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Speaking skills, being an essential part of effective communication, are significant for English as a foreign language (EFL) student in today's globalized world, and collaborative learning, being heterogeneous, assists them with more possibilities for enhancing and practicing the skills through a supportive environment, constructive feedback, and opportunities for realworld conversations. Therefore, this study aimed to identify EFL students' attitudes toward enhancing speaking skills in a collaborative learning environment. The researchers, to achieve the study objective, used the descriptive survey method to collect the data from a sample of 360 participants in the Preparatory Year (PY) at a Najran University. The study's instruments included a closed-ended questionnaire and a semi-structured interview. The results showed students having positive attitudes toward a collaborative learning environment can highly enhance their speaking skills. In addition, the respondents' study level did not impact their responses to enhancing speaking skills in a collaborative learning environment; however, male students showed higher attitudes than their female counterparts. Finally, the analysis of the interview showed that students' speaking skills can be improved in a collaborative learning environment in many ways including a supportive environment, interesting activities, and technology use. Based on the findings, the study recommends incorporating collaborative learning strategies to strengthen other language skills. [ABSTRACT FROM AUTHOR]

The study aimed to investigate psychological barriers contributing to students' poor English language speaking skills at the College of Education and Behavioural Sciences, Haramaya University, Eastern Etiopia. A descriptive survey research design was employed through a stratified random sampling technique to collect primary data from participants (n = 210) by using a questionnaire. Both descriptive and inferential statistics were used to analyze the collected data. The finding indicated that 75% of the participants agreed upon psychological barriers contributing to students' poor English language speaking skills in Ethiopian Higher Learning Institutions in general and Haramaya University in particular. Students' lack of confidence in English language speaking skills, lack of motivation to speak the English language, fear of mistakes while speaking in English in front of many eyes, shyness, and stage anxiety (psychological barriers) contributed about 88% to students' poor English language speaking skills. There was a statistically significant mean difference between female and male respondents in English language speaking during their senior essay presentation, open defense, and advisory activities. To conclude, fear of mistakes, stage anxiety, shyness, lack of self-confidence, and lack of motivation were the five psychological barriers contributing to students' poor English language speaking skills. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between grammatical competence and speaking skills among Grade XII students at Guinacot National High School in Guindulman, Bohol, during the 2017-2018 academic year. Specifically, it examines students' proficiency in subject-verb agreement, verb tenses, modifiers, and prepositions, alongside their speaking abilities in fluency, content, vocal, and physical expression. Employing a descriptive-correlational design, the research assesses whether a significant relationship exists between students' grammatical competence and their ability to speak effectively. Findings revealed that the majority of students exhibited emerging competence in subjectverb agreement, while they demonstrated approaching competence in verb tenses and modifiers. Their overall grammatical performance was below expected proficiency levels. Similarly, speaking skills were predominantly rated at the emerging competence level across fluency, content, and expressions. The study's statistical analysis confirmed a significant positive correlation between grammatical competence and speaking skills, suggesting that mastery of grammar substantially impacts students' oral communication abilities. Based on these findings, the study proposes an action plan to improve the teaching of grammar and speaking skills, emphasizing the need for early intervention, reinforcement of grammar lessons, and confidence-building activities in speaking. The study concludes that a strong foundation in grammatical competence is critical for enhancing students' speaking abilities and recommends targeted teaching strategies to support these competencies from grade school to senior high school. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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.)

Copyright of Arab World English Journal is the property of Arab World English Journal 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 Arab World English Journal is the property of Arab World English Journal 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 aim of the paper is to discuss CLIL and non-CLIL teachers’ language fossilisation in terms of speaking. Firstly, there is a brief overview of fossilisation, focusing on its definition and scope. Secondly, the spoken discourse of CLIL and non-CLIL teachers in the classroom is described. Thirdly, there is a discussion of current research and the data collected through a questionnaire conducted among CLIL and non-CLIL teachers in Poland. This shows that slight differences in terms of language repertoire have been found between CLIL and non-CLIL teachers, placing the former at the forefront due to the strategies they tend to use frequently and the language areas they do not consider to be difficult or problematic at all.

Developing effective Arabic speaking skills is essential in bilingual education, particularly for fostering fluency and confidence among students. This study aimed to address the gap in understanding how habit formation enhanced Arabic speaking proficiency. The objectives were: (1) to analyze the process of habit formation and its impact on students' speaking skills, (2) to evaluate proficiency levels achieved through habitual practices, and (3) to examine challenges students experienced in Arabic speaking and how these were addressed through targeted activities. Using a qualitative descriptive method, data were collected through interviews, participant observation, and document analysis. Semi-structured interviews with students, teachers, and administrators provided insights into habit formation, while observations in classroom activities allowed real-time assessment of speaking habits. Document analysis of school policies and progress reports offered a comprehensive view of strategies used to enhance Arabic speaking skills. The findings indicated that speaking habits were influenced by student motivation and bilingual policies, with routines and discipline monitoring in place. Most students demonstrated fluency, good vocabulary, and intonation, though some required improvement. Challenges such as fear of speaking and limited vocabulary were mitigated through activities like expression theater, lectures, and communicative methods. This article highlighted the importance of structured habit formation in improving Arabic speaking skills and suggested that prioritizing motivation and creative approaches could effectively help students overcome speaking challenges.

This paper uses corpus data to analyse spoken expressions and discourse markers in Czech, applying these findings to corpus-based exercises for learners of Czech as a foreign language. The analytical section highlights the usefulness of parallel corpus in identifying suitable translation equivalents for prevalent Czech spoken vocabulary in English, French, and Polish as native languages from the learner’s perspective. The methodology outlines the process of finding appropriate translation equivalents in film subtitles, considering both meaning and spoken register. The pedagogical section introduces three corpus-based exercises designed to improve conversational skills, featuring authentic texts that familiarise learners with spoken vocabulary. This research builds on previous studies of the English language that did not use parallel corpora to identify translation equivalents in learners’ native languages — an essential factor for understanding a foreign language. In addition, tailor-made corpus-based exercises can be seamlessly integrated into everyday classroom activities to enhance language awareness among non-native speakers.

The presented research introduces the concept of interlanguage, a key term in the study of second language (L2) acquisition, with particular reference to the teaching of Italian as an L2 to Eastern Slavic speakers, especially Russian native speakers. The concept of interlanguage represented an important theoretical innovation in applied linguistics and has had significant implications for the development of teaching methodologies in the context of language learning. Interlanguage is defined as a dynamic linguistic system that evolves during the process of acquiring a second language. This system consists of linguistic rules that do not fully belong to either the learner’s native language (L1) or the target language (L2) but instead form an «intermediate language». In other words, interlanguage is a transitional and mutable state that reflects the learner’s incomplete linguistic competence in L2. This intermediate system is characterized by its own rules, which the learner develops through processes of generalization, conscious and unconscious learning, and also through errors. One of the crucial aspects of interlanguage, as discussed in the article, is the phenomenon of «fossilization». This term refers to the process by which some erroneous linguistic structures become stable and permanent in the learner’s linguistic system, despite continued exposure to the L2 and attempts at correction. Fossilization represents one of the main challenges in the process of acquiring a second language, as it hinders progress towards complete and fluent competence in the target language. The study also highlights the variability of interlanguage, meaning the learner’s ability to use different linguistic forms in various contexts. This phenomenon reflects the complexity of the acquisition process, where L2 learning is not linear and can vary significantly depending on factors such as the communicative context, motivation, linguistic input, and the learner’s metalinguistic awareness. Another key theme addressed is the importance of feedback in the learning process. Corrective feedback, which can be explicit or implicit, plays a fundamental role in helping learners recognize and correct their errors, thereby preventing fossilization. However, the quality of the feedback and the way it is provided are crucial: well-calibrated feedback can foster more effective learning, while inadequate or excessive feedback may generate anxiety or confusion, slowing down the acquisition process. The research focuses particularly on the difficulties that Russian-speaking learners encounter when learning Italian. The phonological and grammatical differences between Russian and Italian can lead to frequent errors. For example, the use of articles in Italian, which do not exist in Russian, represents a significant challenge for Russian speakers, as does the conjugation of verbs in Italian tenses, which differ greatly from the Russian verbal system. These errors are not random but arise from the intermediate interlanguage system that learners develop. Understanding these systematic errors and their connection to the learner’s L1 allows teachers to intervene more precisely and effectively. Finally, the research discusses the importance of adopting specific teaching strategies to prevent fossilization and promote L2 learning. Among these, communicative activities that provide rich and diverse input, as well as targeted feedback, play a crucial role in correcting errors without undermining the learner’s motivation. Therefore, teachers must be able to adapt to the learner’s interlanguage system and offer appropriate support, taking into account the specific difficulties related to their L1. Only through a flexible and aware approach can errors be prevented from becoming ingrained in the learner’s linguistic system, allowing for continuous progress towards linguistic competence in L2. In summary, the research emphasizes how recognizing interlanguage and its characteristics, such as fossilization, variability, and the importance of feedback, is fundamental for effective foreign language teaching. Specifically, understanding the phonological and grammatical difficulties faced by Russian-speaking learners of Italian can guide the development of more appropriate and personalized pedagogical strategies, improving teaching effectiveness and fostering greater mastery of L2.

Speaking skills are one of the barometers of someone's proficiency in learning a foreign language. Consequently, speaking skills are being widely developed in madrasahs. However, most students experience the highest language anxiety in speaking skills, as seen in the case of 10th grade students at MA Nurul Ulum. Recognizing this fact, researchers have proposed a new innovation in the learning process through the implementation of the Little Circle Arabic Learning (LCAL) in teaching speaking skills. This study aims to improve students’ skills in speaking Arabic. The research utilizes the classroom action research method according to the theories of Stephen Kemmis and MC Taggart, conducted in two cycles (8 meetings), with four steps in each cycle: planning, action, observation, and reflection. The subjects of this study are 22 students from the 10th grade at MA Nurul Ulum. The results show an improvment in speaking skills due to the average score of speaking skills evaluation by 10.5 in cycle I, from 75.4 (C) to 85.9 (B). Then, Then the researchers made improvement and repair in the cycle II until it became there was a further increase of 5.6 to 91.5 (A). Therefore, the LCAL model can enhance the Arabic speaking skills of 10th grade students at MA Nurul Ulum.

The aim of this research is to determine the language environment for speaking skills training at Al-Mumtaza Islamic Middle School, Banjarmasin. Speaking Arabic is not easy because it requires getting used to it. This School applies the Darul Lughoh system in Aceh for Arabic speaking training to make it easier to get used to speaking Arabic. However, there are problems in implementing the Darul Lughoh system in Aceh because not all students graduate from Islamic boarding schools. The research method used is narrative qualitative research. The subjects of this research are the principal and Arabic language teacher at this school. The object of this research is the language environment for speaking skills training at Al-Mumtaza Islamic Middle School. Data collection techniques using observation, interviews and documentation. Data analysis techniques with data reduction, data presentation and conclusions. Results: Al-Mumtaza Islamic Middle School adopted part of the language environment system from Darul Lughoh Aceh and implemented 2 language environments, namely a formal language environment and an informal language environment. A formal language environment is implemented in the classroom, namely in learning Arabic and learning religious knowledge. This school has a language preparation class for new students. Learning Arabic using the book al-Arabiyah Baina Yadaik. The informal language environment is implemented outside the classroom with several activities and programs including morning habituation, daily prayer repeating, vocabulary presentation, speeches, Arabic language camp, daily conversations, taqwa building night. This school has a special agency that monitors that students who do not use Arabic will be given warnings, punishments and even go to court.

Think-pair-share is a collaborative learning strategy where students think individually about a topic, pair up to discuss their thoughts, and then share their ideas with the larger group. This model encourages active participation, critical thinking, and effective communication. One effective medium is audiovisual media, which combines both visual and auditory elements to create a more engaging learning experience. Therefore, this study aims to investigate the impact of think-pair-share (TPS) learning model assisted by audiovidual media on speaking skills. To attain the research purposes, the study is designed in experimental study with using one group pretest-posttest design. The population of this research is class The sample in this research was class X E.2 students, totaling 35 people. The instruments of this research were speaking skills tests. To analyze this data, the researchers utilized SPSS software. To ascertain the significant impact of the learning model assisted by audiovisual media, the researchers employed the t-test analysis. Based on the data analysis, the mean score of students’ indonesian speaking skills assissted by audiovisual in pretest is 68.97 and in posttest is 84.16. The TPS learning model has demonstrated remarkable effectiveness in enhancing students' speaking skills and overall language proficiency. The stages create a dynamic and supportive learning environment that fosters individual cognitive development and promotes active communication. By encouraging students to first reflect on their ideas, then discuss them with a peer, and finally articulate them in front of the larger group, TPS not only builds confidence in verbal expression but also reinforces essential language competencies such as fluency, active listening, and critical thinking.

This study attempts to measure the three commonly used techniques: pairwork, group discussion, and presentation in speaking classes. In addition, it compared the techniques to find out which leads to better performance of students in speaking skills. To collect the required data, 48 Omani undergraduates were randomly assigned to three experimental and one control group, with 12 students each. To ensure similar speaking proficiency levels, pre-tests of speaking were conducted. During the treatment period, experimental group A engaged in pairwork activities to achieve the speaking tasks, experimental group B was exposed to the presentation preparations, and experimental group C was allowed to work on group discussion activities. The control group followed the in-class instruction similar to experimental groups but without conscious engagement in any specific technique. After two weeks of the treatment, post-tests of speaking were conducted. The results revealed that the group mainly focused on the pairwork achieved significantly better than the other groups. The presentation group was in second place regarding better speaking skills performance. Although the experimental group C (group discussion) and the control group showed slight progress in the post-test, their performance was insignificant. The findings of the study are insightful for teachers and students.

This research focused on investigating the effect of integrating Performance-Based Pedagogy, an approach to teaching and learning that emphasizes students being able to do or perform specific skills because of instruction, in enhancing the 21st-century public speaking skills of Senior High School learners, specifically in terms of delivering prepared and extemporaneous speeches. This study employed a true-experimental research design to further explore the effectiveness of narrative pedagogy in reducing the affective filter and enhancing speaking skills among learners. The research findings indicated that the Experimental Group with students exposed to the performance-based speaking activities tended to have a higher proportion of students scoring Excellent in both types of speeches, while the Controlled Group had more students scoring in the Good range. These findings underscored the effectiveness of Performance-Based intervention, as evidenced by the superior performance of the Experimental Group, thereby emphasizing the importance of innovative pedagogical approaches in enhancing students' public speaking skills. The findings revealed the superior performance of the Experimental Group in both prepared and extemporaneous speeches, highlighting the effectiveness of Performance-Based Pedagogy in enhancing the 21st-century skills of Senior High School students. The study highly recommends the integration of performance-based activities into the curriculum and the exploration of alternative approaches for enhancing extemporaneous speech skills. The proposed action plan emphasizes experiential learning and feedback mechanisms to foster articulate and confident 21st-century communicators. [ABSTRACT FROM AUTHOR]

Background: Arabic language learning has an important role in madrasas as an effort to develop students' language skills. However, Arabic speaking skills are often a challenge due to the limitations of learning methods and media Purpose: This study was conducted with the primary aim of assessing the effectiveness of using vocabulary card media as a tool to enhance Arabic speaking skills among Grade IX A students at MTs Miftahul Ulum Anggana Methods: The study employed a classroom action research (CAR) approach, which included two consecutive cycles. Each cycle consisted of several stages: planning, implementing actions, observation, and reflection to evaluate outcomes and plan subsequent steps Results: The results of this study indicate that the use of vocabulary card media significantly supports improvements in students' Arabic speaking skills Conclusion: This is shown through the results of the evaluation at the end of each cycle, which shows a gradual and consistent improvement in students' speaking skills. Vocabulary card media has proven to be effective as a visual aid that gradually improves Arabic speaking skills. This study recommends combining vocabulary cards with other learning methods for more comprehensive results. [ABSTRACT FROM AUTHOR]

The oral proficiency of language learners has been bolstered through a variety of instructional methods. The goal of using simulated experiments to enhance conventional teaching techniques is to address various issues related to the acquisition of a FL through conversation. Difficulty acquiring fluency in an FL (Foreign Language) may be attributable to a number of factors, including inadequate educational materials, improper teaching technique, and an inappropriate learning setting. This study represents an effort to uncover how the use of simulation method can improve FL learners' speaking skills. One hundred Intermediate-level FL learners, fifty female and fifty males, were chosen at random for this research. In this scientific study, learners are randomly assigned to either "experimental" (EG) or "control" group (CG). Learners in the CG were instructed using more conventional lecture, the EG instructed using simulation models. The findings of a pre- and posttest are contrasted to evaluate the effectiveness of the simulation strategy on the EG's learning. The current study evaluated two hypotheses: (a) that learners in the EG performed better on the speech test than those in the CG; and (b) that there was a substantial difference in the performance of females and male learners in the EG. The research employs a quasi-experimental approach, with data gathered and evaluated numerically using SPSS. The findings revealed that the EG outperformed the CG, and that the female learners also outperformed the male learners by a small margin. The findings support both hypotheses, demonstrating the validity of the claim that simulation can be used to help learners of an FL improve their speaking skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Arab Studies in Education & Psychology is the property of Association of Arab Educators 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 research paper investigates the impact of Artificial Intelligence (AI)-based instructions on improving English language speaking abilities and fostering self-learning in real-life environments. In today's educational landscape, AI-based applications have proven to be transformative tools, igniting learners' passion and supporting interactive language learning activities. The study was conducted with 120 engineering students learning English as a Second Language (ESL), who were randomly assigned to either an experimental group receiving AI-based instructions or a control group receiving traditional instructions. Pre- and post-tests were administered to evaluate the students' English-speaking abilities and self-learning skills, utilizing the Rosetta Stone mobile application, which incorporates various speaking activities, focused exercises, pronunciation feedback, and a speech recognition tool. The results indicated that the experimental group showed significant improvements in speaking skill components--accuracy, vocabulary, fluency, and pronunciation--compared to the control group. The findings suggest that AI-based instruction effectively enhances English language speaking skills among ESL students and improves their selfregulatory processes. These results demonstrate the potential of AI technology to enhance language acquisition experiences and promote learners' self-reliance and cognitive processes in speaking. [ABSTRACT FROM AUTHOR]

Copyright of International Journal on Humanities & Social Sciences is the property of International Journal on Humanities & Social Sciences 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.)

Speaking skills are critical in second language acquisition. This study investigates the most common speaking skills problems among non-native Arabic learners in universities in Northeast China and the differences between speaking skills problems based on gender and academic level. A quantitative research design was adopted. It used the questionnaire to collect data. The sample of this study included 104 Chinese students who learn Arabic from two universities in Northeast China. The results indicate that the most common problems with Arabic speaking skills are a lack of vocabulary, opportunities to meet native Arabic speakers, fear of mistakes, teacher-centered classes, and the teacher using too many students’ native languages in the classroom. Besides that, the results show no statistically significant difference in Arabic speaking skills problems based on gender. However, the findings show statistically significant differences in Arabic speaking skills problems based on the academic level. The learners of the second year have more Arabic speaking skills problems than the learners of the first year, and the learners of the third year also have more Arabic speaking skills problems than the learners of the first year. According to the findings, the study suggests recommendations for Arabic learners, instructors, and policymakers in universities in non-Muslim gathering areas in Northeast China. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Language & Translation (JRLT) is the property of Journal of Research in Language & Translation (JRLT) 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.)

Pronunciation is the fundamental aspect of a spoken message. Although there are at least four non-native speakers of English for every native speaker, and this rate is still increasing, the issue of nonnative speaking teachers (NNSTs) has not been resolved. This paper reports on a study carried out in Iraqi Kurdistan which explored the perceptions of undergraduate university students towards their non-native English teachers. The students were asked to complete an online questionnaire. After the data analysis process, although the results show that the students have shown positive perceptions towards NNSTs, third-year students had less favorable perceptions than second-year students. The reasons for the students' different perceptions are discussed. Overall, most of the participants believed that NNESTs, including Kurdish EFL teachers, can teach pronunciation courses, but they need to be trained before teaching this skill. The findings suggest pedagogical implications for ESL/EFL teachers and learners during teaching and learning pronunciation skills. [ABSTRACT FROM AUTHOR]

The primary objective of the current research is to improve the speaking skills of undergraduate students by employing the Paul-Elder Critical Thinking Framework (PECTF). Initially, a pre-test was conducted on 61 undergraduate students, following a random speaking test administered to 116 students at a traditional undergraduate college offering conventional courses such as B.A., B.Com., and B.Sc. The pre-test scores were evaluated using the Common European Framework of Reference for Languages (CEFR) speaking descriptors. Students scoring at the A1 level or below were selected for participation in a 6-month Intervention Programme (IP) centered around PECTF. Subsequently, a posttest was conducted, and the recordings were analyzed using the adopted CEFR speaking rubrics. The study revealed significant improvements in speaking skills when comparing the meticulously analyzed results of both pre and post-tests. A qualitative analysis method was extensively utilized in this research. The findings suggest that PECTF can effectively enhance speaking skills, positioning it as a valuable teaching tool for language development, particularly in the context of speaking skills. The researcher sought to explore innovative paradigms and approaches to enhancing speaking skills through the utilization of PECTF. [ABSTRACT FROM AUTHOR]

There remains a dearth of answers to certain inquiries regarding oral English presentations, despite the growing interest in this field in recent years. The current study examined Thai university students' perspectives on their English presentation abilities, the difficulties they encounter when delivering English presentations in an online environment, and their preferred mode of presentation. They enrolled in a 12‐week online course on English presentation and communication skills through the Zoom application. This study employed a qualitative methodology and utilized reflective writing from students in response to four open‐ended questions that prompted respondents to consider their experiences. A thematic approach was applied to the reflective essays to identify recurring themes and patterns within the data. The findings of the analysis indicated that, overall, the students expressed the need for enhancement in their English presentation abilities. Furthermore, this research emphasized several challenges that students confronted when delivering online presentations, encompassing nonverbal communication, anxiety, the audience's engagement, and addressing questions. Despite the apparent convenience of online presentations, they conveyed a preference for face‐to‐face presentations. Interaction, teacher and peer support, and a desire to become a professional presenter were the three factors that affected their preference. This study establishes a fundamental basis for subsequent investigations and proposes strategies that higher education instructors can implement to enhance their students' English presentation skills. [ABSTRACT FROM AUTHOR]

This study aimed to assess the effectiveness of metacognitive methods in college general English classes to improve students' communication skills and metacognitive awareness. The approach involved structuring learning activities where students adapted movie dialogues, practiced roles, collaborated with peers, and received feedback on problem-solving. The results showed significant improvements in speaking skills, with pre-assessment scores of 24.79 increasing to 27.17 in the post-assessment (p < .01). These findings indicate notable gains in fluency and accuracy in English communication, as well as improved attitudes towards the language. Although there were improvements in post-assessment scores for metacognitive processes, these changes were not statistically significant. This study highlights the importance of incorporating diverse learning methods into college general English classes, particularly emphasizing the value of metacognitive techniques. These methods help students apply classroom learning to real-world social situations and enhance their communication abilities. [ABSTRACT FROM AUTHOR]

Secondary school students in Ecuador face significant challenges in developing English speaking skills, which are crucial for effective communication. This study aims to explore the factors affecting the development of speaking skills and identifies teachers' suggestions for addressing these challenges. The literature indicates factors on performance, methodology, linguistics, affective, and contextual factors. Employing an explanatory sequential mixed-method design, quantitative data were first collected through a survey of 142 EFL experienced teachers across various Ecuadorian regions, followed by qualitative insights from semi-structured interviews with seven experienced teachers. Findings from qualitative data reveal that large class sizes, limited instructional time, and insufficient speaking-focused activities in course materials impede effective practice. Methodological issues, such as inadequate English exposure outside the classroom, further hinder proficiency. Linguistic challenges include reliance on native language and pronunciation difficulties, while affective factors like anxiety and low confidence also impact students' speaking willingness. Recommendations include reducing class sizes, increasing instructional time, and including more speaking activities in curricula. These recommendations are not just theoretical but practical and feasible, emphasizing their potential impact on students' oral proficiency. Emphasis is also placed on fostering a supportive classroom environment, enhancing teacher professional development, and integrating authentic language use into lessons. These findings have broader implications for EFL education globally, highlighting the need for curriculum reforms, improved classroom management, and targeted teacher training. The study provides valuable insights into the complexities of teaching and learning speaking skills and offers practical recommendations for enhancing students' oral proficiency. [ABSTRACT FROM AUTHOR]

This study focuses on developing a learning medium using PowerPoint called SIAGA (Speaking Skills Games) to enhance the speaking skills in English of grade-eight deaf students at SMPLB Muhammadiyah Jombang. Considering that speaking is an important skill in communication, the research addresses the unique challenges faced by deaf students, such as delayed language development and reliance on visual learning. Utilizing R&D Method with ADDIE design, some concepts of gamification were combined with visual aids, animations, and sign language in this learning module to better respond to the needs of Deaf students. The application SIAGA was developed through consultation with experts, and then it went through validation procedures by media, language, and disability specialists. From these, the feedback about the relevance was 95% and that on media design was 79%, suggesting the need to improve the visuals, font readability, and clarity in instructions. In sum, post-implementation evaluations through student questionnaires averaged 89% regarding the effectiveness, ease of use, and motivational effect of the application. Application research in inclusive classrooms involving both deaf and hearing students would be valuable for further study of this medium.

The objective of this study is to develop an LMS-based app in English subject with speaking skills adopting a blended learning method. This study engaged 38 students in class eleven of the Science 2B Program at State High School 1 Metro Lampung in 2022, including 23 male students and 15 female students. This study was carried out in a State Senior High School 1 Metro Lampung. A rating rubric was used to collect data on students' speaking skills. The rubric followed the Harris’ rating scale which speaking skills were focused on five variables: pronunciation, grammar, vocabulary, fluency, and comprehension. The blended learning model enabled students examine their knowledge through engaging involvement in learning, leading to student-centered teaching and learning activities. The results indicated that the LMS-based app https://www.e-ajar.com/ and class activities for 11th grade students in English with speaking skills at State Senior High School 1 Metro Lampung have increased students' English-speaking skills. This is seen in the development of scores and the improvement in the minimum percentage of completion in each cycle, where students' English pronunciation and grammar have significantly improved. Future study might use blended learning models potentially developed for other subjects to increase learning outcomes and creative thinking skills. This LMS-based media should not only help senior high school students with their speaking sills but also the other skills and its impacts on successful language-learning strategies.

The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills.

The objective of this study is to evaluate and enhance the effectiveness of Communicative Language Teaching in the context of CEFR-based English language learning. The population consisted of students from State Junior High School (SMPN) 8 in Jambi. The samples were collected using convenience sampling. A total of 32 students participated in this study. This investigation utilized a quantitative research approach with a pre-experimental design. The CEFR Test was utilized as an assessment tool for data collection. Three primary methodologies were employed in this investigation. The study consisted of pre-test, treatment procedures, and post-test assessments. The pretest was administered to assess the students' proficiency in spoken English according to the CEFR standard. Subsequently, the researchers administered eight rounds of treatments utilizing Communicative Language Teaching. The concluding phase involved administering a post-test to determine if there was any improvement in students’ performance. The researchers analyzed the results of the pre-test and post-test following the implementation of the Communicative Language Teaching treatment in CEFR-based English learning. The two-tailed significance value obtained from the calculation of the paired samples t-test was 0.017, which is less than the significance level of 0.05. The value of this computation can be interpreted as the progressive improvement in student performance resulting from the implementation of Communicative Language Teaching in CEFR-based English education.

Education plays an important role in human behavior to improve the quality of life, so there must be mature thought for the success of education. To produce a good education there needs to be an educational strategy, therefore an educational strategy is very important. This study aimed to reveal the forms of strategies for teaching speaking skills in terms of behavioral theory in the intensive program and reveal the contribution of implementing speaking skills teaching strategies in intensive programs at the Darussalam Banyuwangi Islamic Religion Institute. In this study, researchers used a qualitative approach and methodology as a case study in the Arabic Language Education Department. Used for collecting teacher and student interview data in the Intensive Program, classroom and outside classroom observations and documentation. Using interactive data analysis. The method of checking the validity of the data is by triangulation of theory and sources. The results of this study in essence are: (1) The strategies for teaching speaking skills in the perspective of behavioral theory in the intensive program are strategies of repetition and memorization, storytelling strategies, strategies for presenting modern topics, and strategies for creating an artificial Arabic environment. (2) The contribution of implementing speaking skills teaching strategies in the intensive program is the high demand for teaching Arabic and the ease of teaching Arabic, and the Institute has become famous for Arabic.

This study aims to determine the relationship between the language environment and the Arabic speaking skills of the eighth-grade students at the Modern Islamic Boarding School Insan Mulia Batanghari for for the 2022/2023 academic year. This research design uses a quantitative approach with correlation research methods. The data collection instruments in this study are tests, questionnaires, and documentation. The data analysis technique used in this study is the Pearson correlation analysis technique with the moment product formula. This study found that the language environment plays a vital role in acquiring, training, and mastering Arabic speaking skills. That is based on research results that show a positive, significant, and strong correlation between the language environment and the Arabic speaking skills of the eighth-grade students at the Modern Islamic Boarding School Insan Mulia Batanghari for the 2022/2023 academic year.

Active student participation and engagement in diverse practice exercises are essential for mastering all four language skills. Due to the lack of active participation, students' proficiency in Arabic language learning, particularly in speaking skills (maharah kalam), falls below the required educational benchmarks. This research uses a quasi-experimental approach to assess the effectiveness of two different learning media: Plotagon for Tenth-grade students of IPS 1 and digital comics for Tenth-grade students of IPS 2 in improving Arabic speaking skills. The research findings indicate that students who used Plotagon as a learning tool to enhance their speaking skills achieved significantly better learning outcomes on average compared to students who used digital comics for the same purpose. Additionally, this study found that students who utilized Plotagon for learning exhibited higher engagement levels than those who used digital comics. These findings highlight the significance of active engagement in learning Arabic and indicate that Plotagon animation can be a valuable tool for enhancing learning outcomes and student engagement.

Interactive multimedia is currently a significant topic in terms of learning speaking skills. This study aims to describe the use of interactive multimedia in stimulating early childhood speaking skills based on a literature review that has been conducted. The study method used in this literature study is the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method. Data was obtained from the Scopus and Google Scholar databases using scientific articles from reputable international journals with the Scopus Q1–Q4 index. Article searches using the title and keywords “Interactive Multimedia,” “Multimedia,” “Interactive Multimedia in Early Childhood,” or “Speaking Skills” are limited to the last ten years, starting from 2013–2023. The findings showed that the articles in the source database were 10.982 articles, and the final selected papers left 40 articles for review. The results of the study found that: a) the use of interactive multimedia in early childhood learning is dominated by Android-based interactive multimedia (50%), video (30%), and animation (20%); b) the use of interactive multimedia in stimulating early childhood speaking skills is dominated by android media (45%), video (40%), and animation (15%); c) the challenges faced when using interactive multimedia in early childhood learning are limited infrastructure and resources, and not all schools have adequate facilities for the use of technology-based learning media and a lack of teacher creativity. The contribution of this research can provide insight into the use of interactive multimedia to stimulate early childhood speaking skills effectively and efficiently. Thus, the use of interactive multimedia can be a research target in selecting interactive multimedia that is appropriate and effective for stimulating students’ speaking skills at all levels of education and on different research topics. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of using technologybased 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. [ABSTRACT FROM AUTHOR]

English proficiency, especially speaking skills, is crucial for academic and professional success in Jordan. However, many undergraduates struggle with fluency, particularly those majoring in English Language and Literature (ELL). Traditional teaching methods in Jordan emphasize exam preparation over practical language use, leading to superficial knowledge acquisition. This study investigates the effectiveness of YouTube in improving the speaking skills of Jordanian EFL undergraduates. Employing a mixed-methods approach with a quasi-experimental design, the study evaluated the effectiveness of YouTube as a tool for enhancing pronunciation, vocabulary, grammar, and fluency. Ninety-three participants were divided into experimental and control groups, with the former undergoing a 16-week YouTube program and the latter continuing traditional methods. Quantitative results showed significant improvements in the experimental group's speaking skills across all assessed areas, while the control group exhibited only modest gains. Qualitative analysis from semi-structured interviews revealed themes related to YouTube's effectiveness, its benefits in engagement and learning, challenges such as content relevance and distractions, and comparisons with traditional methods. The findings suggest that YouTube is a valuable supplement to traditional teaching, significantly enhancing speaking skills among Jordanian EFL undergraduates, though careful implementation with curated content and instructional support is crucial. Future research should investigate broader applications and long-term impacts in diverse educational settings. [ABSTRACT FROM AUTHOR]

The Javanese is one of the traditional languages in Indonesia. The Javanese is one of the local content subjects in elementary schools on the island of Java, Indonesia. This study aims to solve the problem of Javanese speaking skills of fourth-grade elementary school students through role play methods with storytelling media. This research uses the Classroom Action Research design of Kemmis and Mc. Taggart model in class IV in one of the elementary schools in Indonesia. The research was conducted in two cycles with each cycle consisting of four stages (Planning, Implementation, Observation, and Reflection). The success criteria of this study were that = 70% of the students had to get a speaking score of=70. The results showed that the average value of the precycle speaking performance assessment results was 53.25 with a percentage of student completeness of 0% increasing to 62.63 with a percentage of completeness of 37.5% in cycle I so a revision was carried out for cycle II. In cycle II with improvements in cycle I, the average student score was 78.88 with a percentage of 100% completeness and the cycle was stopped. This research implies that the role-play method using storytelling media can improve students' speaking skills, so it is proposed. Future research recommendations include using role-play methods with storytelling media for other language learning to enhance students' speaking skills. [ABSTRACT FROM AUTHOR]

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

In the twenty-first century, the use of technology in the teaching process has become increasingly crucial. A rising trend in language assessment comes in the form of vlogs. Its proliferation in language assessment can serve many advantages and benefits. However, a misguided assessment strategy can undermine the teaching-learning process. Also, learners often feel that vlogging assessments need to be revised because the focus is on the vlogging skills and media quality. Hence, the study aimed to identify the practices and perspectives of language teachers, academic heads, and language learners in using vlogs as a speaking performance assessment. A qualitative design was employed to collect a rich and detailed understanding of the focus of the study. The informants were selected through purposive sampling. Data were collected through essay questionnaires, focus-group discussions, and semi-structured interviews. The findings revealed that using vlogs in language assessment offers a versatile and practical approach for formative and summative purposes. Administering vlogging tasks requires weighing the advantages and challenges associated with each approach. Vlog types, such as personal vlogs, opinion vlogs, and interview vlogs, are ideal for enhancing learners' speaking skills. Furthermore, the pedagogical considerations of language teachers in utilizing vlogs include alignment, sufficient time and support, access to necessary technological resources, learner flexibility, support to struggling learners, clear and comprehensible instructions, and equity for all learners. There is a consensus on the significance of content, creativity, presentation, proficiency, fluency, and technical quality as criteria in vlog assessment. [ABSTRACT FROM AUTHOR]

This paper uses corpus data to analyse spoken expressions and discourse markers in Czech, applying these findings to corpus-based exercises for learners of Czech as a foreign language. The analytical section highlights the usefulness of parallel corpus in identifying suitable translation equivalents for prevalent Czech spoken vocabulary in English, French, and Polish as native languages from the learner's perspective. The methodology outlines the process of finding appropriate translation equivalents in film subtitles, considering both meaning and spoken register. The pedagogical section introduces three corpus-based exercises designed to improve conversational skills, featuring authentic texts that familiarise learners with spoken vocabulary. This research builds on previous studies of the English language that did not use parallel corpora to identify translation equivalents in learners' native languages -- an essential factor for understanding a foreign language. In addition, tailor-made corpus-based exercises can be seamlessly integrated into everyday classroom activities to enhance language awareness among non-native speakers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 attempts to measure the three commonly used techniques: pairwork, group discussion, and presentation in speaking classes. In addition, it compared the techniques to find out which leads to better performance of students in speaking skills. To collect the required data, 48 Omani undergraduates were randomly assigned to three experimental and one control group, with 12 students each. To ensure similar speaking proficiency levels, pre-tests of speaking were conducted. During the treatment period, experimental group A engaged in pairwork activities to achieve the speaking tasks, experimental group B was exposed to the presentation preparations, and experimental group C was allowed to work on group discussion activities. The control group followed the in-class instruction similar to experimental groups but without conscious engagement in any specific technique. After two weeks of the treatment, post-tests of speaking were conducted. The results revealed that the group mainly focused on the pairwork achieved significantly better than the other groups. The presentation group was in second place regarding better speaking skills performance. Although the experimental group C (group discussion) and the control group showed slight progress in the post-test, their performance was insignificant. The findings of the study are insightful for teachers and students. [ABSTRACT FROM AUTHOR]

The present article reports a study that employed the Analysis, Design, Development, Implementation and Evaluation instructional design model to develop an e-speaking skills upskilling programme. It is guided by the research question: How do subject matter experts rate the Instructional Design, Content, User Control, and Technical components of the online learning platform prototype? The study is significant because it addresses the gap in research regarding the development of an Online Teacher Professional Development programme specifically targeted at enhancing the speaking skills of a group of non-specialist English language teachers. It describes the development of the prototype that involves several stages: Analysis, Design, Development, Implementation, and Evaluation. At the Implementation stage, expert validation was conducted where five subject matter experts were asked to rate the Instructional Design, Content, User Control and Technical components of the online learning platform. The findings indicate that the Content component requires revision, especially on items concerning bias and suitability with the learning objectives. Some suggestions to address the issues were provided. It is concluded that expert validation is important at the Implementation stage as it aligns with the continuous improvement that is fundamental to the ADDIE model. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal 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 present study adopted a sequential explanatory mixed-methods approach to explore the impact of e-tandem on English as a foreign language (EFL) learners' speaking skills (i.e. speaking fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation) and willingness to communicate (WTC). To this end, two classes at a language institute were randomly assigned to an experimental group (e-tandem group) with 22 EFL learners and a control group (conventional group) with 20 EFL learners. The learners in the e-tandem class communicated with foreign English speakers online using Tandem, a language exchange application, and those in the conventional class had collaborative speaking activities during the class time. IELTS speaking skill test, willingness-to-communicate scale, and an individual semi-structured interview were used to collect the required quantitative and qualitative data. Paired samples t-test and one-way ANCOVA, used to analyse the quantitative data, indicated that e-tandem and conventional classes developed the EFL learners' speaking skills and WTC; however, the e-tandem group outperformed the conventional group on speaking skills and WTC. Thematic analysis, applied to analyse the qualitative data, generated a number of themes and categories signifying the e-tandem learners' positive attitudes and perceptions towards the e-tandem-based collaborative speaking activities. Pedagogical implications are discussed for collaborative speaking courses in EFL settings. [ABSTRACT FROM AUTHOR]

In this paper, we will discuss various difficulties faced in English language teaching and learning in rural settings. Moreover, we will explore the implications of implementing a program named We Learn English, an initiative by the education department of Zilla Parishad Parbhani. This programme is a course developed by teachers and students to improve Englishspeaking skills among the students in primary schools in rural settings. The medium of instruction and its design make it more effective and valuable. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies 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 RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)