Aug 2026· Journal of English Language Teaching and Linguistics· 0 citations· 27 references
Abstract
Although speaking is a key component of English language learning, many Indonesian EFL students still struggle to communicate effectively in English. Existing instructional materials often emphasize language knowledge rather than meaningful communication, creating a gap between classroom learning and real-life language use. This study aimed to analyze the speaking needs of tenth-grade EFL students at Senior High School 1 Petarukan, Indonesia, as a basis for developing communicative speaking materials. The research employed a descriptive design, combining quantitative and qualitative approaches. Hutchinson & Waters’ (1987) needs analysis framework served as the foundation of the study. Data were collected through questionnaires administered to 66 students and semi-structured interviews with their English teacher. The findings indicate that students prefer speaking materials that are communicative, contextual, and closely connected to their real-life experiences while also supporting their academic goals. They highlighted the importance of vocabulary enrichment, pronunciation practice, and opportunities to participate in authentic communicative activities. These findings provide valuable insights into learners’ speaking needs and offer a foundation for designing communicative speaking materials aligned with students’ proficiency levels, preferences, and classroom realities.
Culture-based English materials may make speaking instruction meaningful by connecting language practice with learners’ cultural knowledge, yet their contribution to speaking development and learning autonomy in secondary schools remains underexplored. This study investigated the effectiveness of culture-based English speaking materials in improving secondary-school EFL students’ speaking skills and learning autonomy. An embedded mixed-method design was employed with 29 students from one intact secondary-school class. Quantitative data were collected through pretest and posttest speaking assessments, while qualitative data were obtained from classroom observations and semi-structured interviews. The speaking tests assessed fluency, pronunciation, vocabulary, grammatical accuracy, content organization, and comprehensibility. Quantitative data were analyzed descriptively, whereas qualitative data were coded and interpreted thematically. The findings showed that the students’ mean speaking score increased from 66.34 on the pretest to 79.00 on the posttest. Improvements were evident across all speaking components, with gains in fluency and vocabulary. Observation and interview data indicated that culturally familiar topics helped students generate ideas, participate actively, reduce hesitation, and speak with greater confidence. The materials also supported learning autonomy by encouraging topic selection, independent preparation, feedback use, self-monitoring, reflection, and resource seeking. However, some students continued to rely on teacher assistance, especially for grammar, pronunciation, and locating resources. The study concludes that culture-based English speaking materials can simultaneously strengthen oral performance and learning autonomy when cultural content is integrated with communicative tasks, learner choice, formative feedback, and reflective activities. These findings highlight the pedagogical value of transforming local culture into structured speaking materials for secondary-school EFL classrooms.
Unknown authors· Journal of Language Studies...· 0 citations
Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.
Mohamed Tahar Es-Siddiki, Khadija Ouyazi· Journal of English language...· 0 citations
The implementation of the Common European Framework of Reference for Languages (CEFR) in Malaysia has increased the need to evaluate English language textbooks that support communicative competence. This study evaluated the effectiveness of English Plus 1 Year 5 in developing listening and speaking skills among Malaysian primary ESL learners. A convergent parallel mixed-methods design was employed, combining an evaluation of the ELT-TEC textbook with survey responses from 30 English-language teachers in Malaysian government primary schools. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis using NVivo 15. The findings indicate that the textbook generally supports oral language development through structured listening and speaking activities. However, teachers identified limitations related to support for lower-proficiency learners, authentic communication, cultural relevance, and classroom implementation. The study recommends enhancing CEFR-aligned instructional materials by incorporating more authentic tasks, differentiated learning zactivities, culturally relevant content, and greater professional support for teachers.
Vidhyalakshmi Gopalakrishnan, Yu Jin Ng, Anealka Aziz et al.· International journal of res...· 0 citations
Speaking and listening are central components of language competence and essential for students’ participation in learning and everyday communication. This study examines Grade 5 students’ speaking and listening competence and develops a needs-informed pedagogical framework for Vietnamese language lessons. A descriptive needs analysis was conducted with 231 Grade 5 students and 15 teachers from three primary schools in Thai Nguyen Province, Vietnam. Student self-assessment addressed presenting before the class, organizing ideas, identifying main ideas while listening, participating in group discussion, and responding to different viewpoints; teacher data focused on instructional difficulties and techniques used in speaking and listening lessons. The findings indicated uneven student competence, particularly in organizing spoken ideas, identifying key information while listening, and providing constructive responses. Teachers also reported limited use of interactive techniques beyond familiar pair-sharing practices. Drawing on competency-oriented education, communication theory, curriculum requirements, and the identified classroom needs, the study proposes a three-stage framework comprising preparation, practice and interaction, and post-practice consolidation and transfer. Brainstorming, mind mapping, inside-outside circle, fishbowl discussion, and synthesis activities are integrated according to their pedagogical functions. Two classroom illustrations demonstrate how the framework can support presentation- and discussion-oriented Grade 5 speaking and listening lessons.
Quyen Nguyen Thi Tu, T. Kim· International Journal of Res...· 0 citations
Speaking ability is considered one of the most important parts of learning English as a Second Language (ESL) since it allows learners to communicate well in academic, professional and social circumstances. However, many ESL learners lack the chance to participate in meaningful conversation, which leads to limited vocabulary, pronunciation issues, speaking anxiety, and a lack of speaking fluency. This article analyses the use of technology and the Communicative Language Teaching (CLT) in enhancing ESL speaking abilities. This paper employs qualitative literature review methods to synthesize the research papers on speaking instruction, communicative competency, digital learning resources and student-centered pedagogy in ESL education. The findings indicate that communicative activities including role-plays, group discussions, presentations and collaborative learning considerably increase learners’ speaking confidence and fluency. In addition, technology tools like language learning applications, AI-based pronunciation software, online communication platforms, podcasts, and multimedia materials provide learners with more chances to practice speaking interactively outside of typical classroom settings. The present study further shows that supportive classroom environment and technology supported training are useful in reducing speaking anxiety and boosting communicative competence. The study indicates that the use of current educational technologies and CLT techniques may be a good means to develop the ESL learners’ oral communicative skills and equip them to be a part of an increasingly globalized world.
A. Grigoryan, Lilit Ghazaryan· International Journal of Res...· 0 citations
This study examines the implementation of Communicative Language Teaching (CLT) in elementary school contexts to enhance students’ communicative competence. The study addresses the gap between theoretical assumptions of CLT and its practical application in classrooms, particularly within the Indonesian educational setting. The objective of this research is to analyze how CLT strategies are applied and to evaluate their impact on students’ speaking skills and classroom interaction. A qualitative research design was employed, involving classroom observations, interviews with teachers, and document analysis. The findings indicate that the use of communicative activities such as role play, group discussions, and interactive tasks significantly improves students’ confidence and ability to communicate in English. However, several challenges were identified, including limited teacher proficiency, lack of instructional resources, and constraints related to traditional teaching practices. The study concludes that CLT is an effective approach for promoting active learning and communicative competence in elementary education. Its successful implementation requires adequate teacher training and contextual adaptation. These findings contribute to the development of more effective language teaching practices in primary education.
Keywords: communicative competence; communicative language teaching; elementary education; speaking skills