School Learners’ Low English Speaking Proficiency in Musanze District, Rwanda

This study sought to explore causes and remedies for secondary school learners ’low speaking proficiency in English in Musanze District, Rwanda, using the quantitative approach. Out of the population of 459 teachers and students in three selected schools, the study sampled 27 teachers and 81 students, making a sample of 108 through purposive and random sampling. The questionnaire data was edited, coded, summarized and analyzed using the Statistical Package for Social Sciences in terms of descriptive statistic. The study concluded that low proficiency in English speaking was due to shyness to practice speaking, lack of English clubs and lack of speaking motivation. Being in an endoglossic country, the students preferred to use their mother tongue (Kinyarwanda) most of their time and were fearful of criticism in attempt to speaking in English. English club and inter-class debate clubs provided positive effect in improving students’ fluency. Therefore, English clubs and inter-class debate clubs constitute a suitable initiative to improve students’ English speaking ability. Therefore, it is important for schools to establish and sustain English club and inter-class debate clubs which will improve the English fluency of students.

Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation

Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.

Machine Learning Applied to Real-Time Evaluation of Spoken English Communication in Tourism

Effective interaction between travellers and local suppliers of services is critical in the increasingly international tourism business. Speaking and understanding English well is frequently essential to a satisfying trip. In the setting of tourism, this study investigates the use of machine learning algorithms for the real-time assessment of spoken English interaction. The aim of this research is to create a new system that uses algorithms based on machine learning to evaluate and enhance English-language conversations among travellers and travel agents. We provide a novel method for assessing many facets of a conversation, such as spelling, syntax, proficiency, and general sentiment, that integrates automated speech recognition (ASR), natural language processing (NLP), and sentiment analysis. The gathering of a broad collection of spoken English exchanges in travel-related contexts, the creation of a tailored ASR models taught on terminology unique to the travel industry, and the incorporation of natural language processing (NLP) methods to assess the sentiment and linguistic structure of dialogues are important aspects of the project. To assist businesses and visitors improve their ability to communicate, models based on machine learning will be taught to deliver immediate input. The goal of this project is to benefit the tourism sector by developing a tool that will enable better English-speaking interaction, which will eventually end up resulting in more satisfied and better experiences for visitors. It also covers the requirement for domain-specific individualized language instruction and evaluation tools. The study’s findings could revolutionize the way spoken English proficiency is assessed and enhanced in the travel and tourism industry. They could also have wider ramifications for language acquisition and intercultural interaction across a range of sectors.

Exploring the Acceptance of Mobile-Assisted Peer Feedback in English Speaking among Chinese EFL Students

Grounded in the Technology Acceptance Model (TAM), this quasi-experimental study examined the use of Mobile-Assisted Peer Feedback (MAPF) tools via the Tencent Mini Programme among Chinese university EFL learners to enhance English speaking proficiency. A mixed-methods approach was employed, using descriptive statistics for questionnaire data and thematic analysis with NVivo for interview data. Sixty non-English major students (CEFR levels A2-B1) were selected through purposive sampling and assigned to three groups: one-way, dialogic, and visualised peer feedback. Results showed positive responses across all modes, with visualised feedback rated highest for usefulness, behavioural intention, and speaking improvement. The study highlights the need to consider technological, individual, and sociocultural factors in mobile-assisted feedback for language learning. Future research should explore long-term effects, application in diverse contexts, and further refinement of mobile-assisted feedback modes to enhance learner engagement. This study contributes to the research on MAPF in English speaking and offers practical insights for educational technology development.

Strategic Management Approaches for Enhancing English-Speaking Proficiency in Language Education

This study explores effective strategies for teaching English speaking skills and the factors that influence implementing these strategies. The study discussed the strategies used in speaking learning, why they are chosen, and their implications for students speaking success. The strategies referred to in this study encompass methods, resources, and media used in achieving success in learning to speak English. The research method employed is qualitative with a case study approach. The study was conducted in March 2023 at some schools and English courses, with ten teachers serving as informants. Data collection was carried out through indirect interviews via WhatsApp and GoogleForm. The main findings show that role-play and chain drill methods are the most frequently applied strategies and are considered effective in improving students speaking skills. The main factors that influence the use of these strategies include students interest and the relevance of the material. The implications of this study highlight the importance of selecting strategies that are appropriate to students characteristics and learning contexts, and this study shows the need to adapt teaching methods based on the availability of resources and environmental support. The results of this study provide insights for educators to design and implement more effective speaking learning strategies and encourage further discussion on innovation in English language learning.

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.

The Mediating Effect of Students' Self-Efficacy on the Relationship between Film Teaching and English-Speaking Proficiency

The Mediating Effect of Students' Self-Efficacy on the Relationship between Film Teaching and English-Speaking Proficiency

LANGUAGE DISCORD AND LANGUAGE ATTITUDE AMONG EFL LEARNERS: INSIGHTS FROM AN INDONESIAN UNIVERSITY

Language discord is one of problems experienced by Indonesian EFL learners when producing English utterances, and those problems can affect their language attitude towards English. The objectives of this research are to find (1) forms of language discord experienced by EFL learners when producing English utterances, (2) factors causing the language discord, and (3) language attitudes towards English as the effect of the language discord. Employing a qualitative approach, this case study was conducted at a university in South Sulawesi, and purposive sampling technique was used to obtain research participants. Based on certain criteria regarding the samples that were most suitable and considered to produce the desired data, four students from the English education department were selected as research participants. Data collection involved observations and in-depth interviews. The technique of data analysis involved a procedure consisting of data managing, reading and giving a memo, describing, classifying, data interpretation, visualizing, and representing. Findings showed three forms of language discord: naked language discord, disguised language discord, and uncontrolled language discord. From the interview results, three factors that caused language discord were found: high excitement, unpreparedness, and deference. As the effect of the language discord, the EFL learners stated they were more enthusiastic to become proficient English speakers, and they felt trained to memorize English vocabularies.

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.

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.

Exploration of the Application of Artificial Intelligence in High School English Speaking Teaching

With the remarkable strides in artificial intelligence (AI) technology, a range of sophisticated techniques and products have sprung forth, including speech recognition and semantic analysis. These advancements have propelled the application of AI to new heights, particularly in the realm of education. Notably, AI applications such as speech recognition, human-computer interaction, and automated evaluation have revolutionized traditional English speaking teaching, introducing unprecedented changes to the way students learn and interact. The paper aims to investigate how AI might enhance high school pupils' English-speaking proficiency, which employs a literature review methodology to examine and illustrate the smooth integration of AI technology with high school English speaking instruction. This approach enhances speaking learning materials and fosters creativity in teaching strategies and assessment techniques. In addition, it creates room for the evolution of the oral teaching style and broadens the learning environment. This intelligent transformation of the oral teaching mode is expected to effectively enhance the effectiveness of high school oral English teaching and ultimately improve students' language proficiency.

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.

EFL Students’ Needs in Promoting English Speaking Skills at Lower Secondary Schools

EFL Students’ needs for spoken English are considered important to fulfill, and the idea to capture what they need requires some ways and efforts so as to make them eager and keen on practicing English better. However, an analysis on needs environment is not much discussed and conducted for EFL students, mainly in lower secondary schools. Thus, the aim of this study is to examine the needs of EFL students in terms of enhancing their English-speaking skills in lower secondary schools. Three ninth-grade students from three distinct lower secondary schools located in Depok, West Java, Indonesia were the subjects of the research. This study employed a qualitative design with descriptive analysis, and the instrument used to collect the data was semi-structured interviews. The resulting data was analyzed with some steps such as reduction of data, data display, and data presentation. The results demonstrated that EFL students’ English-speaking proficiency is influenced by a variety of needs, including necessities, lacks, and wants. Considering the significance of these needs in the enhancement of EFL students' English-speaking abilities, it is advisable that teachers of English should comprehend and employ efficient learning strategies and stimulating learning media that facilitate the progress of students' English-speaking capabilities.

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

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

The Analysis of the Factors Contributing to EFL Student's Difficulties in Finishing English Undergraduate Thesis

This research aims to analyze the factors contributing to students’ difficulties in writing an undergraduate thesis. The researcher used Narrative Inquiry as the research approach in this qualitative research. The participant was an 11th-semester student of the English Education department at one of the universities in Malang, Indonesia. The researcher conducted a direct Interview with open-ended questions to gain the data. This finding shows four significant factors that affect an undergraduate student in finishing the undergraduate thesis: psychological factors, English linguistic factors, English Proficiency factors, and student attitude factors. Considering the findings, the researcher suggested some solutions in the following: Improve English linguistic ability; improve English speaking proficiency; organize time effectively; build communication with the supervisor; and read many references.

Factors Influencing of School Type, Parental Educational Background, Gender, and Age on the English Language Speaking Proficiency of Chinese College Students

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.

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.