Aug 2026· International Journal of Community Service in Language, Literature, Culture, and Their Teaching· Vol 3, pp. 65· 0 citations
Abstract
English language learning at the junior high school level often faces challenges related to students’ lack of confidence and limited opportunities to use English in real communication. This community service activity aimed to improve students’ English skills through the implementation of the Communicative Language Teaching (CLT) method at SMP Negeri 1 Mangaran. The training activities were conducted using the Learning English by Doing approach, emphasizing active participation through daily expressions, self-introduction, role play, and educational games. The effectiveness of the program was evaluated using pre-test and post-test vocabulary assessments. The results showed an improvement in students’ achievement, with the average score increasing from 66.82 in the pre-test to 74.09 in the post-test. This represents an increase of 7.27 points or approximately 10.88%. In addition, students demonstrated higher motivation, active participation, and greater confidence in using English during classroom activities. The findings suggest that the implementation of CLT can effectively support English language learning by creating an interactive, communicative, and student-centered learning environment.
Speaking is a crucial skill in English language learning, yet many EFL students face challenges in pronunciation, vocabulary, fluency, and confidence. This study investigated the use of Slow English Podcast video content on Instagram to improve students’ speaking skills and explore their responses toward the media. Using a mixed-methods approach with a one-group pre-test and post-test design, the study involved 26 second-semester students of the English Education Program at Universitas PGRI Ronggolawe. Data were collected through speaking tests, observations, questionnaires, and interviews. The results showed that the mean score increased from 58.03 to 71.38, indicating a 23.01% improvement. A paired-samples t-test revealed a significant difference between pre-test and post-test scores (p < 0.05), confirming the effectiveness of the treatment. Students also expressed positive perceptions, highlighting the media’s accessibility, engaging content, and contribution to improving pronunciation, vocabulary, fluency, and confidence. These findings suggest that Slow English Podcast video content on Instagram is an effective and engaging medium for enhancing EFL students’ speaking skills.
Gisella Mayra, Christina I.T. Panggabean· Pro-ELLitera· 0 citations
English as a Foreign Language (EFL) necessitates effective communication in English; unlike in the global context, most learners struggle with fluency, accuracy, and confidence in addressing English speakers. Task-Based Language Teaching (TBLT) is a practical approach to improving oral proficiency, with potential outcomes depending on the strategies employed. This paper explores how TBLT affects the process of the acquisition of oral communication in first-year EFL students enrolled in Djelfa University. Employing a one-group experimental design, 33 students were tested using pre- and post-tests, during which their scores were measured in relation to six criteria of oral communication: fluency, pronunciation, grammar, vocabulary, interaction, and comprehension. The integration of qualitative classroom observation methodology with quantitative data provided a comprehensive understanding of student engagement and language use during the intervention period. Despite a limited sample size and the absence of a control group, the study demonstrates significant improvement across all examined dimensions, with the most pronounced advancements shown in fluency and interactive competence. The findings indicate that the application of communicative, meaningful activities enhances the facilitation of linguistic correctness and fluency, in addition to allowing learners confidence and autonomy in spoken English. The study paper contributes to the growing interest in Task-Based Language Teaching (TBLT) within English as a Foreign Language (EFL) instruction, advising curriculum architects to integrate the task-based technique directly into the oral communication course to promote the acquisition of practical and functional language skills.
Highlights• Task-Based Language Teaching (TBLT) significantly improved first-year Algerian EFL students’ oral communication skills across all six measured dimensions, with vocabulary showing the largest gains and fluency and grammar demonstrating substantial improvement.• A mixed-methods approach combining pre-post testing with systematic classroom observation and error analysis revealed that immediate corrective feedback during task cycles, particularly recasts and clarification requests, effectively reduced morphological, syntactic, and lexical errors while enhancing interactive competence.• The study documents a comprehensive taxonomy of 30+ recurring communicative errors among novice EFL learners (including cross-linguistic interference from Arabic and French), providing empirical evidence for targeted pedagogical interventions within TBLT frameworks.• Findings demonstrate that meaning-oriented tasks (role-plays, problem-solving, debates) foster both linguistic accuracy and fluency in under-researched North African higher education contexts, though pronunciation gains remained modest, suggesting the need for supplementary phonetic training alongside communicative tasks.
Jihad Abbas, Mirajur Rhaman Shaoan, Shihong Du et al.· Asia Social Issues· 0 citations
This study explores the effectiveness of English language learning among elementary school students at State Elementary School 20 Bireuen, Aceh, Indonesia. Effective English instruction at the elementary level is essential because it provides a strong foundation for students’ future language development and communication skills. This study aims to identify students’ learning experiences, teaching practices, and the factors influencing the effectiveness of English language learning. A qualitative descriptive approach was employed. Data were collected through classroom observations, questionnaires, and documentation involving 100 fifth- and sixth-grade students. The findings indicate that English language learning is generally effective, as reflected in students’ positive attitudes, active participation, and satisfactory understanding of the learning materials. Approximately 75% of students expressed a high interest in learning English, while 68% reported that they understood the lessons delivered by the teacher. Interactive teaching methods, including games, group discussions, and the use of visual media, were found to enhance students’ engagement and motivation. However, some students continued to experience difficulties, particularly in grammar and vocabulary, indicating the need for more individualized instructional support. In addition, teacher creativity, student motivation, and support from the home environment emerged as important factors influencing learning effectiveness. The findings suggest that implementing interactive teaching strategies and strengthening collaboration between schools and families can improve the quality of English language learning at the elementary school level.
Ika Rahmani, Nabila Aura Yusra, Anisa Amelia et al.· Journal Of Education And Tea...· 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
Speech delivery in English as a foreign language remains a challenge for high school students in Ecuador. This study aims to assess students’ formal speech performance in EFL and to identify mentoring strategies that may support their improvement. A mixed method case study was conducted with 37 participants, including 13 students, 11 instructors, 9 parents, and 4 friends. The instruments used are the standardized speech rubric of Peeters et al. (2010), a mentoring survey, and the observation checklist. Students participated in a local English-language speech festival of as part of the research process. The findings showed that instructors provide Logistical and Technical support, meanwhile parents and friends focused on Emotional support. In addition, 6 students reached (A) an outstanding level, 6 (B) a good level, and 1 (C) a modest level. The findings suggest that nonverbal skills are influenced by students’ confidence, it can be supported with Emotional mentoring, while technical and logistical mentoring may contribute more directly speech organization and verbal delivery.
María José Lascano Parrales, J. Villafuerte-Holguín· Journal of English language...· 0 citations
English speaking proficiency remains a challenge for many Indonesian EFL students due to limited opportunities to practice authentic communication and low self-confidence in using the language. Since English slang is commonly used in everyday communication and digital media, it has the potential to create a more engaging and natural speaking environment for students. This study aimed to investigate the impact of English slang on Indonesian EFL students’ speaking skill. A qualitative research design was employed involving 17 tenth-grade students at a vocational high school in Indonesia. Data were collected through observation checklists, speaking performance assessments, students’ self-reflection questionnaires, and documentation. The students participated in pair conversations on various topics and were encouraged to use English slang expressions appropriately. The findings indicate that all students actively participated in the activity, used English to communicate, and incorporated slang expressions into their conversations. Most students achieved a rating of Good or Very Good in their speaking performance, particularly in terms of fluency, pronunciation, confidence, and the use of English slang. Self-reflection results also indicate that students felt more comfortable, confident, and motivated when speaking English using slang expressions. In addition, students felt that slang made conversations more natural and helped them express their ideas more easily. These findings suggest that English slang can positively support students’ speaking skills by boosting their self-confidence, participation, fluency, and communicative engagement in EFL classrooms.
Zahratul Fitri Annapis, M. Nazri, Astrid Dwimaulani et al.· Jurnal Pendidikan, Sains, Ge...· 0 citations