Oral Communication Proficiency in English of the Grade 5 Pupils

Abstract

This study aimed to identify the oral communication proficiency in English of the Grade 5 pupils in Bontoc Central School. Specifically, it highlighted fluency, accuracy, and nonverbal cues as they are the most commonly observed features in the oral language. Two speaking tasks were administered to the Grade 5 pupils, and two raters evaluated their performances. The result showed that the pupils' overall level of the oral communication proficiency in English is early intermediate or Grade 2 level according to the K12 Curriculum Standard. This means that they were only able to demonstrate understanding of grade level appropriate words used to communicate inter-and intrapersonal experiences, ideas, thoughts, actions and feelings. Furthermore, at this level, they only demonstrated understanding of common expressions for effective oral interpretation and communication. The findings only show that the oral proficiency in English of the Grade 5 pupils needs improvement on their fluency in speech, accuracy in the form and production of grammatically correct linguistic structures, and demonstration of appropriate nonverbal cues as these features in oral communication are interrelated. Findings and interpretation also show that pupils who have strong command of grammatical structure and understanding of various verbal and nonverbal elements in oral communication display a speech that is effortless, smooth with adequate speed.

Self-Concept and English Oral Proficiency of Senior High School Students

“…It has the highest correlation coefficient among the other dimensions, meaning there is a substantial relationship between academic self-concept and English oral proficiency. It is because curriculum and teaching strategies are significant factors in students' oral proficiency (Pangket, 2019). It can be gleaned from this finding that the respondents' experience in the classroom has affected their level of oral proficiency since it has consequently improved or downgraded their academic self-concept.…”

Potential Implications of Task-Based Language Teaching on Developing EFL Learners' Oral Fluency

“…These definitions of oral fluency suggest that a fluent English speaker must avoid excessive stops and maintain a dialogue at a standard speech rate and length while exchanging opinions and beliefs. In this respect, Albino (2017) and Pangket (2019) contend that mastering speaking fluency supports students in improving their abilities to elaborate a better discourse that assists them in interacting with their classmates without anxiety. Houn and Em (2022) and Ho (2018) agree that accurate speech production encourages clear oral interaction among speakers.…”

English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

“…Effective communication across a broad range of contexts is a benchmark for students to ensure their success and growth in any industry. However, many studies have stressed that students are still struggling to effectively express their thoughts, let alone communicate in English [1,2,3]. In addition, a recent study by Al Riyami [4] suggested that effective communication in English is still a challenge for most graduates, impeding their employability and career advancements.…”

“…Al Riyami [4] listed English language problems that cause ineffective communication, which include low proficiency, lack of vocabulary, persuasive skills, and inappropriate use of language. In addition, Pangket [3] argued that English language problems such as complex structure, lack of vocabulary, and low motivation impede students' development of communication competence. Moreover, Atashian [9] found that students' first-language interference in learning English as a second language negatively impacts their ability to communicate in English.…”