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Over the last 50+ years, there has been a huge rise in interest in consumer language research. This article spotlights the emergence and evolution of this area, identifying key themes and trends and highlighting topics for future research. Work has evolved from exploration of broad language concepts (e.g. rhetorics) to specific linguistic features (e.g. phonemes) and from monologues (e.g. advertiser to consumer) to two-way dialogues (e.g. consumer to service representative and back). We discuss future opportunities that arise from past trends and suggest two important shifts that prompt questions for future research: the new shift toward using voice (vs. hands) when interacting with objects and the ongoing shift toward using hands (vs. voices) to communicate with people. By synthesizing the past, and delineating a research agenda for the future, we hope to encourage more researchers to begin to explore this burgeoning area. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the impact of Philosophy for Children (P4C) activities integrated into Turkish lessons on the speaking skills of gifted students. Both quantitative and qualitative data were collected through interviews and various scales, employing a mixed-method design. The results indicated that students had positive feelings about P4C, including appreciation, curiosity, surprise, excitement, self-confidence, and empathy. They believed that P4C enhanced their problem-solving, creativity, questioning, effective speaking, and collaboration skills. However, some students also expressed negative views, tough less frequently, citing issues such as nonsense, limited time, the necessity of prior knowledge, and lack of idea diversification. Quantitative data revealed that P4C activities significantly improved the speaking skills of gifted students and notably reduced their speaking anxiety. Additionally, sex and program variables showed no significant effect on speaking skills and speaking anxiety. [ABSTRACT FROM AUTHOR]

Speaking English as a foreign language (EFL) requires the proper instructional techniques and tactics. Since then, other techniques, including online scaffolding or more knowledgeable other in the speaking improvement, have been used. The current research employs scaffolding to teach speaking in comparison to teacher-guided. The goal of this research is to describe the scaffolding techniques a teacher uses while scaffolding four students. In order to do this, the current research investigates how learners describe what they had learned and accomplished via speaking class performances, which acts as a scaffold for them. The outcomes identify the six diamonds of scaffolding behaviors, that is, instructor, contingent, consultant, modeling, motivator, and evaluator. However, the researchers assert that there were only a small number of learners because of the difficulty of the subject. According to the research, peer scaffolding should blend or hybrid while teaching spoken EFL at the college level. The report encourages future ethnographic discussions for more research. [ABSTRACT FROM AUTHOR]

A considerable body of research has investigated the influence of linguistic variables on comprehensibility and accentedness in L2 speech. However, studies on this topic have overwhelmingly focused on L2 English, with little known about other L2s. This study investigated linguistic influences on accentedness and comprehensibility in L2 Korean. Participants included 198 L2 Korean speakers of varying proficiency levels and L1 and 82 L1 Korean listeners from South Korea. The speakers completed a monologic speaking task and their speech samples were coded for phonological, lexical, grammatical, and fluency variables. Listener ratings indicated speakers were perceived as more comprehensible than they were nativelike, but the correlation between the two was extremely strong (r = 0.90). Regression models using linguistic variables to predict comprehensibility and accentedness yielded R2 values of 0.71 and 0.65, respectively. Most linguistic variables had similar influences on comprehensibility and accentedness, with some notable exceptions: intonational phrasing errors and lexical diversity predicted comprehensibility, but not accentedness. [ABSTRACT FROM AUTHOR]

This review article addresses the correlation between gender and speaking performance in language learning, focusing on various factors influencing learning outcomes. By analyzing internal and external factors, including gender, the article highlights the complex interplay between personal attributes and environmental conditions in shaping speaking abilities. Additionally, the review discusses the implications for educators in creating inclusive learning environments and adapting teaching approaches to accommodate gender differences. The results underscore the significance of comprehending gender dynamics to improve language skills and support fair educational methods. [ABSTRACT FROM AUTHOR]

Speaking ability is an important skill that must be possessed by students, especially in the field of tourism. This study aims to explore the effect of role play and learning motivation on the speaking ability of first-year students of the Rooms Division at Palembang Tourism Polytechnic. This research method used a factorial design with a population of first-year students of the Hospitality Department. The research sample consisted of 32 participants, consisting of 16 people in the Experiment Group and 16 people in the Control Group. Data were collected through questionnaires and two measurement instruments, then analyzed using Two-Way Analysis of Variance. The results showed that there was a significant effect of role play on students' speaking ability, both those with high and low learning motivation. In addition, conventional teaching techniques also had a significant effect on students' speaking ability, depending on their level of learning motivation. The use of role play proved to be more effective than the conventional teaching technique in improving students' speaking ability. This finding shows that there is an interaction between role play and learning motivation that affects students' speaking ability. Therefore, this finding emphasizes the importance of applying innovative methods and high motivation in the learning process to improve students' speaking ability. The implications of this study suggest that educators prioritize interactive and motivational teaching strategies to improve speaking skills, which are crucial for career readiness in the tourism industry. In addition, role play can be a key component in the curriculum that aims to improve communication skills at various levels of student motivation. [ABSTRACT FROM AUTHOR]

The present study investigated the effect of computer- and mobile-mediated shadowing on Iranian impulsive and reflective English as a Foreign Language (EFL) learners' speaking ability. To collect the data, 100 intermediate participants, whose proficiency level was measured by administering Oxford Quick Placement Test (OQPT), took the pretest of speaking. A personality type questionnaire was also used to detect the learners' impulsivity or reflectivity. There were four experimental groups including 1) computer (Prezi) + shadowing + impulsive learners; 2) computer (Prezi) + shadowing + reflective learners; 3) mobile (WhatsApp) + shadowing + impulsive learners; and 4) mobile (WhatsApp) + shadowing + reflective learners. Then, the posttest was administered. After the descriptive and inferential analyses of the pre- and posttests, significant improvement was observed among the four experimental groups' speaking ability. However, reflective learners were shown to outperform the impulsive learners in both computer and mobile-mediated shadowing groups. The results can be beneficial to English language learners, teachers, teacher trainers, as well as material developers. [ABSTRACT FROM AUTHOR]

To date there have been a lot of currently emerging studies focusing on English speaking anxiety experienced by Indonesian university students. Nevertheless, particularly the studies have not investigated university students in Lampung region as the new context. This study aims to describe the level, attitude and perception, and the causes of speaking anxiety in English among university students in the Lampung context. Descriptive research combining quantitative and qualitative approach was performed to conduct this study. 64 new state university students from the English Department were involved as participants in this study. A questionnaire and interview form related to speaking anxiety were used to collect the data whereby quantitative data was analyzed by using descriptive statistics while qualitative data was analyzed via content analysis. Results of this study showed that students experienced low anxiety level when speaking English as a foreign language, but mostly they provided the perception that speaking ability was a trigger for anxiety. Even though students' positive attitude towards English used in the classroom was reflected, their speaking skill in English was negative. Additionally, some main sources such as the limited of vocabulary, self-confident, and speaking opportunity were the causes of speaking anxiety. [ABSTRACT FROM AUTHOR]

This study aimed to explore the effectiveness of immersive learning in enhancing listening and speaking skills among fourth-grade primary school students. The study employed an experimental methodology with a quasiexperimental design based on one group of participants. The research sample included 40 students from a school in Al-Ahsa, Saudi Arabia. To achieve the study's objectives, an oral language skills test was prepared, focusing on both listening and speaking skills. Additionally, an immersive learning-based educational content was designed, consisting of 20 educational sessions for the participating students. The results indicated the effectiveness of immersive learning in improving listening skills such as auditory discrimination of words, extracting the main idea from auditory content, identifying sub-ideas, deriving the meaning of new vocabulary from context, recognizing the sequence of ideas, reordering events, and discriminating details in auditory content. Similarly, the speaking skills that improved included expressing ideas clearly and avoiding colloquial language, delivering a clear oral message, narrating stories using formal expressions, sharing personal experiences, organizing and maintaining continuity of ideas in speech, demonstrating expressive performance with body language, and observing proper speech speed and accuracy. Statistically significant differences were found at the 0.05 level in favor of the post-test of language skills. [ABSTRACT FROM AUTHOR]

This research examines how students perceive online English learning as well as the advantages and disadvantages of online learning during the Covid 19 pandemic. Moreover, speaking skills require a lot of practice so that students are fluent in English. However, with the Covid-19 pandemic, all learning activities are carried out online. The problem of this research is how the students perceive online English learning and its advantages and disadvantages. The researchers used qualitative methods. Result of this research shows that learning to speak online through media such as Google Classroom, Google Meet, and Zoom makes students enjoy learning more because the material can be accessed from anywhere without having to come to school. The disadvantages are, that many students experienced material that was not conveyed, felt monotonous, and also that the network signal was inadequate for smooth learning.

Pronunciation is taught primarily at the elementary level. It is a skill that students should master throughout their studies so that they can express their opinions clearly. This study aimed to identify Grade 9 students’ mispronounced words and their causes, level of pronunciation, and the exposure of students in pronunciation using the poem titled The Chaos written by Gerard Nolst Trenité. The researchers used a purposive sampling technique by acceptable pronunciation standards to select the respondents who are in level 1 from Grade 9 students in a selected private school in San Jose del Monte, Bulacan. This study utilized Patole’s English Pronunciation Problems to classify the mispronounced words followed by a focus group discussion. The results showed that irregular pronunciation was the most common pronunciation problem encountered by the students. Additionally, two respondents stepped on level 2 and one respondent stepped on level 3 wherein the respondents agreed that companions are a great help for them to pronounce the words because they can correct it right away.

Students need to learn thoroughly on the writing, speaking and critical thinking skills in order to adapt with the development of technology and information. This study aims to analyze the differences between 2 classes that implemented 2 different means in learning Bahasa Indonesia for grade 5 students, between control class that use lecturing method and the experiment class that use Augmented Reality. The research subject were the fifth graders of XYZ school in Bintaro area. There were 28 students from control group and 27 students from the experiment group with a total of 55 students in all. This research period was conducted in 4 months from late January in 23 January 2024 to 10 May 2024. This study used a weak experimental design method with a static-group pretest-posttest design model. The research data was collected from the observation of the students performance during class discussion and project presentation which used a rubric that has been validated and is a reliable instrument. The result of the statistical analysis showed differences in the control class pretest and control class posttest, in the experimental class pretest and experimental class posttest, also the nGain result for both classes in writing, speaking and critical thinking skills. The average nGain for control class in writing, speaking and critical thinking skills respectively are; 0,17; 0,21; 0,26 While the average nGain for the experiment class in writing, speaking and critical thinking skills is 0,41; 0,31; 0,27 respectively. Based on the result, the ngain result for critical thinking skills in experiment class showed low result using 0,3 as the significance value. This result means the use of Augmented Reality was less effective in critical thinking skills but effective in writing and speaking skills. [ABSTRACT FROM AUTHOR]

One of the most challenging aspects of being an EFL teacher is coping with reticent students who are largely unwilling to communicate. This mixed-methods single case study, conducted with volunteer preparatory class students experiencing speaking anxiety at a Department of English Language and Literature in Turkey, aims to determine whether explicit training in communication strategies alleviates English-major students' speaking anxiety. The study employs a pre-posttest experimental research design and combines qualitative and quantitative research methods. Both verbal and numerical data indicate that the students' use of communication strategies, language production, and classroom participation are relatively higher compared to their levels before the strategy training. The results suggest that strategy training can effectively reduce EFL speaking anxiety among students. Accordingly, the study provides valuable insights for educators, practitioners, and program designers aiming to enhance students' oral communication skills in EFL settings. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Izdihar: Journal of Arabic Language Teaching, Linguistics & Literature is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study explored (1) the most common speaking and vocabulary problems of 12 senior high students; (2) the implementation of 3 ESL teachers of dialogic discussion to address the identified students' problems; (3) the improvement of students; and (4) the insights and implications of the intervention. Using a qualitative mosaic approach, the study used field notes and conversations with students and teachers. During preliminary data collection, it was found that the students' speaking and vocabulary problems comprised fluency and accuracy issues, language function deficiencies, negative affective state, and poor classroom atmosphere. To address these problems, the three teachers implemented five dialogic discussion sessions. The implementation characterizes structure, scaffolding, and socialization. For students, the sessions helped them increase their confidence and speaking skills. These findings suggest that dialogic discussion may function as a platform engendering processes such as agency, exploration, and enhancement. The study recommends actions for teachers and future researchers. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. (Language skills are not separate from the four components of language itself: listening, speaking, pronouncing, and writing. Purpose. The study aims to test the influence of fable storytelling and fictional abilities on speaking B-class of young children of the sleman district. The research method used is quantitative research of the causality type using ex post facto research methods. Method. The research was carried out on five districts in the district of Sleman, which are: Tempel, Godean, Mlati, Ngaglik, and Prambanan. Total samples are 202 children, with proportional sampling tehnique. Data collection techniques using angket via google form. Data analysis techniques using multiple regression analysis with SPSS 27. Results. The results of the study show that (1) the fable ability variable (X1) has a positive and significant influence with t counting 6.077 and p-value 0,000 against speaking (Y); (2) the speech variable(X2) has a significant influency with t-counting 12.985 and p -value 0,000 against speech (Y); (3) the fairy tale ability variables (X1) and speech capacity (X2) jointly have a positive influence and significance with Fcounting 679.297 and a speech p-valuation 0,000. (Y)). Conclusion. And one of the efforts in improving the ability of fable storytelling for young students can be done by speaking and listening skills. [ABSTRACT FROM AUTHOR]

In English as a Foreign Language (EFL) instruction, fostering effective communication is paramount. Oral presentations can serve as a catalyst, nurturing speaking skills among learners. Surprisingly, scant attention has been directed toward studying the impact of feedback on oral presentations. Leveraging innovative tools like ChatGPT can be pivotal in addressing this gap. Utilizing ChatGPT allows students to actively practice and receive tailored feedback, positioning AI as an invaluable language assistant or tutor. Carefully crafted prompts not only elicit constructive feedback but also serve as a means to refine pronunciation. Integrating these strategies into EFL instruction promises to elevate the learning journey, enriching students’ experiences and honing their linguistic prowess. This article will demonstrate voice prompts with practical sample outputs for speaking practices that elicit feedback on different parts of an oral presentation. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the impact of Philosophy for Children (P4C) activities integrated into Turkish lessons on the speaking skills of gifted students. Both quantitative and qualitative data were collected through interviews and various scales, employing a mixed-method design. The results indicated that students had positive feelings about P4C, including appreciation, curiosity, surprise, excitement, self-confidence, and empathy. They believed that P4C enhanced their problem-solving, creativity, questioning, effective speaking, and collaboration skills. However, some students also expressed negative views, tough less frequently, citing issues such as nonsense, limited time, the necessity of prior knowledge, and lack of idea diversification. Quantitative data revealed that P4C activities significantly improved the speaking skills of gifted students and notably reduced their speaking anxiety. Additionally, sex and program variables showed no significant effect on speaking skills and speaking anxiety.

Teaching English as Foreign Language to Indonesian students encourages teachers to motivate them in their language study by getting them to engage in successful writing and speaking skills. It can be early learning as relevant as possible to their language use needs. Based on a qualitative design, this study investigated the way an English teacher of eleventh-grade students used an integrated skills approach to teaching writing and speaking in the classroom. The research was conducted at one of the senior high schools in West Java, Indonesia with a qualitative method to explore deep information about the strategies and challenges encountered by the English teacher when she was teaching. The specific strategy revealed that the teacher organized activities and encouraged the students through Communicative Language Teaching (CLT) including other strategies to overcome the challenges such as providing consultation and providing learning at night as an extra class. This study is expected to chronicle the need for this approach to be incorporated by English teachers in secondary schools to improve English teaching strategy today and future.

Listening and speaking teaching have always been weak links in English teaching. The emergence of the intelligent learning system breaks the traditional learning method in the classroom, allowing students to obtain learning resources anytime, anywhere, free from fixed time and fixed space. This study aims to know student perceptions of English educational students regarding the implementation of AI to increase listening and speaking skills and to know the limitations and difficulties English education students face while using Duolingo and ELSA Speak applications. We conducted a reflection and semi-structured interview among undergraduate English education students in West Java. A total of 6 participants and all of them are 7th semester English Language Education students. The majority of them agree that AI can increase listening and speaking skills, especially Duolingo and ELSA Speak. Even though there are a lot of limitations and difficulties that need to be considered, such as having a stable internet connection and storage capacity, the student still mentioned that Duolingo and ELSA Speak are great applications for improving listening and speaking skills.

This study examines teachers' opinions on how the language skills in the second grade (listening, speaking, reading, writing) of students who learned initial literacy in the first grade of elementary school (2020-2021) through distance education due to the pandemic were affected. This study was conducted using a descriptive qualitative research model. The study group comprised 18 teachers who conducted first-grade initial literacy teaching via distance education in 2020-2021 academic year and worked in the second grade during 2021-2022 academic year. Each teacher had instructed first grade at least three times in their career. A semi-structured interview form served as the data collection tool, and thematic analysis was employed for data analysis. The data yielded four themes: listening skills, speaking skills, reading skills, and writing skills, with corresponding sub-themes identified and interpreted. Participants reported that the pandemic led to temporary school closures and a shift from face-to-face to distance learning for first-grade literacy. Consequently, students missed the opportunity to develop listening, speaking, reading, and writing skills through direct interaction in the classroom. They stated the limitations and conditions of distance education were cited as reasons for this shortfall. As a result, they stated that there are inadequacies in students' listening, speaking, reading and writing skills, and that these inadequacies have a negative impact on their listening skills in the second grade. This resulted in inadequacies in students' listening, speaking, reading, and writing skills, negatively impacting their second-grade. It was reported that there were lack of gains in the achievements of this group compared to the students of previous years, and that these were due to the fact that the initial literacy teaching was carried out through distance education.

Consumers often communicate their attitudes and opinions with others, and such word of mouth has an important impact on what others think, buy, and do. But might the way consumers communicate their attitudes (i.e. through speaking or writing) shape the attitudes they express? And, as a result, the impact of what they share? While a great deal of research has begun to examine drivers of word of mouth, there has been less attention to how communication modality might shape sharing. Six studies, conducted in the laboratory and field, demonstrate that compared to speaking, writing leads consumers to express less emotional attitudes. The effect is driven by deliberation. Writing offers more time to deliberate about what to say, which reduces emotionality. The studies also demonstrate a downstream consequence of this effect: by shaping the attitudes expressed, the modality consumers communicate through can influence the impact of their communication. This work sheds light on word of mouth, effects of communication modality, and the role of language in communication. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate students' speaking anxiety in English classes in the second semester of Universitas Borneo Tarakan. Specifically, this study examines the factors that influence students' speaking anxiety and strategies to minimize it based on what the students have experienced. Thirty-eight students were selected as research subjects using a specialized sampling method. The researchers used a descriptive qualitative method with a phenomenological approach by conducting interviews, questionnaires, and observations with students who have anxiety in speaking English. The results showed two factors, including internal factors, i.e., discouragement (feeling shy), lack of confidence, and fear of making mistakes, and external factors (limited vocabulary and friends/classmates). And there are two strategies shown in this study (preparation and relaxation). The conclusion of this study is that speaking anxiety can occur and hinder students' speaking performance. Therefore, strategies are needed to do so in order to make it easier for students to speak. [ABSTRACT FROM AUTHOR]

In an era of major advances in the digital world, artificial intelligence has been a part of programs, tools, applications, and platforms. It has also been integrated into fields of education including language teaching and learning. To this end, ChatGPT, one of the most recent AI-driven systems, has been proposed to support language learners' personalized studies. Thus, this paper presents a qualitative study aiming to explore how Turkish EFL learners in higher education use ChatGPT for speaking. For a deeper understanding, the study was designed as a case study which used multiple sources to collect qualitative data. In this sense, semi-structured interviews were held with the participants, and through open-ended questions, they were asked about their study habits and any background knowledge about ChatGPT. In a following session, they were introduced the chatbot and instructed on possible ways to use it for speaking practice. Screen recordings of the usage by the participants were another source to observe and later describe the process for the researcher. A final session of the interviews planned as a stimulated recall was held to explore the participants' ChatGPT use experience through their reflection. The thematic analysis of the data revealed codes and themes leading to language teaching implications about learner characteristics and use of AI for language studies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This essay deals with how to "bring things into languaging" ('enlanguaging´). The theoretical background is a humanistic perspective, Merleau-Ponty´s phenomenology and extended dialogism. It will be argued that the phenomenon of 'internal dialogue´, i.e., internal interaction within individual minds, are at play in such processes. This paper will consider different activities such as perception, thinking, speaking, planning for speaking, understanding, reading, interaction, and decision-making. It also pays attention to circumstances when public talk is evaded or inhibited. [ABSTRACT FROM AUTHOR]

This study is aimed to investigate the impact of Project-based learning (PjBL) on enhancing motivation among high school students in English speaking proficiency. Utilizing a qualitative case study approach, data was gathered through questionnaires and interviews. The sample of this study is 16 students in the 11th grade at a Public Senior High School in Medan, aged between 16-17 years old, selected through purposive sampling. The participant engaged in PjBL activities in their English-speaking class, where their motivation levels were assessed before and after the implementation of PjBL. The finding revealed a significant increase students' motivation and confidence in speaking English following their participation in PjBL activities. This study contributes to the understanding of how PjBL can positively impact students' motivation in language learning, emphasizing the need for further research in diverse educational settings. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners' English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students' learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners' experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students. [ABSTRACT FROM AUTHOR]

The use of conversational agents (e.g., chatbots) to simplify or aid consumers' purchase decisions is on the rise. In designing those conversational agents, a key question for companies is whether and when it is advisable to enable voice-based rather than text-based interactions. Addressing this question, this study finds that matching consumers' communication modality with product type (speaking about hedonic products; writing about utilitarian products) shapes consumers' choice and increases choice satisfaction. Specifically, speaking fosters a feeling-based verbalizing focus, while writing triggers a reason-based focus. When this focus matches consumers' mindset in evaluating the product type, preference fluency increases, thereby enhancing choice satisfaction. Accordingly, the authors provide insights into managing interactions with conversational agents more effectively to aid decision-making processes and increase choice satisfaction. Finally, they show that communication modality can serve as a strategic tool for low-equity brands to better compete with high-equity brands. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Philology Bengu / Uluslararası Filoloji Bengü is the property of Uluslararasi Filoloji Bengu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Abusive supervision by the nurse manager significantly influences nurses' withholding voice about patient safety. The role of impression management motivation and speak up-related climate is crucial in understanding their connection. This study aimed to explore the relationship between abusive supervision, impression management motivation, speak up-related climate, and withholding voice about patient safety. Methods: This cross-sectional study employed a convenience sampling method to recruit 419 clinical nurses from Taizhou Hospital, Zhejiang Province, China, between 1 November 2022 and 31 January 2023. The study adhered to the STROBE checklist. Abusive supervision and impression management motivation were assessed using the Chinese versions of the Abusive Supervision Scale and the Impression Management Motivation Scale, respectively. Withholding voice about patient safety and speak up-related climate were identified using the Chinese version of the Speaking Up about Patient Safety Questionnaire. Results: Nurse leaders' abusive supervision (β=0.40, p<0.01) and nurses' impression management motivation (β=0.10, p<0.01) significantly and positively influenced nurses' withholding voice about patient safety. We introduced impression management motivation as a mediating variable, and the effect of abusive supervision on nurses' withholding voice decreased (β from 0.40 to 0.38, p< 0.01). Nurses' speak up-related climate played a moderating role between abusive supervision and impression management motivation (β= 0.24, p<0.05). Conclusions: Abusive supervision by nursing leaders can result in nurses withholding voice about patient safety out of self-protective impression management motives. This phenomenon inhibits nurses' subjective initiative and undermines their proactive involvement in improving patient safety, and hinders the cultivation of a culture encouraging full participation in patient safety, which should warrant significant attention. [ABSTRACT FROM AUTHOR]

This mixed-methods study examined the effectiveness of Rosetta Stone, a mobile-based language learning application, on Chinese EFL students' listening, speaking, foreign language enjoyment (FLE), and foreign language anxiety (FLA). Two groups of intermediate Chinese EFL students from a language institute, with 33 students in the control group and 36 in the experimental group, were recruited as the participants. The treatment lasted for 3 months, with the experimental group using Rosetta Stone in addition to in-class instruction whereas the control group received only the regular in-class instruction. Data collection involved administering IELTS module tests of speaking and listening, FLE and FLA scales, as well as semistructured interviews. ANCOVA, paired samples test, and content analysis were used for the data analysis of the quantitative and qualitative data. The results indicate that the experimental group showed significant improvements in their listening, speaking, FLE, and reduced FLA more than the control group. The results of the qualitative data indicated that the students had positive attitudes toward mobile-based language learning. The qualitative findings provided further support to the quantitative results and highlighted the convenience, flexibility, and engaging nature of the application. The outcomes stressed the potential benefits of using mobile-based language learning tools like Rosetta Stone as an effective supplementary method for improving EFL learning outcomes and promoting positive affective variables. [ABSTRACT FROM AUTHOR]

This study examines teachers' opinions on how the language skills in the second grade (listening, speaking, reading, writing) of students who learned initial literacy in the first grade of elementary school (2020-2021) through distance education due to the pandemic were affected. This study was conducted using a descriptive qualitative research model. The study group comprised 18 teachers who conducted first-grade initial literacy teaching via distance education in 2020-2021 academic year and worked in the second grade during 2021-2022 academic year. Each teacher had instructed first grade at least three times in their career. A semi-structured interview form served as the data collection tool, and thematic analysis was employed for data analysis. The data yielded four themes: listening skills, speaking skills, reading skills, and writing skills, with corresponding sub-themes identified and interpreted. Participants reported that the pandemic led to temporary school closures and a shift from face-to-face to distance learning for first-grade literacy. Consequently, students missed the opportunity to develop listening, speaking, reading, and writing skills through direct interaction in the classroom. They stated the limitations and conditions of distance education were cited as reasons for this shortfall. As a result, they stated that there are inadequacies in students' listening, speaking, reading and writing skills, and that these inadequacies have a negative impact on their listening skills in the second grade. This resulted in inadequacies in students' listening, speaking, reading, and writing skills, negatively impacting their second-grade. It was reported that there were lack of gains in the achievements of this group compared to the students of previous years, and that these were due to the fact that the initial literacy teaching was carried out through distance education. [ABSTRACT FROM AUTHOR]

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Despite the importance of speaking in developing learners’ command of language, due to a paucity of research in the domain, little is understood of teachers’ systematic strategy instructional practices to improve the quality of their students’ utterances. This study sought to address this gap in knowledge through the study of the practices of an experienced teacher in a Singapore primary school and another experienced teacher in an elementary school in Japan. Connecting with and drawing from Rebecca Oxford’s work on learning strategies and the development of young children’s English language skills, it aims to shed light on the value of metacognitive strategy instruction in raising children’s awareness about their own learning processes. It highlights the value of honing students’ knowledge and use of strategies for effective communication by actively engaging them in making meaning of the information they have. Teachers’ instruction on strategies for speaking significantly eases the cognitive load for learners in formulating utterances and enables them to participate meaningfully in discussions with their teachers and peers. [ABSTRACT FROM AUTHOR]

Second language learners, particularly those with lower proficiency, often struggle with insufficient practice and heightened anxiety when speaking. This case study investigates the impact of one-onone online conversation lessons on a university student’s speaking skills and language anxiety. The participant, a university student with low proficiency in the target language, engaged in eight online lessons. Quantitative measurements of speaking skills and anxiety levels were taken using pre- and post-tests. Results indicated that the online lessons effectively improved the participant’s speaking abilities and reduced their anxiety. Qualitative analysis of lesson and interview transcripts highlighted specific factors contributing to these changes, such as the role of feedback. This study adds to the field of technology in language learning by demonstrating the potential of online conversation lessons with corrective feedback as an effective individual learning modality for lower-level second language learners.

English has become an important language to master in the era of globalization. Among the challenging skills in learning English, speaking is one of the most difficult skills to master. In today's era, the development of speaking skills is facilitated by technological advances. Despite this, students still face challenges in choosing the right technology to achieve their desired language proficiency. This research aims to explore user perceptions of the Fondi application as a platform for learning speaking skills. Participants in this research consisted of 34 Fondi application users. This research uses the Concurrent Embedded Strategy mix method methodology. In obtaining data, there were 2 techniques used in this research, namely through questionnaires and interviews. The questionnaire uses closed questions which function to ask the main/core questions. After that, interviews were conducted to confirm answers and obtain more detailed information. Next, the data is analyzed and processed using predetermined formula. Research findings show that users have a positive perception of the Fondi application, as many as 15 people (44.12%) fall into the 'very high' range and 19 people (around 55.88%) fall into the 'high' range. These results result in the conclusion that users generally have a good perception of the Fondi application. In addition to investigating user perceptions, this study contributes to the literature on the Fondi application, addressing an important gap in current research. For future research, this study suggests that next research should be followed up with effectiveness testing using an experimental model to measure how effective this application in improving learner’s English ability accurately. Such testing would strengthen the findings presented in this article. Lastly, each variable asked can be discussed in more detail in further research. Future studies can use samples from a larger population so that they can be more representative.

Speaking is as the part of English skills. Speaking English is important for communication. English is learned in the university level. Entrepreneurship study program students learn English to increase their English related to entrepreneurship. English is needed when they become an entrepreneur for communication. Speaking English well is also needed so that it can convey appropriate meaning. This study aims to discover students’ views on entrepreneurship awareness through speaking English. The method used was survey research. The respondents were students of entrepreneurship study program. The questionnaire consisted of closed-ended questions and open-ended questions. The finding of this research was students’ awareness of entrepreneurship increased in the process of speaking English. The students were motivated to start their businesses. They had mindset and attitude to be an entrepreneur. It was needed as the foundation to start business. Then, they became aware of SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis in starting their businesses. By analyzing SWOT, they became aware of the processes on how to start their businesses. Their speaking skill also increased along with the increase of their vocabulary, grammar, and pronunciation. Their vocabularies in entrepreneurship had increased. They could also use appropriate grammar in context and appropriate pronunciation. Their self-confident in speaking English also increased.

Proficiency in English is a requirement in today's industry. Adequate preparation of students for future workplace communication necessitates accurate planning and development of English-speaking materials. The process of conducting a need assessment is crucial in developing educational materials. This study aims to identify the requirements of students in the chemistry industry department at a vocational high school in Malang, Indonesia. This research serves as a foundation for creating speaking materials tailored to meet the industry's specific requirements. This study employs a qualitative methodology intending to acquire thorough data. Using questionnaires and interviews, data was gathered from a sample of 125 students, one English teacher, one chemistry industry teacher, and one professional chemistry industry worker. The results indicate that most students possess sufficient English proficiency, while only 12.50% achieved an outstanding level of proficiency. The teaching method employed is Contextual Teaching and Learning (CTL), while the assessment method is performance-based. The suggested materials for the chemistry industry topic are also provided, along with an evaluation of the current class.